1,720,960 research outputs found
Cognitive Models of Grammatical Competence of Students
No full textAbstractThe article is based on the precepts of cognitive science and considers grammar competence of language learners as a semantic network of concepts, categories, prototypes, frames, scripts, schemata acquired as knowledge and grammar skills. The author examines students’ grammatical competence in the light of cognitive approach and presents the cognitive model of grammatical competence. The model shows what components are needed for the students’ to know how an English sentence is grammatically organized. This makes cognitive model of grammatical competence of students a useful tool for students and teachers
Teaching English to Engineers at a Tertiary Level in Russia
No full textAbstractThe article considers the problem of teaching English for professional purposes to future engineers in Russia. A theoretical analysis of the problem is given. Statistical tools are used to study the impact of the teaching series “Career Paths” on the attitude of students to English language studies at the technical university. The author explores the driving forces, vehicles and destinations that lie behind successful curricular as a result of implementation of a large scale research project initiated by the Department of International Scientific and Professional Communication at Tambov State Technical University
Techniques and Technologies of Teaching Speaking: Dealing with Backwash Effect in Russia
No full textAbstractThis paper considers the problem of teaching school students spoken language, arising from the backwash effect of language tests on the classroom teaching agenda. The author presents the results of action research with a group of Russia's school leavers to explore how the efficiency of innovative technologies of teaching speaking would influence their oral performance. The first action research cycle was focused on developing teaching material for implementing the three organizational and pedagogical technologies “cognitive dissonance”, “information gap” and “logical impasse”. The publication presents organizational and pedagogical technologies such as “cognitive dissonance”, “information gap” and “logical impasse”
Pozytywne przyjęcie edukacji inkluzyjnej w Rosji: co stoi na przeszkodzie?
No full textInclusive education carries in itself a positive message of humanistic pedagogy, equal opportunities and personality selfactualization for both challenged and unchallenged learners. Yet, the implementation of its basic tenets is currently running the gauntlet of critical reevaluation in Russia’s teaching community. The study reveals controversial relationship between traditional societal values of mercy and compassion on the one hand, and the “ideals vs. reality” ambivalence on the other. The collision of humanistic values and competence resources as well as organizational issues interferes with the full acceptance of inclusive education. The research draws on questionnaire studies in Russia’s educational environment.Edukacja włączająca niesie ze sobą pozytywne przesłanie pedagogiki humanistycznej, równych szans i autorealizacji zarówno dla osób zagrożonych wykluczeniem, jak i pozostałych. Wdrażanie jej podstawowych założeń jest obecnie zalecane przez Komisję Europejską. Przeprowadzone badanie ujawnia niespójność pomiędzy tradycyjnymi wartościami społecznymi, takimi jak miłosierdzie i współczucie z jednej strony, a odzwierciedleniem tychże ideałów w rzeczywistości z drugiej. Zderzenie wartości humanistycznych i kompetencji, a także kwestie organizacyjne przeszkadzają bowiem w pełnej akceptacji edukacji włączającej. Przedstawione badania opierają się głównie na badaniach ankietowych przeprowadzonych w rosyjskim środowisku edukacyjnym
Cultural identity as a problem of foreign language pedagogy
Get PDFThe article considers the problem of the learner's cultural identity in acquiring a foreign language. An attempt is made to prove the relevance of this problem to the ongoing period of neoglobalization of languages and cultures. The research encompasses a theoretical analysis of the "third culture" phenomenon combined with the studies of cultural identity of English language learners, including an opinion poll among Russian students of English. The article concludes with the idea that cultural identity in English language teaching can be viewed as an intrapersonal process. Cultural identity can serve the purpose of training students to exercise tolerance for other cultures across diversities and differences
Cultural identity as a problem of foreign language pedagogy
No full textThe article considers the problem of the learner's cultural identity in acquiring a foreign language. An attempt is made to prove the relevance of this problem to the ongoing period of neoglobalization of languages and cultures. The research encompasses a theoretical analysis of the "third culture" phenomenon combined with the studies of cultural identity of English language learners, including an opinion poll among Russian students of English. The article concludes with the idea that cultural identity in English language teaching can be viewed as an intrapersonal process. Cultural identity can serve the purpose of training students to exercise tolerance for other cultures across diversities and differences
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Cognitive skills in education: typology and development
Get PDFThis publication addresses the issue of cognitive skills as a challenge for the teachers and an asset for the learners. Despite the unanimity in accepting cognitive skills development as a rightful educational agenda, teaching practitioners give preference to the development of lower-order cognitive skills in learners. The reason lies not only the backwash effect of closed-ended testing tasks, but also teachers’ beliefs. The hypothesis of the research consists in the following proposition: cognitive skills growth in the classroom depends on explicit training of lower- and higher-order cognitive skills. This research draws on teachers’ opinion poll, follow-up interviews and a case study of teaching students of engineering specialties a set of higher-order cognitive skills in their lessons of English. Cognitive skills enable the learner to work out the four types of knowledge such as, factual (facts and events), conceptual (theories and models), procedural (methodology and processes), and metacognitive (awareness of ways and practices of critical thinking). These types of knowledge, based on higher-order thinking, enable the learners to make wellinformed decisions as a result of productive thinking. Creative procedures of knowledge generation and application enhance learners’ cognitive abilities further on. The article considers the barrier raised by the teaching community that gives preference to challenging learners with acquiring the ready-made knowledge rather than with the knowledge-producing tasks. Ready-made knowledge acquisition seems to be more appealing to both teachers and students, because of the fast-gained results, while cognitive skills development bears fruit much later. The truth is that there is no fast track towards higherorder cognitive skills development. Therefore, declarative knowledge prevails
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