Language learning has always been looked upon as a process of close teacher-students collaboration and cooperation bearing its main idea of gaining communicative competence. Roles of teachers in language acquisition were always clear but changing times require adjustment to gradually altering students' needs and expectations. The main aim of the paper is to find out to which extent the principles of collaborative learning are used at EFL classes at the Institute of Economics and Finance, Kazan Federal University, the attitude students have to collaborative practices and to prove that collaborative environment brings proficiency in language learning and establishes modeling of real-life situations among non-native speakers. In addition, the article reveals the role that teachers should preferably play atEFL lessons and the scenario they should develop basing on students' needs analysis which allows them to build a required synergy. The results gained by the authors rest on the survey carried out among English learning students at the Institute of Economics and Finance, Kazan Federal University.
Abstract. The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students' metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students' metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy
The purpose of the article is to study the potential of the "English for academic purposes" course for building research competence of graduate students. The article examines approaches to designing the syllabus for the course and determines its role in the development of learners research and academic skills. The article describes and analyses the course syllabus, highlights methods, materials and techniques used in the educational process, as well as typical practical assignments.
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