40 research outputs found

    Autodidactic approach: forming self-directed efl learning readiness

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    The article deals with the problem of preparing intending EFL teachers at teacher training universities for professionally-oriented selfdirected learning readiness in the field if foreign languages. For this purpose the brief outline of basic characteristics of such a readiness is given on the basis of analysis of scientific literature on the problem. The authors of the article share their positive experience in applying the autodidactic approach to teaching English to students of the English Department in the Institute of Foreign Languages of Ural State Pedagogical University. The research results prove that it is possible to effectively form students’ self-directed EFL learning readiness by means of increasing their methodological awareness in the field of teaching foreign languages and applying their knowledge and skills to the process of self-directed learning itself both within and beyond the classroom environment. The three stages of the approach are described in detail: learning, self-directed learning, and peer-teaching. The final stage is considered professionally-oriented since it allows students to act in the capacity of future teachers of English but, here, within the classroom environment. The approach is realized according to five consequent principles: intersubject coordination, tutoring, individually oriented assessment, heuristic and multitasking principles. The principles by their nature go back to the student-centered and activity approach, the integrative-differentiative approach and the contextual approach which serve as the methodological bases of the autodidactic approach developed

    Classification of written translation skills for English legal discourse

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    The article deals with the content of notions "English legal discourse", "translation difficulties", "translation strategy", "translation tactics", "translation skills". Description is given of the complex of written translation strategies for English legal discourse. The authors suggest developing groups of translation skills at pre- translation, translation and post- translation stages

    Autodidactic English for intending efl teachers: a coursebook structure

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    The article deals with the problem of structuring a coursebook on English for intending EFL teachers at teacher training universities. Considering the main requirements for their professionally-oriented training in Russia, self-directed language learning readiness is analyzed on the basis of scientific literature on the problem. As one of the possible solutions of the problem the authors of the article suggest using an autodidactic approach to teaching English and share their positive experience in applying it to practice at the Institute of Foreign Languages of Ural State Pedagogical University. The autodidactic approach is based on intersubject coordination, tutoring, individually oriented assessment and heuristic principles and presupposes the realization of three subsequent stages: learning, self-directed learning, and peer-teaching. The application of the autodidactic principles and the stages of the approach finds reflection in the structure of the coursebook on English “Autodidactic English for Intending EFL Teachers” which is given in detail in the article. The coursebook structure is modular, the three basic modules being “Autodidactic Awareness” (which assists students at the stage of learning), “Brush up Your Study Skills” (at the stage of self-directed EFL learning) and “Teach and Learn” (at the stage of peer-teaching). The main modules are supplemented by “Language Portfolio” and “Assess Your Self-Directed Learning Readiness” modules which help both the teacher and students to plan their interaction and assess the results of their work. The research results prove that it is possible to effectively form students’ self-directed EFL learning readiness by means of increasing their methodological awareness in the field of teaching foreign languages and applying their knowledge and skills to the process of self-directed learning both within and beyond the classroom environment

    The cognitive-discursive model of evidentiality (authorization)

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    The paper discusses some functional aspects of evidentiality in scientific discourse and dialect speech in Russian. The aim is to show how evidentiality, traditionally called authorization in Russian, can be studied from functional and cognitive-discursive points of view. The authors propose a methodology of revealing additive meanings of evidential (authorizational) structures based on interpretation of subjective components of speech. The interpretation is based on the authorization model proposed by the authors

    Differential Effects of Betacyanin and Betaxanthin Pigments on Oxidative Stress and Inflammatory Response in Murine Macrophages

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    Scope: Betalain pigments are increasingly highlighted for their bioactive and anti-inflammatory properties, although research is lacking to demonstrate contributions of individual betalains. The work herein aimed to compare effects of four main betalains on inflammatory and cell-protective markers and to highlight potential structure-related relationships of the two main subgroups: betacyanins vs betaxanthins. Methods and results: Murine RAW 264.7 macrophages were stimulated with bacterial lipopolysaccharide following incubation with betacyanins (betanin, neobetanin) and betaxanthins (indicaxanthin, vulgaxanthin I) in concentrations from 1 to 100 µM. All betalains suppressed expression of pro-inflammatory markers IL-6, IL-1β, iNOS, and COX-2 with tendency for stronger effects of betacyanins compared to betaxanthins. In contrast, HO-1 and gGCS showed mixed and only moderate induction, while more emphasized effects were observed for betacyanins. While all betalains suppressed mRNA levels of NADPH oxidase 2 (NOX-2), a superoxide generating enzyme, only betacyanins were able to counteract hydrogen peroxide induced reactive oxygen species (ROS) generation, in alignment with their radical scavenging potential. Furthermore, betaxanthins exerted pro-oxidant properties, elevating ROS production beyond hydrogen peroxide stimulation. Conclusion: In summary, all betalains display anti-inflammatory properties, although only betacyanins demonstrate radical scavenging capacities, indicating potential differing responses under oxidative stress conditions, which requires further research

    A photochemical approach for a fast and self-limited covalent modification of surface supported graphene with photoactive dyes

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    Herein, we report a simple method for a covalent modification of surface supported graphene with photoactive dyes. Graphene was fabricated on cubic-SiC/Si(001) wafers due to their low cost and suitability for mass-production of continuous graphene fit for electronic applications on millimetre scale. Functionalisation of the graphene surface was carried out in solution via white light induced photochemical generation of phenazine radicals from phenazine diazonium salt. The resulting covalently bonded phenazine-graphene hybrid structure was characterised by scanning tunnelling microscopy (STM) and spectroscopy (STS), Raman spectroscopy and density functional theory (DFT) calculations. It was found that phenazine molecules form an overlayer, which exhibit a short range order with a rectangular unit cell on the graphene surface. DFT calculations based on STM results reveal that molecules are standing up in the overlayer with the maximum coverage of 0.25 molecules per graphene unit cell. Raman spectroscopy and STM results show that the growth is limited to one monolayer of standing molecules. STS reveals that the phenazine-graphene hybrid structure has a band gap of 0.8 eV

    Autodidactic English for intending efl teachers: a coursebook structure

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    The article deals with the problem of structuring a coursebook on English for intending EFL teachers at teacher training universities. Considering the main requirements for their professionally-oriented training in Russia, self-directed language learning readiness is analyzed on the basis of scientific literature on the problem. As one of the possible solutions of the problem the authors of the article suggest using an autodidactic approach to teaching English and share their positive experience in applying it to practice at the Institute of Foreign Languages of Ural State Pedagogical University. The autodidactic approach is based on intersubject coordination, tutoring, individually oriented assessment and heuristic principles and presupposes the realization of three subsequent stages: learning, self-directed learning, and peer-teaching. The application of the autodidactic principles and the stages of the approach finds reflection in the structure of the coursebook on English “Autodidactic English for Intending EFL Teachers” which is given in detail in the article. The coursebook structure is modular, the three basic modules being “Autodidactic Awareness” (which assists students at the stage of learning), “Brush up Your Study Skills” (at the stage of self-directed EFL learning) and “Teach and Learn” (at the stage of peer-teaching). The main modules are supplemented by “Language Portfolio” and “Assess Your Self-Directed Learning Readiness” modules which help both the teacher and students to plan their interaction and assess the results of their work. The research results prove that it is possible to effectively form students’ self-directed EFL learning readiness by means of increasing their methodological awareness in the field of teaching foreign languages and applying their knowledge and skills to the process of self-directed learning both within and beyond the classroom environment
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