Focus on Language Education and Research最新文献

{"title":"THE COUNCIL OF EUROPE, THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES AND ENGLISH PROFILE","authors":"Anthony Green","doi":"10.35213/2686-7516-2019-1-1-35-38","DOIUrl":"https://doi.org/10.35213/2686-7516-2019-1-1-35-38","url":null,"abstract":"The Russian Federationis one of the forty-seven member states that make up the Council of Europe. The Council is probably best known for its work in the fields of human rights and legal affairs, but it has also played a key role in language education with many important initiatives, most notably its central role the introduction and promotion of the ‘communicative approach’ to language teaching.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127283636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FOREIGN LANGUAGE LEARNING AND TEACHING (FLLT) AS THE MOST WIDELY-SPREAD WAY OF SHATTERING BARRIERS TO INTERNATIONAL AND INTERCULTURAL COMMUNICATION. A VIEW FROM RUSSIA","authors":"S. Ter-Minasova","doi":"10.35213/2686-7516-2019-1-1-6-8","DOIUrl":"https://doi.org/10.35213/2686-7516-2019-1-1-6-8","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128704003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TO ACCEPT, OR NOT TO ACCEPT: PREREQUISITES TO ENSURE QUALITY TEACHER TRAINING","authors":"Ekaterina Shchaveleva","doi":"10.35213/2686-7516-2019-1-1-28-34","DOIUrl":"https://doi.org/10.35213/2686-7516-2019-1-1-28-34","url":null,"abstract":"The research focuses on the problem of acceptability of applicants with the minimal level of the Unified State Exam (the USE) to teacher training programs, and coinage of language teachers with under-developed language competency, the latter being fated to turn insufficient for preparing school students for the USE. In the article the author answers the following two research questions: what level of language competency should be demonstrated by a teacher who works in a Russian regular secondary school; what the initial level of language mastery of applicants of teacher training programmes, measured with the USE and demonstrated with its results, would be adequate for them to be academically and linguistically agile for passing the exam which is known as the Certificate in Advanced English (CAE). The methods of the research included the content analysis of official documents regulating the requirements towards teacher competency and examination procedures and assessment; longitudinal observations on language competency development (330 students were observed throughout six years); comparative analysis of examination results. The outcomes of this research may be of high value to teacher training institutions in terms of the determination of categories of programme applicants who have stronger or weaker chances to graduate as competent (job market relevant) teachers. ","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129318862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING CLOZE PASSAGES TO ESTIMATE READABILITY FOR RUSSIAN UNIVERSITY STUDENTS: PRELIMINARY STUDY","authors":"J. D. Brown, G. Janssen, J. Trace, L. Kozhevnikova","doi":"10.35213/2686-7516-2019-1-1-16-27","DOIUrl":"https://doi.org/10.35213/2686-7516-2019-1-1-16-27","url":null,"abstract":"This preliminary study examines the relationships between each of six first language (L1) readability indexes and the cloze passage mean performances of Russian EFL students. The cloze passages were created by randomly selecting 50 text passages from an American public library and deleting every 12th word in each passage to create a 30-item cloze procedure. The participants were 5170 EFL students from 38 universities in theRussian Federation. Each student was randomly assigned to take one of the 30-item cloze passages. The L1 readability indexes calculated for each of the 50 passages were the Flesch, Flesch-Kincaid, Fry, Gunning, Fog, and modified Gunning-Fog indexes. The preliminary results indicate that the L1 readability indexes were moderately to highly correlated with each other, but only somewhat correlated with the mean performances of Russian university students on cloze versions of those same passages. These results are discussed in terms of why the L1 readability indexes are moderately to highly correlated with each other but only somewhat correlated to the Russian EFL means. The authors also explain what they are planning in terms of further linguistic analyses (e.g., of variables like average word length, percent of function words, number of syllables per sentence, number of words per paragraph, frequencies of words in the passages, and so forth) and statistical analyses (including at least factor analysis, multiple regression analyses, and structural equation modeling) of these data. ","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129357568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INTERGRATION OF LANGUAGE TESTING AND ASSESSMENT TERMS FROM ENGLISH INTO RUSSIAN","authors":"Yulia Polshina, E. Bondareva","doi":"10.35213/2686-7516-2019-1-1-9-15","DOIUrl":"https://doi.org/10.35213/2686-7516-2019-1-1-9-15","url":null,"abstract":"Today language studies are one of the most popular international practices, both for everyday purposes and academic reasons. That is why development and implementation of reliable tools and methods for testing and assessment of language proficiency have become an important goal for instructors and linguists across the globe. To promote a universal understanding of the concepts in this area of knowledge there should exist a comprehensive terminology system of testing and assessment. Borrowing of terms from a more developed terminology system has become a common practice, but whether it always brings satisfactory results remains to be seen. This research paper aims at describing the techniques of integrating English language testing and assessment terms into Russian. In order to establish those techniques we conducted the comparative analysis of the most frequently used English terms on language testing and assessment based on their appearance in specialized texts on the subject and their Russian equivalents. The analysis procedure involved examining the phonetic and orthographic form, definitions and contextual usage of both the original terms and their equivalent borrowed into Russian language. Based on that, we can point out the most productive ways of transferring these terms into Russian, in particular, using calques, half-calques and transformational translation. Those methods prove to be effective in terms of securing the transparency of the meaning and providing a universal understanding of the concepts behind the terms which is necessary for successful communication of the experts in the field on international level and development of valid testing instruments. Nevertheless, integration of some terms is less successful due to the significant discrepancies in meaning between the original and borrowed terms leading to misunderstanding and potentially faulty testing and assessment practices. Therefore, the subject matter of borrowing terms in the abovementioned area shall be addressed in a more thorough fashion, and there should be more studies conducted on this issue. ","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128760229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping Skills Of Reasoning In Esp Course At Technical University","authors":"L. Ivanova","doi":"10.15405/EPSBS.2018.12.02.181","DOIUrl":"https://doi.org/10.15405/EPSBS.2018.12.02.181","url":null,"abstract":"At present, the university graduates have to acquire not only profound knowledge but unique skills and competencies to be successful in the labour market. One of the main competencies of modern engineers is their proficiency to reason, to debate or to argue reasonably. The Russian tertiary education standards consider argumentation skills as a key competence for university graduates. These skills are critical for making decisions and students can develop their argumentation skills in their English classes at a technical university. The paper reviews and analyzes the issues of teaching reasoning in the ESP course. The authors share their ideas on the ESP design course applying IT tools and indicate the ways to pursue further research. To improve communicative competence in the specialist area, the authors suggest shaping the skills of argumentation through the ESP course acquisition. Teaching strategies, regarding stages of skills development, are identified. Theoretical background and literature review give grounds for designing effective assignments to promote fruitful communication and make our graduates more competitive in the workforce.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129598055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}