Russian Literature In The Christian Context,
2012
University of Nevada, Las Vegas
Russian Literature In The Christian Context, Boris Paramonov
Russian Culture
In examining Russia’s cultural history one encounters an incontestable fact: the literary nature of its spirituality. At the same time, Russian literature is distinguished by its high caliber. If one examines Russia’s cultural significance in the context of the Western world, or generally attempts to evaluate the nation’s achievements on a Western European scale, one finds that Russian literature stands out with particular distinction. The West places Leo Tolstoy and Dostoyevsky on a par with Shakespeare, while Chekhov’s plays enjoy a popularity comparable with the Bard’s in the sheer number of theatrical performances, even in England, where Chekhov’s Western renown …
The Russian Cinematic Culture,
2012
University of Nevada, Las Vegas
The Russian Cinematic Culture, Oksana Bulgakova
Russian Culture
The cinema has always been subject to keen scrutiny by Russia's rulers. As early as the beginning of this century Russia's last czar, Nikolai Romanov, attempted to nationalize this new and, in his view, threatening medium: "I have always insisted that these cinema-booths are dangerous institutions. Any number of bandits could commit God knows what crimes there, yet they say the people go in droves to watch all kinds of rubbish; I don't know what to do about these places." The plan for a government monopoly over cinema, which would ensure control of production and consumption and thereby protect the …
Case Study: The Bosnia Project,
2012
College of William and Mary
Case Study: The Bosnia Project, Anna Mahalak
VA Engage Journal
The purpose of this report is to critically examine William & Mary’s longest running student-run service trip. The Bosnia Project has sent William & Mary students to Bosnia each summer since 1998 to run a summer camp focused on teaching English with a partner Bosnian non-governmental organization (NGO). This collaboration with NGOs in Bosnia has changed and grown over time to adapt to the needs of Bosnian youth and take advantage of new technology. As the Bosnia Project enters its fourteenth summer, the following history and context for the project, as well as an exploration of results and opportunities for …
Bibliography Of Central European Women's Holocaust Life Writing In English,
2012
Stony Brook University
Bibliography Of Central European Women's Holocaust Life Writing In English, Louise O. Vasvári
CLCWeb Library
No abstract provided.
Russian Folktale,
2012
Swarthmore College
Russian Folktale, V. Y. Propp, Sibelan E.S. Forrester , Translator
Russian Faculty Works
No abstract provided.
Introduction: Framing The View: Russian Women In The Long Nineteenth Century,
2012
Swarthmore College
Introduction: Framing The View: Russian Women In The Long Nineteenth Century, Sibelan E. S. Forrester
Russian Faculty Works
No abstract provided.
Чтение Как Один Из Видов Речевой Деятельности В Процессе Обучения Русскому Языку,
2012
Brigham Young University
Чтение Как Один Из Видов Речевой Деятельности В Процессе Обучения Русскому Языку, Kupa Рогова
Russian Language Journal
Обучение языку на продвинутом этапе стажёров из США, приезжающих в Россию после прохождения основного курса русского языка дома, ведётся в СПбГУ по программе «Флагман» уже несколько лет при постоянном поиске оптимальных способов отбора языкового материала, форм и средств его усвоения. На исходном этапе учащиеся, хотя и с некоторыми индивидуальными различиями, владеют всеми видами речевой деятельности, так что процесс обучения состоит, с одной стороны, в расширении запаса слов, овладении синтаксическими конструкциями, которые обладают по сравнению с элементарными более сложной грамматической семантикой и, с другой, – в развитии и совер-шенствовании умений в восприятии и построении связной речи. Все эти знания и умения …
К Вопросу О Работе Над Некоторыми Грамматическими Трудностями На Индивидуальных Занятиях По Рки,
2012
Brigham Young University
К Вопросу О Работе Над Некоторыми Грамматическими Трудностями На Индивидуальных Занятиях По Рки, Екатерина Гражданкина
Russian Language Journal
Учащиеся программы «Флагман» параллельно с основным курсом обучения имеют индивидуальные занятия, задачей которых является корректирование восприятия основной программы стажёрами, развитие их речевых умений. Помимо расширения основного курса, на индивидуальных занятиях есть уникальная возможность обсуждать со студентами интересующие их темы.
Иностранные Слова: «Лингвистическая Мода» Или Необходимость?,
2012
Brigham Young University
Иностранные Слова: «Лингвистическая Мода» Или Необходимость?, Анна Хруненкова
Russian Language Journal
Программа «Flagship» ориентирована на студентов, владеющих русским языком на уровне В2 – С1, а после года обучения в России достигающих уровня С1 – С2, соответственно. В течение учебного года иностранные учащиеся посещают лекции, семинары, практические занятия, индивидуальные и дополнительные занятия, такие, как дискуссионный клуб, проходят практику в различных некоммерческих организациях и ходят на экскурсии.
Heritage Language Learners Of Russian And L2 Learners In The Flagship Program: A Comparison,
2012
Brigham Young University
Heritage Language Learners Of Russian And L2 Learners In The Flagship Program: A Comparison, Olga Kagan, Anna Kudyma
Russian Language Journal
The paper will compare heritage language learners (HLL) with traditional learners of Russian as a foreign language (L2 learners). We will focus on the Intermediate-High and higher levels of proficiency in order to determine whether these two groups of students can profitably share the classroom and use a common curriculum. The findings of a new study as well as UCLA Flagship experience over several years confirm that these two groups are compatible at higher levels of oral proficiency as measured by oral proficiency tests.
Болото В Молчании, Или Пути Развития Тезауруса Учащихся При Обучении Русскому Языку На Продвинутом Уровне,
2012
Brigham Young University
Болото В Молчании, Или Пути Развития Тезауруса Учащихся При Обучении Русскому Языку На Продвинутом Уровне, Дарья Колесова
Russian Language Journal
Как понять эту фразу человеку, давно и эффективно изучающему русский язык? Да, он знает, что такое болото - это то, о чем можно сказать swamp, marsh, bog, muskeg. Но почему это название может показаться русскому человеку обидным? Из какого именно болота хочет вырваться автор и та группа людей, с которыми он себя объединяет?
The Visual, The Epic, And Pasternak’S ‘Devjat’Son Pjatyj God’,
2012
Bucknell University
The Visual, The Epic, And Pasternak’S ‘Devjat’Son Pjatyj God’, Ludmila Lavine
Faculty Journal Articles
In this study I consider the role of poetic description in Pasternak’s ‘Deviat’sot piatyi god’ (‘1905’) in the context of the genre of the poema. Descriptive passages in poetic narratives, as a rule, provide a static setting for a protagonist’s actions. In the absence of any single hero in Pasternak’s poema, topography itself begins to move. I examine the categories of stasis and motion, central to ‘1905’, at the intersection of the visual and the verbal. The idea of reanimating the events of the first Russian revolution twenty years after the fact borders on the ekphrastic in places, where the …
Bibliography For The Study Of Text And Image In Modern European Culture,
2012
University of Vienna
Bibliography For The Study Of Text And Image In Modern European Culture, Natasha Grigorian
CLCWeb Library
No abstract provided.
Vladimir Nabokov’S Singular Nature Of Reality: A Close Reading Of Despair And Bend Sinister,
2012
Emory University
Vladimir Nabokov’S Singular Nature Of Reality: A Close Reading Of Despair And Bend Sinister, Hannah Kim
The Oswald Review: An International Journal of Undergraduate Research and Criticism in the Discipline of English
No abstract provided.
Introduction,
2012
Brigham Young University
Comparing Heritage And Non-Heritage Learning Outcomes And Target-Language Utilization In The Overseas Immersion Context: A Preliminary Study Of The Russian Flagship,
2012
Brigham Young University
Comparing Heritage And Non-Heritage Learning Outcomes And Target-Language Utilization In The Overseas Immersion Context: A Preliminary Study Of The Russian Flagship, Dan E. Davidson, Maria D. Lekic
Russian Language Journal
The heritage learner within U.S. foreign language education has received increasing attention over the past two decades, as university programs with substantial numbers of heritage students have developed improved diagnostic and curricular offerings for addressing the particular needs of those whose learning of their native language was incomplete or interrupted due to immigration to the U.S. (Valdés, 2000; Kagan & Dillon, 2004). While the heritage learner within the domestic language learning context is relatively well represented in the literature, relatively little research has been devoted to the acquisition experiences of heritage learners engaged in overseas immersion study (re-learning) of their …
Results 2012: Using Flagship Data To Develop A Russian Learner Corpus Of Academic Writing,
2012
Brigham Young University
Results 2012: Using Flagship Data To Develop A Russian Learner Corpus Of Academic Writing, Anna A. Alsufieva, Olesya V. Kisselev, Sandra G. Freels
Russian Language Journal
This paper presents a project developed at the Russian Flagship Center at Portland State University, the pilot Russian Learner Corpus of Academic Writing (piRULEC). PiRULEC is the first of its kind Russian learner corpus that contains academic texts written on a variety of topics produced by advanced learners of Russian from a variety of linguistic backgrounds (heritage speakers of Russian and mainstream American students).
Student And Tutor Perspectives Of Tutoring In A Russian Flagship Program,
2012
Brigham Young University
Student And Tutor Perspectives Of Tutoring In A Russian Flagship Program, Dianna Murphy, Karen Evans-Romaine, Snezhana Zheltoukhova
Russian Language Journal
This paper presents findings from a small-scale qualitative study based on interviews with Russian Flagship students and tutors at the University of Wisconsin-Madison to explore students’ and tutors’ perceptions of tutoring in the UW-Madison Russian Flagship Program. The UW-Madison Russian Flagship is a rigorous undergraduate program funded by a grant from the National Security Education Program (NSEP) to provide opportunities for highly motivated students of any major to reach a Superior level of proficiency in Russian by graduation. Students in the program are provided with two to four hours per week of individual tutoring in Russian. The present study follows …
Использование Актуальных Жанров Интернет-Общения (Форума И Блога) На Занятиях По Развитию Навыков Устной И Письменной Речи,
2012
Brigham Young University
Использование Актуальных Жанров Интернет-Общения (Форума И Блога) На Занятиях По Развитию Навыков Устной И Письменной Речи, Дарья Колесова, Ирина Вознесенская
Russian Language Journal
Прагматика общения, как известно, в значительной мере опреде-ляется спецификой жанра: существуют жанровые каноны, допуска-ющие ту или иную степень вариативности, но выход за рамки таких канонов приводит к коммуникативным неудачам. Попадая в стан-дартные условия общения, люди вырабатывают оптимальные для этих условий способы общения. Новые же коммуниканты, осваивая жанровый канон, стараются ему следовать, и в этом смысле оказы-ваются полностью зависимыми от жанра. Каким же образом можно обучить иностранца русским речевым жанрам? Какие именно речевые жанры стоит рассматривать как объект и предмет обучения на уроках РКИ?
Argumentation And Debate In The Foreign Language Classroom: Russian And American University Students Collaborating Through New Technologies,
2012
Brigham Young University
Argumentation And Debate In The Foreign Language Classroom: Russian And American University Students Collaborating Through New Technologies, N. Anthony Brown, Ekaterina V. Talalakina, Irina V. Yakusheva, Dennis L. Eggett
Russian Language Journal
As pressure to articulate clear learning outcomes has increased in recent years, many foreign language departments across the United States have drawn on proficiency guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL) to define expectations of their curricula. Misguided perceptions in the past about the “hardness” of the discipline frequently stemmed from a combination of instructors relying on arbitrary measures rather than nationally recognized standards, and administrators failing to provide financial support needed to carry out proficiency testing.
