On cognitive approach to language when studying Russian prefixes expressing relation to the norm

The authors of the report attempt to provide a comprehensive description of some Russian verbal prefixes (including those denoting an action below, equal to or above the norm) based on the cognitive approach to language learning. In addition to theoretical ideas, the report describes an experimental methodology aimed at identifying various semantic features of homonymous verbal prefixes. This methodology has proved effective for teaching Russian as a second language

Area of comfort: Russian language training for Vietnamese students at technical university

The paper focuses on the psychological and pedagogical peculiarities of teaching Russian to students from Vietnam. The methodology approach taken in this study is motivated by ideas of active Learning articulated by Verbitcky and the Motivation theory developed by Maslow and Yakimanskaya. The methodological basis of the research is a student-centered learning approach. The author provides a theoretical framework based on the communicative competence concept elaborated by Viatiutnev in area of theory and methods Russian as foreign language. Our qualitative methodology included interviews with students, review of documents and analysis of educational results. The authors use Smekal and Kucher’s Questionnaire to identify psychological characteristics of Vietnamese students and offer a solution to the problem of effective teaching with due consideration of the students’ cultural features. The authors present the research findings on the personality orientation of Vietnamese students enrolled in National Research Tomsk Polytechnic University. In general, we systematize suggestions for Russian Language teachers who work with international students from Vietnam

IMPLEMENTATION OF ADVANCED TRAINING PROGRAMS IN ENGLISH FOR EXECUTIVE AND ADMINISTRATIVE PERSONNEL (AT TOMSK POLYTECHNIC UNIVERSITY)

Цель. В статье представлены особенности разработанных программ повышения квалификации по английскому языку для административно-управленческого персонала (начинающий и продолжающий уровень). Обозначаются цели обучения, принципы реализации программ, формируемые компетенции. Представлены перспективы работы кафедры методики преподавания иностранных языков в направлении повышения языковой компетентности административно-управленческого персонала. Предметом анализа выступают программы по английскому языку для административно-управленческого персонала, реализуемые на базе томского политехнического университета.Методология. Основу исследования образуют метод педагогического эксперимента, изучение опыта, а также методы описания, объяснения и прогноза.Результаты. Результаты работы заключаются в том, что авторы подробно рассказывают о положительном опыте реализуемых программ, делая вклад в базу лучших практик вызов для успешного освоения иностранных языков сотрудниками вызов.Область применения результатов. Результаты исследования могут быть применены в сфере методики и практики преподавания иностранных языков, в частности английского, для административно-управленческого аппарата.Purpose. The paper outlines the advanced training programs in English developed by the authors for executive and administrative personnel (beginners and pre-intermediate). We specify the learning objectives, principles of program implementation as well as competences to be formed. Furthermore, we discuss the prospects for the Department of Methods of Teaching Foreign Languages in terms of improving the linguistic competence of executive and administrative personnel. The object of the analysis is the programs in English for executive and administrative personnel delivered at Tomsk Polytechnic University.Methodology. The research is based on the method of pedagogical experiment, research into experience as well as the methods of description, explanation and prognosis.Results. The results of the work consist in the positive experience of the delivered programs described by the authors in detail and contributing to the best practices of higher education institutes for successful mastering of foreign languages by their staff.Practical implications. The research findings can be used in methodology and practice of teaching foreign languages, English in particular, for executive and administrative personnel

Water drops with graphite particles triggering the explosive liquid breakup

We have established conditions for stable triggering of the explosive breakup for heterogeneous water drops induced by immersion in high-temperature gas (air) at more than 800 K. The water drop heating is enhanced by small graphite solid particles of 2 × 2 × 1 mm, 2 × 2 × 2 mm and 2 × 2 × 3 mm inserted into drops. The properties of the graphite such as porous and layered structure, moisture content, and surface roughness play determining roles. Experiments show that heterogeneous water drops can boil during a short time and produce clouds of tiny droplets. Heating times of heterogeneous drops until the breakup do not exceed a few seconds and usually last for less than three. We have identified the main stages and the mechanism of heterogeneous drop heating, as well as vaporization at the internal interface and at the free surface of a drop. A high-speed video camera and the TEMA Automotive Software with a number of tracking algorithms are used for measurements. The analysis of experimental results shows that during the fragmentation of large heterogeneous drops at high temperatures, more than 100 small droplets are formed. The obtained data are a basis for novel technologies of effective fire extinguishing that involve the multiple growth of water evaporation area in a flame.SCOPUS: ar.jinfo:eu-repo/semantics/publishe

On cognitive approach to language when studying Russian prefixes expressing relation to the norm

The authors of the report attempt to provide a comprehensive description of some Russian verbal prefixes (including those denoting an action below, equal to or above the norm) based on the cognitive approach to language learning. In addition to theoretical ideas, the report describes an experimental methodology aimed at identifying various semantic features of homonymous verbal prefixes. This methodology has proved effective for teaching Russian as a second language