B1 plus exam : a key to higher education in Russia

The use of open electronic courses is a relatively new tendency in education and it is not yet fully discovered by researchers. This article examines the specifics of the introduction of online courses, including the requirements to them, as well as factors that slow down their active development. The following methods of investigation were used: analysis, synthesis, deduction and induction. As an example the Kozma Minin Nizhny Novgorod State Pedagogical University - Minin University was used. On the basis of the study of the "Regulations on the use of open courses in the educational activities of Minin University", it was noted, in addition to the functions of the coordination group on open education, that for the trainee at the end of the course, in the case of unsatisfactory result, the possibility of the recalculation is established. This possibility is used not by every university. In the article we make a conclusion that open courses are a new qualitative step in the development of world education, but online courses would be much more effective as narrow-minded, adult-oriented, and deeply motivated for learning. Taken as the basis of research, Minin University showed that the university is ready for the implementation of online courses. It is one of the few universities that actively use open courses in Russia.peer-reviewe

Adiposity, metabolic syndrome and endocannabioid system, use prospects sensitizer c b 1 receptors in the solution of a problem (The literature review)

Epidemic character of distribution of adiposity, weight of a current connected with it of diseases and absence of notable successes in the decision of this problem induce to search of new effective and safe means of a reduction of weight of a body. In the literature review are is short stated a role endocannabioid systems in development of adiposity and a theoretical substantiation of use cannabioid CB1-receptors sensitizer.Эпидемический характер распространения ожирения, тяжесть течения ассоциированных с ним заболеваний и отсутствие ощутимых успехов в решении этой проблемы побуждают к поиску новых эффективных и безопасных средств редукции массы тела. В обзоре литературы кратко изложены роль эндоканнабиоидной системы в развитии ожирения и теоретическое обоснование использования сенситизатора каннабиоидных СВ1-рецепторов

RUSSIAN LANGUAGE COURSE-LEAVING EXAM FOR FOREIGN STUDENTS: ENTERING INTERNATIONAL UNIVERSITY IN RUSSIA

The article focuses on a new form of a course-leaving exam after 1-year Russian language preparation course for foreign students coming to study in Russia. The authors specify the correlation between the exam content and the communicative purposes of the foreign students who enter higher educational establishment in the Russian Federation. The exam takes into consideration the importance of the academic adaptation process of foreign students and analyses its influence on the exam requirements and content. The exam model described by the authors incorporates Russian as a foreign language traditional exam model and the new approaches. The new exam format developers take into consideration the important role of the professional vocabulary. The exam tasks check not only the knowledge of the Russian as a foreign language but also the knowledge of the scientific terminology. The authors believe that it is necessary to expand the vocabulary of the 1st Certification level which is considered the basis for the new examination format. The test content has to correspond to the requirements of the communication spheres typical for a foreign student living and studying in Russia. The new exam requirements, in is turn, will influence the core curriculum of 1-year preparatory course for foreign students getting ready to enter a higher education establishment in the Russian Federation. The suggested new exam format was preceded by extensive research of curricula and academic achievements of the foreign students; the research was supported by exam results monitoring. The paper proves the necessity of the preparation course for the foreign students and highlights the specific role of the course-leaving exam as a motivating factor to make education process more efficient

The criteria for determining "the native Russian speaker's level" in the language testing system for migrants

The term "native speaker" is now widely used in the world testing practice. It is declared as a particular starting point in the evaluation of language proficiency level in the most widely spread testing systems (TRFL, OPI, SOLOM, STAMP, etc). At the same time, researchers mention ambiguity, vagueness and uncertainty of this concept. There is neither a generally accepted definition, nor reliable methodically grounded criteria for determining this level. It is not clear whether the status of a native speaker is a person's "biographical" or "competence-based" characteristic. There are no studies devoted to the identification, research and systemization of criteria for determining a "native speaker's" level of the Russian language proficiency. At the same time, the solution of these problems in the Russian testing practice is both scientifically and practically important. The state system of standards for Russian as a foreign language remains incomplete due to the lack of linguo-didactic description of mastering the Russian language at level 4, which is equivalent to a native speaker of Russian, the bearer of the Russian language culture. There is no reliable basis for assigning the status of a native speaker to people who are entitled to a fast track procedure for obtaining the Russian citizenship according to the Russian legislation. The study of the real discursive activity of native and non-native speakers of Russian and the comparative analysis of their communicative competence, demonstrated by the groups of test takers who were involved in the experiment, allowed the authors to identify the distinctive features of the highest level of the Russian language proficiency and to propose a system of criteria for determining it

GENDER AND ETHNIC FACTORS IN ORAL PROFICIENCY ASSESSMENT: "CAN DO" AND "CAN'T DO"

The main purpose of this exploratory study is to determine the relationship between the test takers' ethnic background and gender and the efficacy of oral proficiency testing. The methodology includes (1) theoretical analyses in testology, interdidactics, linguodidactics, cognitive science, psychology, sociology, cultural anthropology, methods of teaching foreign languages in the aspect of the research problem; (2) interviewing the test takers, the test developers and the testers, didactic analyses of 60 videotapes of oral proficiency testing, as well as self-evaluation of the testees; (3) methods of statistical analysis, which was used to verify the findings. 60 native test takers from Syria, Vietnam, Russia, males and females in each group equally, participated at the experimental research. The typical test tasks aimed at oral proficiency assessment, recommended by the State Russian as a Foreign Language Testing System and ACTFL Oral Proficiency Interview, were used. Main results of this study are: (1) there is a strong and significant relationship between the test takers' ethnics and gender, on the one hand, and test performance, on the other hand; (2) certain types of the test tasks provoke the test takers' communicative failures, caused by gender and ethnic blockages, barriers and taboos on realization of discourse and behavioral strategies; (3) these communicative misfits may not be corrected or eliminated by didactic means, e.g. or special training, since they are determined by ethnic moral norms and standards. The results of the study may be implemented in the system of teaching foreign languages and language proficiency testing, they may be useful for the test developers, the test administrators and foreign language teachers

The criteria for determining "the native Russian speaker's level" in the language testing system for migrants

The term "native speaker" is now widely used in the world testing practice. It is declared as a particular starting point in the evaluation of language proficiency level in the most widely spread testing systems (TRFL, OPI, SOLOM, STAMP, etc). At the same time, researchers mention ambiguity, vagueness and uncertainty of this concept. There is neither a generally accepted definition, nor reliable methodically grounded criteria for determining this level. It is not clear whether the status of a native speaker is a person's "biographical" or "competence-based" characteristic. There are no studies devoted to the identification, research and systemization of criteria for determining a "native speaker's" level of the Russian language proficiency. At the same time, the solution of these problems in the Russian testing practice is both scientifically and practically important. The state system of standards for Russian as a foreign language remains incomplete due to the lack of linguo-didactic description of mastering the Russian language at level 4, which is equivalent to a native speaker of Russian, the bearer of the Russian language culture. There is no reliable basis for assigning the status of a native speaker to people who are entitled to a fast track procedure for obtaining the Russian citizenship according to the Russian legislation. The study of the real discursive activity of native and non-native speakers of Russian and the comparative analysis of their communicative competence, demonstrated by the groups of test takers who were involved in the experiment, allowed the authors to identify the distinctive features of the highest level of the Russian language proficiency and to propose a system of criteria for determining it