Название статьи, автор, стиль.

Содержание учебных занятий

Тема 1. Овладение общенаучной и терминологической лексикой и функциональной грамматикой научного стиля (22 ч.).

1. Лексика. Общепрофессиональные понятия.

English

Rossian

1. accept 2. accomplish 3. activity 4. advance 5. aesthetic 6. age 7. angry 8. bad 9. basis 10. behavior 11. book 12. carry out 13. сhild 14. children 15. class 16. college 17. co-education 18. conformity 19. connection 20. content 21. conformity 22. convection 23. compulsory 24. copybook 25. development 26. define 27. definition 28. depict 29. didactic 30. description 31. draw 32. drawing 33. duty 34. educate 35. educated 36. educator 37. education 38. educational 39. educationalist 40. estimate 41. explanation 42. explain 43. evil 44. factor 45. fair 46. figure 47. form 48. department 49. form 50. general 51. generated 52. governess 53. good 54. good 55. habituate 56. habituation 57. homework 58. illustration 59. intellectual 60. interconnection 61. institute 62. institution 63. instruct 64. instruction 65. instructor 66. implement 67. issue 68. kindergarten 69. kindergart(e)ner 70. learn 71. learned 72. learning 73. lesson 74. notebook 75. mad 76. mark 77. mental 78. method 79. moral 80. moral 81. morality 82. moralize 83. task 84. teach 85. teacher 86. teaching 87. test 88. theme 89. theoretical 90. topic 91. training 92. object 93. obligation 94. occupation 95. organizational 96. paint 97. pedagogic(al) 98. pedagogics 99. pedagogue pedagogy person personality physical picture portray pupil practice preceptor preschool preschooler principle primary profession progress process realize report report receive registration rights school scholarship schoolmaster science sciential scientific scientifically scientist scientistic speak system study study student staff substance substantiation success successful sound sound term testimonial tutor university valid well-founded well-grounded work

принимать выполнять деятельность прогресс эстетический возраст злой плохой основа поведение книга выполнять ребёнок дети класс колледж совместное обучение закономерность связь содержание закономерность конвекция обязательный тетрадь развитие определять определение изображать дидактический описание рисовать рисунок обязанность обучать (высоко)образованный педагог образование образовательный педагог-теоретик оценивать объяснение объяснять зло фактор добросовестный внешний вид класс отделение форма общий образованный воспитательница хороший добро тренировать обучение домашнее задание изображение умственный взаимосвязь институт учреждение обучать обучение педагог выполнять вопрос детский сад воспитательница учить аудированный обучение урок записная книжка безрассудный оценка умственный метод мораль нравственный нравственность поучать задача учить педагог преподавание тест тема теоретический тема обучение объект обязанность деятельность организующий рисовать педагогический педагогика педагог педагогика человек личность физический картина изображать ученик практика педагог дошкольный дошкольник принцип начальный профессия прогресс процесс осуществлять сообщать отчёт получать запись права школа образованность педагог наука обладающий знаниями учёный научно учёный наукообразный говорить система изучение изучать студент коллектив содержание доказательство успех успешный обосновывать звук семестр характеристика преподаватель университет эффективный обоснованный обоснованный работа

 

The  Task. Make up an oral text on your professinal credo.

Основные речевые клише, необходимые для построения  устного выступления  по проблеме научног исследования

Introducing the subject Stating the purpose - I’d like to talk (to you) today about… - I’m going to present my research paper/inform you about/describe/… - The subject of my academic paper/my presentation is… - My purpose/objective/aim today is... - This morning I’m going to be talking to you about/telling you/showing you/reporting on…the summary of my research work	Вступление Постановка цели Позвольте представить Вам свою исследовательскую работу… Предметом моего исследования является… Цель моего выступления сегодня… Я бы хотел представить Вам основные выводы моей выпускной квалификационной работы…
Signposting Outlining the structure - I’ve divided my presentation into… parts/sections. They are… The subject can be looked at under the following headings… - So, I'll start off by… giving you an overview of/making a few observations about/outlining... - And then I'll go on to… discuss in more depth the implications of/talk you through… - We can break this area down into the following fields: Let me begin with/To start with/Firstly, I'd like to look at... Then/Secondly/Next… Thirdly… Finally/Lastly/Last of all… -I’d be glad to answer any questions at the end of my presentation. - I’ll try to answer all of your questions after the presentation.	Структурирование презентации Моя презентация состоит из следующих частей… Позвольте мне начать с…/Начнем с краткого обзора… В продолжение давайте более подробно рассмотрим… Данный раздел включает в себя следующие вопросы… Во-первых…во-вторых…в-третьих… затем…в заключении,…наконец… С удовольствием отвечу на Ваши вопросы в конце моего выступления. Постараюсь ответить на Ваши вопросы после моей презентации.
Changing to another topic -Let's now move on to/turn to... -Moving on now to… -This leads/brings me to the next point which is… -I'd now like to move on to /turn to... -So far we have looked at.... Now I'd like to...	Переход к другому разделу Давайте перейдем к … Продолжая свое выступление… Из этого следует следующее… Я бы хотел перейти к следующему вопросу… Так как мы уже рассмотрели…, я бы хотел…
Using visual aids -I’d like you to look at this chart, which shows…/ Let’s look at…. -Let me show you…/As you can see… -If you look at this graph, you’ll see… -This table/diagram/slide/chart shows…/compares/gives information about… -I’d like to draw your attention to the next slide…	Использование наглядности Позвольте обратить Ваше внимание на таблицу/схему, которая показывает… Позвольте представить Вам… Как Вы можете видеть на данном графике… Данная таблица/диаграмма/слайд показывает/сравнивает/предоставляет информацию о …
Thanking the audience Inviting questions -Thank you for your attention. -Thank you for listening. -If you have any questions, I’d be pleased to answer them. -If there are any questions, I'll do my best to answer them.	Выражение благодарности Приглашение к обсуждению Благодарю Вас за внимание… Спасибо за внимание… Если у Вас есть вопросы, я с удовольствием на них отвечу. Постараюсь ответить на все Ваши вопросы.
Handling questions Clarifying a question -If I understand you correctly, you are saying/asking... -I didn't quite catch that. -Could you go over that again? /Sorry, could you say that again/repeat that, please? What exactly did you mean by …? Avoiding giving an answer -I'm afraid that's not the field of my research. -I/m afraid I’m not able to answer this question at present.	Ведение дискуссии Уточнение Если я вас правильно понял, Вы имеете ввиду, что… Я не уверен, что я Вас правильно понял. Извините. не могли бы вы повторить вопрос? Не могли бы Вы уточнить? Уклонение от ответа Это не входит в тему моего исследования. Боюсь, я не могу ответить на Ваш вопрос.
Linking words/phrases Personal opinion: In my opinion/view… To my mind… I think/suppose/believe/consider… It seems to me that… As far as I’m concerned… To list pints: First/To start/to begin with/First of all… Secondly/after that/Afterwards/Next/Then… Thirdly/Finally/Lastly… To add more points: What is more/Furthermore/Apart from this/In addition(to this)/Moreover/Besides…not to mention the fact that… Not only…but also… Both…and… To refer to other sources: With reference to…Concerning… According to… To express cause: Because/Owing to the fact that/due to the fact that/On the grounds that/Since/As… To express effect: Thus/Therefore/So/Consequently/As a result/As a consequence… To emphasize a point: Indeed/Naturally/Clearly/Obviously/Needless to say It is a fact that/In effect/In fact/As a matter of fact/Actually/Indeed As a rule/Generally/In general/On the whole	Слова-связки Выражение собственного мнения По-моему мнению… Я думаю… Я полагаю… Мне кажется… Перечисление Во-первых…во-вторых…в-третьих… затем…в заключении,…наконец… Дополнительная информация Более того…кроме того…в дополнение … не только…но и… как… так и… Ссылка на источники Согласно… Со ссылкой на… Выражение причины… Так как… из-за…благодаря… Выражение следствия Таким образом…следовательно…в результате… Выражение фактической информации Очевидно…разумеется… Фактически…на самом деле.. Как правило…в общем…в целом…
Agreement/Disagreement I fully/completely agree with you. That’s just what I was going to say. I think so too. I’m afraid, I can’t agree with you. I don’t think that’s quite right. I’m afraid I have to disagree with you.	Выражение согласия/несогласия Полностью с Вами согласен. Я разделяю Ваше мнение. Я считаю так же. Боюсь, я не могу с этим согласиться. Я не совсем в этом уверен. Я е могу с этим согласиться.

Основные клише, необходимые для реферирования научного текста

1. Основные клише, необходимые для реферирования текста профессионального характера

TEXT REVIEW

Introduction (Вступление)

1.Letme tell you a few words about the text which I have read. Its title is... Позвольте мне сказать несколько слов о тексте, который я прочитал. Его название...

2. The title of the textunder analysis is... Название анализируемого текста...

3. I've just read the text entitled.... I have to analyze it. Я только что прочитал текст nod названием.... Мне нужно его прореферировать.

4.The text under consideration is entitled... Рассматриваемый текст озаглавлен.

5.This is a newspaper article headlined... Это газетная статья под заголовком...

6.The article under the headline... is taken from the magazine... Статья под заголовком... взята из журнала...

7.І failed to identify the source of the reading. Мне не удалось определить. источник. из которого взяли этот текст.

8. The author's name is not mentioned. Имя автора не упоминается.

Identifying the subject matter (Определение предмета обсуждения)

1.As far as 1 understand, this reading is about... Насколько я понимаю, этот текст о...

2. As it follows from the title the author mainly discusses... Как cлeдyem из названия, автор в основном обсуждает...

3. It is clear from the title that the problem which falls under discussion is related to... Из названия понятно, что проблема, которую обсуждают, связана с...

4. Judging by the title, the text is dedicated to... Cyдя no названию, этот текст посвящен...

5. It is obvious, the problem discussed here is related to... Очевидно, что проблема, которую здесь oбcyждaюm, связана с...

Basic facts (Основные факты)

1. According to the text... Согласно текста,...

2. The author focuses on (describing, narrating, explaining, arguing etc.)... Автор сосредотачивается на (описании, повествовании, разьяснении, доказывании)...

3. Some amazing facts I have learned from the reading are the following... Некоторыми любопытными фактами, которые я узнал из текста, являются следующие...

4. It was interesting for me to learn that... Мне было интересно узнать, что...

5. As it follows from the text... Как c л edyem из текста...

6. It appears that... Оказывается. что...

7. The author gives us full information on... Автор npeдоставляem нам полную информацию о...

8. І found out (discovered) that... Яузнал (открыл для себя), что...

The main idea (Главная u д e я)

1. І stick to the opinion that the main idea of the text is... Я склоняюсь к мнению, что главной uдеей этого текста является...

2. As I see it the main idea of the text is... Как мне видится, главной uдeeй этого текста является...

Sharing the opinion (Высказывание своей точки зрения)

1. І find this text rather interesting (instructive, informative, boring etc.). Я нахожу этот текст дocmamoчно интересным (поучительным, информативным, скучным и m.д.).

2. Frankly speaking, it was difficult for me to render the text. Честно говоря, мне было трудно реферировать этот текст

2. Клише, необходимые для реферирования текста научной татьи

Тема. Логические части.

The topic of the article is… — Тема статьи

The key issue of the article is… — Ключевым вопросом в статье является

The article under discussion is devoted to the problem… — Статью, которую мы обсуждаем, посвящена проблеме…

The author in the article touches upon the problem of… — В статье автор затрагивает проблему….

I’d like to mention briefly that… — Хотелось бы кратко отметить…

I’d like to comment on the problem of… — Я бы хотел прокомментировать проблему…

The article under discussion may be divided into several logically connected parts which are… — Статья может быть разделена на несколько логически взаимосвязанных частей, таких как…

3. Краткое содержание.

The author starts by telling the reader that — Автор начинает, рассказывая читателю, что

At the beginning of the story the author …— В начале истории автор

…describes — описывает

…depicts — изображает

…touches upon — затрагивает

…explains — объясняет

…introduces — знакомит

…mentions — упоминает

…recalls -вспоминает

…makes a few critical remarks on — делает несколько критических замечаний о

The story begins (opens) with a (the)… История начинается с….

…description of — описанием

…statement — заявлением

…introduction of — представлением

…the mention of — упоминанием

…the analysis of a summary of — кратким анализом

…the characterization of — характеристикой

…(author’s) opinion of — мнением автора

The scene is laid in … — Действие происходит в …

The opening scene shows (reveals) … — Первая сцена показывает (раскрывает)…

We first see (meet) … (the name of a character) as … — Впервые мы встречаемся с (имя главного героя или героев)

In conclusion the author …В заключении автор…

…dwells on — останавливается на

…points out — указывает на то

…generalizes — обобщает

…reveals — показывает

…exposes — показывает

…accuses/blames -обвиняет

…mocks at — издевается над

…gives a summary of -дает обзор

Вывод автора.

In conclusion the author says / makes it clear that…/ gives a warning that… — В заключение автор говорит / проясняет, что … / дает предупреждение, что …

At the end of the story the author sums it all up by saying … — В конце рассказа автор подводит итог всего этого, говоря …

The author concludes by saying that../ draws a conclusion that / comes to the conclusion that — В заключение автор говорит, что.. / делает вывод, что / приходит к выводу, что

Ваш вывод.

Taking into consideration the fact that — Принимая во внимание тот факт, что

The message of the article is that /The main idea of the article is — Основная идея статьи (послание автора)

In addition…— Кроме того

On the one hand…, but on the other hand… — С одной стороны …, но с другой стороны …

Back to our main topic… — Вернемся к нашей основной теме

To come back to what I was saying… — Чтобы вернуться к тому, что я говорил

In conclusion I’d like to… — В заключение я хотел бы …

From my point of view… — С моей точки зрения …

As far as I am able to judge… — Насколько я могу судить.

My own attitude to this article is… — Мое личное отношение к

I fully agree with / I don’t agree with — Я полностью согласен с/ Я не согласен с

I have found the article dull / important / interesting /of great value — Я нахожу статью скучной / важной/ интересной/ имеющую большое значение (ценность).

 

Грамматика

Monitoring Results

Tatyana A. SULTANOVA

Orenburg State University, Orenburg, Russia

Abstract. The article reveals the importance of readiness of a school teacher for

prognostic activity. The content of such category as “readiness for prognostic activity” is explained as

a personal quality of a subject and a part of activity. Structurally the readiness of a school teacher

for prognostic activity is presented through axiological, cognitive, praxiological and reflective

components. Some aspects of monitoring results of readiness of a school teacher for educational

prognostication are presented.

Keywords: prognostic activity, educational prognostication, readiness for

prognostic activity, research of readiness for prognostication.

Introduction

Educational situation in Russian schools is characterized with

growing dynamics. This circumstance is connected with transition to new

educational standards and leads to vital strategic and tactical changes in the

activity of an educational organization. This period is linked to change of

priorities, renovation of aims and content of general education, improvement

of teaching methods, upbringing and development of pupil’s personality. But

also this period is accompanied by certain risks. The present situation

demands a teacher with a new professional position which will let him or her

control the educational process systematically.1 We assume that qualitative

change of pedagogic activity accompanied by prognostic component will

contribute to solution of this problem.

Prognostication in itself is a theoretic way of reflecting different

alternatives of educational activity.2 It is the basis of practical change of the

present and is actualized in the form of research.3 It is the result of

prognostication (realized in a model, a conception, a program or a plan of

future pedagogic activity) that defines possible and effective educational

paths and interactions.4 Though modern researchers acknowledge the

importance of prognostication in teacher’s work,5 they have to admit that in

real school practice this activity is carried out without any scientific basis,

intuitively and sometimes in improper way.6 Thus in terms of upgrading

teachers’ qualification it is important to define the real level of readiness of a

teacher for realization of prognostic activity which creates the basis for its

future development

Literature review

In our research the substance of such category as “readiness for

prognostic activity” is realized in terms of learner-centred approach. It is

caused by the fact that teacher’s personality is manifested in prognostication

as an interdependent whole of stimulating and executive regulation.7

In scientific literature the term “readiness” is interpreted in different

ways. In our research the most important is the following one: a person’s

motivation for perfecting certain activity; a professional feature of a person

which is manifested in his or her positive attitude to pedagogic activity.8

Analyses of a certain position makes one agree that readiness is defined by

developed qualities of a person which are necessary for achieving the aims of

the activity. As far as we think of readiness as of an integral quality of a

person which lets a teacher consciously and independently define and realize

his or her strategy we need to specify that this category may have dual

character.9 On the one hand it reflects the state of the subject of the activity

before its realization, and on the other hand readiness is a basic component

of that activity.

We define prognostic activity as a mental state of a person when one

is conscious of the importance of this type of activity, of formal and standard

requirements made of the person from the side of prognostication, of ways

of fulfilling these requirements, and also of the ability to evaluate the process

and the results of this activity10.

Since readiness for prognostication is thought to be a “pre-start”

phase of the activity, the structure of this phenomenon should reflect values,

aims, developed skills and qualities of a person. We define four components

of readiness of a teacher for prognostication:

 Axiological – it integrates formal, universal and subjective values of

prognostic activity into a system.

 Cognitive – assumes some knowledge and idea of peculiarities and

conditions of prognostic activity, its requirements to the personality.

 Praxiologocal – is defined through knowing the ways and

techniques of prognostic activity.

 Reflective – is manifested in the evaluation of chances to realize the

prognosis.

Thus, readiness of a teacher for prognostication is a rather complex

notion. We need to specify that its shaping and development is only possible

through engaging teachers in the educational prognostication processes.11

That is why it is essential to identify and analyze the initial level of readiness,

as well as its dynamics and tendencies of its development.

Research methods

The aim of our research was to reveal the value of educational

prognostication in a school teacher’s activity, to study the level of readiness

of teachers for such an activity and also to define the need for their training

for its realization. To achieve this aim we used interdependent methods:

survey, interview, prognostically oriented personal tasks, introspection,

qualitative and quantitative interpretation of the results.

We conducted a large-scale research in 56 educational institutions of

Orenburg and the Orenburg region. The research lasted for five years (2014–

2018) and 1228 school teachers participated in it.

920 comprehensive school teachers took part in the survey. The

results helped us to understand the way teachers see the category of

“prognostic activity”. Also the research revealed the value of prognostication

in pedagogic activity and difficulties of implementing prognostication in a

real educational process.

The next step was an interview with the teachers. This method

helped us to extend and specify the information obtained in the survey. 48

teachers took part in the interview. The main aim of it was to evaluate the

initial level of readiness of the respondents to realize prognostication in their

pedagogic activity. This aim supposed certain analyses of what the teachers

said about the content, structure and forms of prognostic pedagogic activity.

To find out the level of development of cognitive and praxiological

components of readiness a set of prognostically oriented tasks was used. 260

teachers participated in this part of the research. The tasks were worked out

from typical professional situations connected with pedagogic prognoses:

generation of ideas, problem-oriented analyses, search for alternative

solutions of a problem, etc. The tasks were of different level (reproductive,

productive, creative). Here are some examples of the tasks:

Reproductive level. Complete the list of objects of prognostication in

school: educational process, innovative process, providing process.

Productive level. From the following list of documents choose the

ones which reflect the results of prognostic activity of a teacher: program of

development of an educational institution; yearly plan of an educational

institution; basic educational program of a school; syllabus on the subject;

plan of a lesson; fund of evaluative means; record of the meetings of

methodological council; work plan of a class master. Explain your choice.

Creative level. Look through the list of those who order educational

services: representatives of the regions and local communities; professional

educational institutions; representatives of various organizations, firms;

armed forces; scientists. Study the basis and content of educational order.

Define the main problems in interaction with these clients from a teacher’s

point of view. Speak about alternative solutions to these problems.

Method of introspection helped to organize analytical and reflective

activity of teachers basing on deep understanding of their own experience in

prognostication and ways of its further development. The main aim of the

introspection was to help the teachers see their own achievements in the field

of prognostication, as well as problems and their reasons which accompany

this activity. For the introspection the teachers were given two blank forms.

In the first form the teachers were to evaluate their level of knowledge in the

sphere of prognostication, in the second one – the level of skills in the sphere

of prognostication. They were offered four marks: high, medium, low,

completely absent.

The results helped us to: identify teachers’ attitude to prognostic

activity; define the factors which obstruct prognostication in the educational

process; find out teachers’ opinion about the necessity to form and develop

readiness for this activity; define teacher’s readiness for prognostication on

the whole and in details.

Results and discussion

1. The survey. In the survey the respondents were asked about the

essence of “prognostication in teacher’s activity”. The results were the

following: 79.5% of the respondents said that it was an important

component of conducting the educational process. 13% of the teachers

defined prognostication as a new scientific trend which was hard to evaluate.

7.5% of the respondents said that prognostication was an auxiliary tool for

planning the work during the academic year. And nobody chose the variant

that said that prognostication was just one more insignificant tendency in

teacher’s work. Despite the diversity of answers, we can make a conclusion

that the majority of teachers see prognostication as a specific pedagogic

activity which provides good results and quality of the educational process.

Then the respondents were asked to define potentials of

prognostication in the educational process. 75.5% of the respondents think

that prognostication helps to find alternative ways of teaching, pupils’

upbringing and development. 18.7% of the respondents believe that

prognostication helps to upgrade the quality of teacher’s work. And only

5.9% of the respondents see prognostication as a means of professional

development of a teacher and a way to raise competitive capacity of an

educational institution on the whole. The results of the survey indicate that

teachers have a limited notion about the potential of prognostication.

In one of the tasks the respondents were asked to agree or disagree

with the statement: “My teaching activity is based on prognostication”. Only

8% of the respondents agreed with the statement. In addition, they had to

define the factors which obstruct prognostication in teacher’s work. The

respondents underlined lack or absence of: knowledge about prognostication;

practical experience of implementing prognostication in real work; available

methodological tools of prognostication; support from colleagues in teaching

with the use of prognostication. The received data confirmed our opinion

about the necessity of working out the question of pedagogic prognostication

on the whole and in work of a separate teacher.

To the question connected with definition of the developed

prognosis only a few answers were received. The most frequent was:

“Prognosis – is a program, plan of actions”, “Prognosis – is the image of the

future activity documented in papers”. The received results indicate

insufficient knowledge of teachers about the variety of the existing forms and

types of pedagogic prognoses.

2. Interview. The main questions of the interview were: How do you

understand pedagogic prognostication? How do you differentiate

“prognostication”, “designing”, “constructing”, “modeling”, “planning”?

What place does prognostication take in the work of a school teacher? Can

you say that your own experience of prognostication was positive? Could you

describe your own professional activity and its perspectives using the basic

"Readiness of a School Teacher for Realization of Prognostic Activity:

Monitoring Results,

" Astra Salvensis, VI (2018), Special Issue, p. 59-65

 

notions of prognostics: prognostic background, prognostic diagnosis,

prognostic prospection, verification, prognosis correction, etc.? Is

prognostication necessary for teaching? What are the main objects of

prognostication in your opinion?

Analyses of the received results indicated the following. Being aware

of the importance of educational prognostication the majority of teachers

find their own prognostic competence insufficient. The biggest part of the

respondents (94.5%) only partially use prognostic tools in their work. Only

14.6% find their experience in prognostication successful. But in this group

only every fourth teacher was able to name the right consequence of

prognostic procedures and characterize the result of prognostic activity. All

the rest admitted that their prognostic actions were spontaneous and

unconscious. Among the reasons of their failures the teachers mention

insufficient training in this sphere and insufficient level of development of

their prognostic skills.

Conclusion

The results received from the monitoring proved that the problem of

training school teachers for realization of prognostic activity has theoretical

and practical value. The research that we conducted helped to define the

factors which obstruct prognostication in teacher’s work. These factors were

the starting point for the further research of theoretic, methodological and

technical aspects of the problem. Integration of theoretic and practical results

helped us to determine the pedagogic conditions of training teachers for

prognostication. These conditions are: differentiated scientific and

methodological instruction of teachers in the sphere of educational

prognostication with the use of different forms of active teaching; step-bystep

development of prognostic skills with the help of professionally oriented

tasks; formation of instrumental, methodological, didactic, technological

resources of prognostic activity. These conditions allow to define perspective

trends in the development of this problem. Preparing teachers for realization

of prognostication in their professional activity conducted according to these

conditions will contribute to development of unified systematic approach to

the prognostic activity and the teacher as its active agent.

    Задание 2.1. Выполнить реферативный перевод текста.

    Задание 3. Изучающее чтение с извлечением полной информации для реализации определённой задачи.

Yury P. AVERIN, Valentina A. SUSHKO

 

Students` Behaviour in Relation to Learning and Factors Shaping it

in the Modern Russia Conditions*

Yury P. AVERIN, Valentina A. SUSHKO

Lomonosov Moscow State University, Moscow, Russia

Abstract. The paper’s objective is to define a theoretical approach to building a

conceptual model of empiric research into behaviour of students in relation to learning and factors

shaping it, variables and indicators of this model, present the results of the nationwide study

revealing the behaviour of students in relation to learning and the content of learning reinforcement

in the context of the present-day Russia. As an empirical research method the questionnaire survey

was used. Based on the analysis of empirical data the nature of changes in academic performance of

students depending on the grade was demonstrated, the role of external and internal factors fostering

learning and the mechanism of their impact was described. High significance of interest and

motivation as factors driving students’ academic performance was determined and the probabilistic

performance model was built.

Keywords: behaviour in relation to learning, motives, interest,

reinforcement.

Introduction

The behavior of secondary school students in relation to learning is

of great importance for the students themselves, for their parents and for the

society in general. The behavior of students within the frames of the learning

process impacts the outcome of learning. Significance of this behavior

extends beyond the learning process itself and the school as it shapes the

future behavior of students, affects perception by parents and students of

their life prospects and consequently underlies their life strategy.

What is driving the students’ behavior towards learning? To which

extent is it preconditioned by objective reasons and the social environment

where students live, and to which extent is it driven by personal and

subjective reasons, i.e. the inner motives and interests? Answers to these

questions have special importance for Russia. A system of school education

in the 21st century, especially in the first decade, has been undergoing

continuous transformation. In 2001 the Unified State Examination and

school education profiling were introduced. Requirements to the content of

learning process, work of teachers, assessment of schoolchildren

performance were modified. It was important to trace how these changes

affected the behavior of students towards the learning and their academic

performance immediately after these changes were finalized in 2013.

After 2013 the school education process in Russia remained virtually

unchanged and the results of its impact on behavior of students towards

learning preserve a steady and long-lasting nature. Since 2013 they remain

essentially the same. This was confirmed by sociological research on behavior

of students in relation to learning undertaken by the Federal Service for

Oversight of Consumer Protection and Welfare (Rospotrebnadzor) in 2015.

They reveal existence of the same problems caused by changes in the content

and organization of the educational process in the Russian secondary school.

Literature review

Empirical study on the nature and results of behaviour of students in

relation to learning involves definition of theoretical approaches and a

paradigm helping to describe and explain the impact of social environment,

motives and interests on the behaviour of students based on the study

findings. The immediate circle around the students includes teaches and

social and organizational environment in school. They act as a stimulus

which determined the behaviour of students with regard to learning.

B.F. Skinner writes about perception of the surrounding environment as a

stimulus. A stimulus generates a response. While “something like inner human

anyway should have been invented for translating a stimulus into a response...”

1 An entirety of motives that impel a person to behave in a certain way may

be validly regarded as one of the characteristics of “the inner human”. The

behaviour is induced and driven “by the motive, i.e. something through

which this or that need is concretized.”2 The absence of motive leads to

inaction.

The inner need of a student inducing him to search for a satisfaction

of this need in the learning process is a need for knowledge. This need is not

self-sufficient. Its satisfaction is essential for satisfaction of other needs, for

example, a need for security, self-respect or self-fulfilment. The role of the

said needs is increasing with age. The process of learning in school and the

knowledge obtained there can be regarded as objects which provide a

possibility to satisfy other needs of a student. The attributes of learning and

school knowledge are those inducing motives that determine the student’s

attitude to learning. These motives are external to the process of learning in

school, since the significance of knowledge obtained there extends beyond

the school. Their content may be related to the parents’ requirement to study

well, a desire to enter the university or both at the same time.

So that a child could chose learning and school knowledge as objects,

within which he may satisfy his need for knowledge, he shall discover and

find in learning and school knowledge the attributes serving as the inducing

motive and encouraging him for a certain line of behaviour towards learning.

If this search leads to negative outcomes, the learning and school knowledge

will not act as such objects and will be largely replaced by other objects

which may also relate to satisfaction of needs for knowledge, for example,

cinema, computer games, books, which are not related to learning, or may

have relation to satisfaction of other needs, for example, communication

with friends or physiological needs.

The motives inducing a student to behave in a certain manner as

concerns the learning are not the learning and the obtained knowledge as the

holistic phenomena/objects, but rather their attributes regarded as subjects

of these objects. Nevertheless, a student’s need for knowledge gets satisfied

through the learning process. Therefore, detection of these attributes gives

rise to a certain attitude towards an object possessing such attribute, i.e. to

the learning process, focusing the behaviour on learning and obtaining the

school knowledge. This attitude takes a form of student’s interest to learning

as one of the forms of personal orientation3.

The interest in learning is a generalizing characteristic of “the inner

human”. It appears as a result of the student’s inner motivation for learning,

perception of learning as an activity target shaping his behaviour. A strong

impact on emergence or non-emergence of sense-making motives in

students, interest in learning and school knowledge as objects of satisfaction

of the need for knowledge is made by teachers, social and organizational

environment in school and parents acting as stimuli. These stimuli may play a

role of reinforcement making the student’s motives stronger or weaker.4

The student eager to make efforts in order to obtain knowledge on a

certain subject assesses his own capabilities and the capabilities of the school,

i.e. qualification of teachers, school curriculum, strictness of requirements to

the level of knowledge on the subject, quality of textbooks, support from

parents, etc. Based on this assessment a student either expects or not that his

efforts will yield a desired result, namely obtainment of necessary knowledge

on the subject. Further on a student expects some reward for the achieved

results - high mark for his knowledge from the teacher, high score on the

Unified State Examination, admission to university, high praise of his school

performance by parents. If the student’s efforts are rarely rewarded or not

rewarded at all, his expectations may not be met. If the expectations are not

met, the intensity of the above motives of a student drops down and his

behaviour towards learning changes - he will try to avoid inputting

substantial efforts for obtaining knowledge, will show indifference to lessons

at school and will skip lessons. If the obtaining of school knowledge, high

mark of a teacher, high score on Unified State Examination, admission to the

university, high praise of school performance by parents do not bear any

special importance for the student, the intensity of the above motives will be

reducing, his behaviour towards learning will be poorly affected by the

reinforcing impact of teachers, parents and social and organizational

environment in school.

In order to explain the impact of the reinforcement on emergence of

sense-making motives in the student and his behaviour towards learning the

mechanism of this impact shall be understood. This problem was explored

by the researchers within the frames of the learning theory.5 In accordance

with this theory the impact of reinforcement occurs through message and

transmission of affect.6

The role of a message as the reinforcing factor is determined by two

components: message content and message source. With regard to a student

the material delivered by a teacher at the lesson or contained in the book

shall be compelling and comprehensible. In order to act as the reinforcement

a teacher shall possess certain qualities. Firstly, a teacher shall inspire

confidence as a good specialist. Secondly, a student shall perceive a teacher as

a reliable and unbiased person not pursuing any personal interests

contradicting the student’s interests. For example, a teacher shall objectively

evaluate the student’s knowledge regardless of personal attitude to the

student or his parents. Thirdly, the teacher as a source of message shall

produce pleasant impression. If a teacher is rude with students, the distaste

for the teacher and negative feelings towards the teacher are carried over by

the students to the knowledge delivered by the teacher.

Based on the presented analysis a conceptual model was developed

which describes factors shaping the students’ behaviour in relation to

learning. Among the components of this model are firstly the content of the

students’ behaviour in relation to learning, which is directly expressed

through the externally observed actions of the student and indirectly in

school marks; and secondly, the interest of the student to the learning and its

impact on his behaviour.

Findings and discussion

1. Behaviour of Students in Relation to Learning. A good

illustration of behaviour of students in relation to learning are the marks

received by the students. Approximately a half of the students (51.5%) get

fives and fours. Approximately every fifth student mainly gets threes and

twos (20.3%). These marks don’t depend on the level of income per one

family member and on the locality where the student’s family lives - a central

or district town. The students’ marks depend on their grade (the Spearmen

coefficient is equal to 0.146). The more senior is the grade, the lower is the

performance. The highest level of performance is typical for the first grade

(88.4% of students get fives and fours). It sharply drops down with

transition from the first grade to the senior grades. The lowest performance

is observed in the 5th grade (45.8%), in the 9th and in the 10th grades (circa

40%). The performance considerably improves in the 11th grade (49%). The

higher is the level of education of parents, the higher are the marks (the

Spearmen coefficient is equal to 0.221). An assumption can be made that

parents with the higher education pay more attention to the learning of their

children and link it to their future. A trend of declining performance of

students in transition from the 1st to the senior grades has a stable nature

"Behaviour of Students in Relation to Learning and Factors Shaping it

in the Modern Russia Conditions, which is evidenced by results of tests and sociological survey undertaken byFederal Service for Supervision in Education and Science (Rosobrnadzor) in 2015.

The actions reflecting the attitude of students towards learning are

expressed in the efforts they take to do the homework. The assessment of

parents shows that about one half of students do their homework at a good

level (54%), slightly less students (42.7%) do their homework at a medium

level. The results of parents’ assessment depend little on the place of

employment of parents, the family income and the locality of residence - the

central or district town. The quality of homework depends on the grade of

students. The more senior is the grade the lower is the quality of homework.

The biggest share of children who cope well their homework is in the 1st and

2nd grades (circa 63%). The smallest share of such students is in the 4th and 9th

grades (46.5% and 44% respectively). The reason is that in these grades the

tests get more complicated. These grades are transitional from elementary to

secondary school and from secondary to high school which is a cause why

tests get more complicated. In the 11th grade there are many more students

who cope well with the homework (59.6%). In this grade the students get

prepared for the Unified State Examination the results of which are crucial

for admission to the university and this makes them work harder. The higher

is the level of the parents’ education, the more children cope well with the

homework (the Spearmen coefficient is equal to 0.168).

The behaviour of students in relation to learning was also

investigated in the research by assessing their desire to make necessary efforts

to obtain the school knowledge. As an indicator for measuring this desire in

students a presence or absence of laziness as a reason for low marks at

school was used. Here we mean no desire to make efforts in order to obtain

school knowledge and get high marks. The absolute majority of parents

(60%) believe that one of the reasons of low marks at school is the laziness.

It is spread among all students and in all grades of the secondary school.

Consequently, such assessment has a general nature and relates to the

Russian school in general irrelevant of social group to which the family

belongs.

Thus in the Russian secondary school in general the students show

high performance - about one half of students get fives and fours and cope

well with the homework. Meanwhile there is a noticeable portion of students

who have low performance. For them learning does not represent to a

necessary extent an object for satisfaction of a need for knowledge. The

performance of students dramatically deteriorates with transition from the 1st

grade to more senior grades dropping down to the lowest level in the 9th and

10th grades. One of the major causes of low performance of students is their

laziness, no desire to make efforts for obtaining the school knowledge. The

performance is higher among children whose parents have the higher

education, as compared to those children whose parents have secondary

vocational and general secondary education.

Conclusion

Therefore, an absolute majority of Russian students are interested in

learning. At the same time almost every forth student shows no interest to

learning. The degree of the students’ interest to learning substantially affects

the pattern of their behavior towards learning. The lack of interest to learning

reduces academic performance, ability to cope with the homework, induces

laziness and reluctance to act and make efforts in order to obtain school

knowledge. Meanwhile deterioration in the academic performance due to the

lack of interest to learning is mitigated by the influence of parents. Thus the

interest to learning as a generalizing characteristic of “the inner human” of

the student is a meaningful factor shaping his behavior in relation to learning,

and its impact can be adjusted by parents.

           Тема 3.  Изучение особенностей академического письма в сравнении с другими видами речевой деятельности. Различные жанры письменных академических текстов (10 ч.).

Задание 1. Написание обоснования исследования по теме ВКР

Задание 2. Написание рецензии научной статьи.

 

Svetlana A. SERGEEVA, Niyaz KADYROV, Evgenia STROGANOVA

Introduction

Statistical information shows patterns that exist in mass social and

economic phenomena and the study of these patterns refers to one of the

fundamental tasks of the economic science and practice.1 For a qualitative

solution of the set tasks, it is needed to form an information base of the data

that is generated through the provision of reports by different divisions, the

conduct of various studies and expert assessments. In the modern economic

and social environment, the role of statistics is constantly growing. Evolution

in the economic sphere requires new managerial paradigms, and,

consequently, more data for making the most effective decisions at all levels.2

Statistic data is officially published information, which gives a quantitative

description of mass phenomena and events. The Federal Program "State

Statistics Development in 2007-2011" contributed to the great changes in the

field of state statistics, the Federal Law "On Official Statistical Accounting"

promoted the development of methodologies and techniques of statistical

science. Economic and social statistics are closely interrelated, and economic

aspects are not studied separately from social ones. These sections are

combined in a statistical science showing those economic and social

processes that are characteristic for the society during a particular period of

time. The information and results obtained during the research are used not

only by the industry that was the subject of the study and regarding which

materials were collected, but also applied when solving certain issues in other

economic and social sectors. For example, population statistics data is

needed to solve specific tasks in such areas as education, health care,

housebuilding, etc.

Domestic and foreign researchers of the theory and practice of public

administration note a significant rate of change in conceptual approaches to

public procurement as one of the most important segments of the economy

of each country. We are witnessing a reassessment of traditional models of

procurement management and the transition to models aimed at improving

the quality of managerial activities, allowing the achievement of high

economic and social results of each procurement. For example, in the

countries of the European Union, after the acceptance of the Public

Procurement Directive, procurement departments of local governments

prioritize the problems of risk management in the procurement process. The

ability to identify risk areas, to analyze the possible consequences of each of

the options for preventing a particular risk can not be determined without an

appropriate statistical analysis of a particular procurement area. The

complexity of applying the experience of other countries in the field of

procurement is the basic difference between the Russian public procurement

system and foreign equivalents, the absence of a single generally accepted

international terminology in this field and the general heterogeneity of the

situation and conditions in various countries.

The effectiveness of functioning of the public procurement

mechanism is largely determined by the presence of a regulatory framework,

and therefore it is constantly updated. In particular, the legislation introduced

new legal norms affecting the activities of government customers, the

performance of which influences the functioning of the entire system as a

whole. Not only economic, but also social effects of procurement are an

urgent scientific task, requiring a theoretical and practical solution. In order

to optimize the procurement activities, it is necessary to introduce new

management technologies that will affect the nature of procurement activities

and their professional provision. The solution of these tasks is possible at the

availability of t