Relevant bibliographies by topics / Advanced learners of Russian

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Advanced learners of Russian'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Advanced learners of Russian"

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Peirce, Gina. "Representational and Processing Constraints on the Acquisition of Case and Gender by Heritage and L2 Learners of Russian." Heritage Language Journal 15, no. 1 (April 30, 2018): 95–115. http://dx.doi.org/10.46538/hlj.15.1.5.

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Morphological errors are prevalent in adult second language production, particularly among learners whose first languages have less complex inflectional systems. Thus, U.S. learners of Russian can provide a testing ground for competing approaches to L2 morphological acquisition. This study utilizes the Russian Learner Corpus of Academic Writing (2017) to compare case and gender-marking error frequencies in timed versus untimed essays by advanced heritage and traditional L2 learners in Portland State University’s Russian Language Flagship program. It was predicted that higher error rates in timed compositions would support the position that advanced learners’ morphological errors reflect processing difficulties under time pressure. However, such differences did not reach significance for either heritage or L2 learners; in the latter group, error rates were higher in students’ untimed texts. These results could be interpreted as demonstrating representational deficits in interlanguage grammar, particularly in the L2 group. However, greater complexity (words per T-unit) of the untimed essays provides an alternative explanation for the higher untimed error rate among this group. The heritage group had lower overall case and gender-marking error rates than the L2 group, suggesting heritage learners are less likely to show evidence of possible representational deficits of nominal functional features in their interlanguage grammar.
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Lavrova, Nataliya, and Elena Nikulina. "Advanced Russian EFL Learners’ Awareness of Idiomatic Synonymy, Antonymy, and Polysemy." Journal of Language and Education 6, no. 4 (December 31, 2020): 105–20. http://dx.doi.org/10.17323/jle.2020.9689.

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Foreign language acquisition is notoriously constrained by learners’ lack of awareness of the systemic relations that are obtained among stable multiple-unit lexical items. This results in learners’ inability to variegate their performance (both written and oral) with idioms that stand in complementary (synonymy) or contrastive (antonymy) distribution to one another. Nor are learners typically able to distinguish between the multiple senses of English idioms. Given these impedimenta, the present research investigates the degree of entrenchment of idiomatic synonymy, antonymy, and polysemy and, on the back of it, sets the agenda for partial revision of the practice of exposing learners to English idioms. Data were collected to investigate the knowledge of idiomatic synonymy, antonymy, and polysemy amongst Russian EFL learners. The results of the ANOVA analysis revealed that the degree of awareness of the major types of idiomatic paradigmatic relations significantly differed between the groups, with learners being more aware of synonymy and polysemy than antonymy. The findings suggest that current EFL materials and dictionaries need to be updated and revisited with a view to exposing foreign learners to an extended network of paradigmatic idiomatic relations.
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Mikhaylina, Irina. "Einfluss von Tempus und Aspekt auf die Wahl der Verbformen in schriftlichen Texten russischsprachiger Deutschlerner." ZAS Papers in Linguistics 62 (September 12, 2019): 32–51. http://dx.doi.org/10.21248/zaspil.62.2019.442.

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This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed. The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.
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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.

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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do not. We report on a series of experiments conducted with learners of English whose L1s are Turkish and Russian, of intermediate and advanced proficiency. Native speakers also took the test in English, Turkish, and Russian. The task involved acceptability judgments. Subjects were presented with short contexts, each followed by a sentence to be judged as natural/unnatural. Test items included affirmative and negative existentials, as well as items testing apparent exceptions to definiteness restrictions. Results show that both intermediate and advanced L2ers respond like English native speakers, crucially rejecting definites in negative existentials. A comparison with the groups taking the test in Russian and Turkish confirms that judgments in the L2 are quite different from the L1, suggesting that transfer cannot provide the explanation for learner success.
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Moskver, Katherine V. "Register and Genre in Course Design for Advanced Learners of Russian." Foreign Language Annals 41, no. 1 (March 2008): 119–31. http://dx.doi.org/10.1111/j.1944-9720.2008.tb03282.x.

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Hacking, Jane F., Bruce L. Smith, and Eric M. Johnson. "Utilizing electropalatography to train palatalized versus unpalatalized consonant productions by native speakers of American English learning Russian." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 9–33. http://dx.doi.org/10.1075/jslp.3.1.01hac.

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Previous research has shown that English-speaking learners of Russian, even those with advanced proficiency, often have not acquired the contrast between palatalized and unpalatalized consonants, which is a central feature of the Russian consonant system. The present study examined whether training utilizing electropalatography (EPG) could help a group of Russian learners achieve more native-like productions of this contrast. Although not all subjects showed significant improvements, on average, the Russian learners showed an increase from pre- to post-training in the second formant frequency of vowels preceding palatalized consonants, thus enhancing their contrast between palatalized and unpalatalized consonants. To determine whether these acoustic differences were associated with increased identification accuracy, three native Russian speakers listened to all pre- and post-training productions. A modest increase in identification accuracy was observed. These results suggest that even short-term EPG training can be an effective intervention with adult L2 learners.
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Hopp, Holger, and Natalia Lemmerth. "LEXICAL AND SYNTACTIC CONGRUENCY IN L2 PREDICTIVE GENDER PROCESSING." Studies in Second Language Acquisition 40, no. 1 (December 20, 2016): 171–99. http://dx.doi.org/10.1017/s0272263116000437.

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This article investigates how lexical and syntactic differences in L1 and L2 grammatical gender affect L2 predictive gender processing. In a visual-world eye-tracking experiment, 24 L1 Russian adult learners and 15 native speakers of German were tested. Both Russian and German have three gender classes. Yet, they differ in lexical congruency, that is, whether a noun (“house”) is assigned to the same or a different gender class. Further, gender is syntactically realized on postnominal suffixes in Russian but on prenominal articles in German. For adjectives, both Russian and German mark gender on suffixes. In predictive gender processing, we find interactions of proficiency and congruency for gender-marked articles. Advanced L2 learners show nativelike gender prediction throughout. High-intermediate learners display asymmetries according to syntactic and lexical congruency. Predictive gender processing obtains for all nouns in the (syntactically congruent) adjective condition, yet only for lexically congruent nouns in the (syntactically incongruent) article condition.
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Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.

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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.

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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Safonova, Victoria V. "Creative Writing as Part and Parcel of Developing Communicative & Intellectual FL Learners’ Powers." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 130–41. http://dx.doi.org/10.2478/ejser-2018-0014.

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Abstract For many years in ELT methodology the questions of teaching writing in ELT coursebooks have been given much attention in terms of its nature, differences between written and spoken speech, ELT objectives and approaches to teaching writing, types of writing genres, writing assessment. But one rather neglected area in that regard is a graded teaching of creative writing to FL learners. The fifteen-year experience with organizing language-and-culture competitions launched by the Research Centre “Euroschool” for foreign language /FL/ students across Russia have proved that even intermediate FL learners, not to speak about advanced students are quite capable of writing in a FL: a) poems and songs expressing their ideas about teenagers’ lifestyle & visions of contemporary world; b) short stories describing family and school life experiences of their own or their peers; c) essays based on their comparative study of native and foreign cultures; d) presentations of Russian culture & other cultures of the Russian Federation in an English environment while being on exchange visits; e) translations of English poetry, short stories, excerpts from humours books, stripes of comics. The paper compares teaching creative writing in Russian and English, discusses the questions arisen from the outcomes of the language-and-culture competitions, arguing that effective teaching of creative writing presupposes: 1) teaching a FL in the context of the dialogue of cultures and civilizations, 2) introducing creative writing into a FL curriculum, 3) designing a package of thought-provoking teaching materials aiming at developing communicative, intellectual & mediating learners’ powers, 4) applying appropriate assessment scales for observing the dynamics of learners’ development as creative writers, 5) marrying students’ bilingual and crosscultural/ pluricultural classroom activities stimulating their participation in language-and-culture competitions.
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Dissertations / Theses on the topic "Advanced learners of Russian"

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Brattos, Alexandra. "The Effect of Stress Presentation Mode on Stress Acquisition Among Advanced Learners of Russian." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3140.

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The purpose of this research was to test the effect of stress presentation mode on stress acquisition of advanced learners of Russian. The study attempted to determine if advanced learners of Russian are able to place stress more correctly on words in specific texts after receiving various treatments or receiving no treatment. Participants were Brigham Young University students studying Russian as a second language at the third-year level or higher. They were randomly assigned into three groups: a group that received no treatment, a treatment group that read words with graphically marked stress, and a treatment group that heard texts read by a native speaker. All participants completed a pretest, a treatment (in the second and third groups), and a posttest. The pretest and the posttest consisted of a reading task: the participants read 12 sentences taken from 12 different texts. The same words from the texts were used in the treatment to expose the participants to the sentences again in order to determine if the treatment made a difference in the acquisition of correct stress. The treatment was different for each group. Group 1 (A) read texts marked with stress, Group 2 (B) read the same texts but without stress marked; rather, they heard a native speaker of Russian read the texts on a recording, and Group 3 (C) read the same texts but without stress marked graphically or hearing a native speaker. The results of the research reject the hypothesis that aural presentation of stress as opposed to a visual only presentation leads to improved acquisition of stress. However, based on the analyses of the data, overall findings rendered some interesting and unexpected results and observations. First, although the treatment for group A appears to be more effective than that for groups B and C, all groups showed improvement after completing the treatment. This strongly suggests that reading, whatever form it takes, can be a useful tool in facilitating control of stress. Second, group A had more participants that fell into the "fast" reading category, and fast readers scored significantly higher than slow or medium speed readers. This suggests that the faster one reads the better one controls stress, or the better one controls stress the faster one reads.
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Evans, Jeremy S. "Exploring the Language of Assessment on Reading Proficiency Exams of Advanced Learners of Russian." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5651.

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Researchers have intermittently treated the topic of the language in which reading comprehension test questions should be presented in, or language of assessment (LoA). The overall consensus has been that questions in L1 lead to better scores and that questions in L1 should be used for reading comprehension particularly at the beginning levels. However, minimal research has been conducted at the advanced level, and no research has been found where proficiency items, empirically validated, were utilized in testing instruments. Furthermore, explanatory data from qualitative analysis has been sparse. The present research endeavored to satisfy these areas of needed research. It was found that a group of advanced learners of Russian performed better when MC questions were presented in English. Student attitudes, as revealed by survey items, depicted questions in L2 as more difficult. It was additionally found that vocabulary was one of the major factors in difficulty. Matters pertaining to validity and face validity surfaced and were designated, along with gathering other qualitative data, as the recommended direction of future research.
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Tsylina, Marina. "Perception of pragmatic appropriateness of Russian Imperatives: The Case of L2 Learners and Heritage Learners of Russian." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20492.

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The study compared 10 fluent second language learners (L2Ls) and 10 heritage learners of Russian (HLs) to monolingual controls (n=20) in their judgments of the subtle nuances of aspectual usage in direct positive and negative imperative structures. The participants were asked to rate the appropriateness of pairs of imperative sentences differing in the aspectual form of the verb against the suggested discourse context. The analysis of the ratings revealed assumed deviations from the baseline in L2Ls. The HLs also revealed deviations, but unexpectedly, did not follow the baseline tendencies of the control monolingual group. Frequency and learning experience are some of the possible explanations of these finding and implications for pedagogy.
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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.
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Lennon, P. "Second language acquisition of advanced German learners." Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378307.

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Chen, Long. "Lexical strategies of advanced Chinese learners of English." Marburg Tectum-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2798635&prov=M&dok_var=1&dok_ext=htm.

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Dykstra, Lisa Kristine. "On pragmatic perception do learners of Russian perceive the sociocultural weight of the address pronouns? /." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/66.

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Eriksson, Anders. "Tense and aspect in advanced Swedish learners' written English /." Göteborg : Acta Universitatis Gothoburgensis, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789173466097.

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Ward, Cheryl Lynn. "E-Learning for Advanced Learners in Multi-Ability Classrooms." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/912.

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The study questions: How can heterogeneous, technology-rich, classrooms support successful advanced or enriched e-learning experiences for teachers and gifted learners? Advanced learners in multi-ability classrooms are not afforded the opportunities to experience enriched or accelerated learning based on their individual needs due to the nature of traditional classroom instruction and management. Consequently, because instruction is targeted at the average learner, advanced students do not reach their full potential and do not show progress consistent with their ability. In light of No Child Left Behind, school reform initiatives, and standards-based learning, all children should have the opportunity to excel to their fullest potential. Differentiating for all students is an expectation of 21 51 century schools and heterogeneous classrooms. Technology is a largely untapped resource for reforming and restructuring instructional activities within the classroom. Strategies used with the gifted population as well as differentiation processes that help all students learn were used in an e-learning environment. Teachers were surveyed to establish current use and then provided with professional development for using e-learning technologies with their advanced learners. Advanced learners used e-learning to support individualized instruction. Teachers and students took part in three individual interviews as the e-learning modules were experienced in the classroom. They discussed the entire experience in a facilitated focus group at the end of the research process. Teachers learned how to manage e-learning activities to provide alternative instruction with advanced learners in their classrooms. Advanced learners experienced an independent method for learning that provided opportunities for enriched and advanced learning within heterogeneous classroom settings.
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Gibson, Martha Claire. "Perception and production of English attitudes by adult Russian learners of English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34770.pdf.

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Books on the topic "Advanced learners of Russian"

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Foley, Mark. Distinction: English for advanced learners. Walton-on-Thames: Nelson, 1993.

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Mills, Martin. Nexus: English for advanced learners. Oxford: Heinemann, 1991.

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Mills, Martin. Nexus: English for advanced learners. Oxford: Heinemann International, 1990.

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Mills, Martin. Nexus: English for advanced learners. Oxford: Heinemann, 1993.

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Homeschooling gifted and advanced learners. Waco, Tex: Prufrock Press, 2012.

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Mills, Martin. Nexus: English for advanced learners. London: Heinemann, 1990.

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Nakhimovsky, Alexander D. Advanced Russian. 2nd ed. Columbus, Ohio: Slavica Publishers, 1987.

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Vocabulary 10000: For the advanced learners. Taibei Shi: Xue xi chu ban you xian gong si, 2011.

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Vocabulary 10000: For the advanced learners. Taibei Shi: Xue xi chu ban yu xian gong si, 1992.

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Bonk, N. A. English for advanced learners: Prodvinutyi uroven'. Moskva: Rosmen-Press, 2009.

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Book chapters on the topic "Advanced learners of Russian"

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Driagina, Viktoria, and Aneta Pavlenko. "Identity Repertoires in the Narratives of Advanced American Learners of Russian." In Language Learning and Teaching as Social Inter-Action, 103–25. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591240_8.

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Titus, Julia. "Russian Heritage Learners’ Goals and Motivation." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_35-1.

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Titus, Julia. "Russian Heritage Learners’ Goals and Motivation." In Handbook of Research and Practice in Heritage Language Education, 149–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_35.

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Puga, Karin. "English intonation of advanced learners." In Studies in Corpus Linguistics, 191–217. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/scl.92.10pug.

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VanTassel-Baska, Joyce. "Curriculum-Based Assessment for Advanced Learners." In Content–Based Curriculum for high-ability learners, 195–216. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-13.

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Cotabish, Alicia. "Science Curricular Considerations for Advanced Learners." In Content–Based Curriculum for high-ability learners, 277–302. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-17.

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Johnson, Dana T. "Mathematics Curricular Considerations for Advanced Learners." In Content–Based Curriculum for high-ability learners, 249–76. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-16.

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Sandling, Molly M. "Social Studies Considerations for Advanced Learners." In Content–Based Curriculum for high-ability learners, 303–31. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-18.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Language Arts Pathways for Advanced Learners." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts, 155–64. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-14.

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Salas, Spencer, Bernadette Musetti, and Michelle Plaisance. "Latino Transnationals (Not) in Advanced Academics." In Talent Development for English Language Learners, 87–100. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238461-4.

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Conference papers on the topic "Advanced learners of Russian"

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Blinova, Olga. "INTERTEXTUAL COMPETENCE: AN EXPERIMENTAL STUDY OF ADVANCED L1 RUSSIAN LEARNERS OF ENGLISH." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1462.

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Kasyanova, V. "Russian nature in soviet songs (special course for learners of the Russian language at an advanced stage)." In Russian cultural space: language – mentality – understanding. XX International scientific and practical conference. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1447.rcs_xx-2019/185-189.

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Litvinov, Aleksandr, Tatiana Kuznetsova, Zlata Volkova, Tatiana Ermolova, and Lidya Zvereva. "CURRENT METHODOLOGIES AND TEACHING MODALS TO RUSSIAN LEARNERS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0488.

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Chappell, Peter, Guillaume Jacquart, Giovanni Ferraro, and Olli Kymäläinen. "European Utility Requirements for Advanced LWR Issue of EUR Revision E and Ongoing Assessments." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82343.

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The purpose of the European Utility Requirements (EUR) Organisation is to actively develop and promote harmonised requirements for new mid- and large-size LWR NPPs that are proposed for construction in Europe. The harmonisation which is sought by the fourteen member utilities of the EUR Organisation, aims at delivering the safest and most competitive designs based on common requirements shared across Europe. The harmonised requirements are presented in the EUR document. This consists of an extensive set of requirements covering all aspects (safety, performance, competitiveness) and all parts of a NPP (Nuclear and Conventional Islands). It can be used by Utilities (e.g. for assessment of the GEN3 designs proposed by vendors, technical reference for call for bids) and by Vendors (e.g. understanding of customer’s expectation of GEN3 NPPs, facilitating the licensing process). The presentation will describe the main outcomes of the last 3 years of EUR Organisation activities (roadmap 2016–2018) and the challenges for the coming near future, in the following three fields. First, completion of Revision E of the EUR Document was achieved in December 2016 and issued in July 2017, followed in October 2017 by a training course that was attended by 90 participants. The presentation will describe the most significant updates including revision of the safety requirements to align to the most recent European and International safety standards issued by WENRA and IAEA, lessons learned from the Fukushima accident, including re-evaluated Seismic and External Natural Hazards approach and updated international standards (e.g. for I&C and for European Grid code). Revision E also includes feedback from previous design assessments of NPPs. Future possible development of the EUR Document (and of the assessment process) will be considered within the EUR Organisation ‘Roadmap’. Assessment of new designs is the second main technical activity. The assessment of the KHNP EU-APR (European version of APR1400) was completed in 2017 and an assessment of the Russian AEP’s VVER-TOI is planned to complete in 2018. These assessments are against EUR Revision D. The first assessment against Revision E (of the CGN HPR1000 “Hualong” design) is planned between 2018 and 2020. The presentation will recall the EUR design assessment objectives and process and the outcomes and progress of the different assessments. The third topic is the interaction between the EUR and other stakeholders, in particular other international organisations (ENISS, WNA/CORDEL, WENRA, EC, IAEA, EPRI/URD) with the aim of promoting Industry Requirements and influencing prospective regulation where appropriate. The presentation will describe how the EUR Organisation is connected to these stakeholders and how it presents Utility requirements to the wider nuclear industry.
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Terenin, Alexander V. "Awkward Writing as the Problem of Russian Learners of English." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2533.

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Qianmin, Zheng. "Linguocultural Meanings Of Several Images In Chiniese Russian-Learners’ Interlanguage." In 11th International Scientific and Theoretical Conference - Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.02.24.

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Ding, Yiran, Yanlu Xie, and Jinsong Zhang. "Acquisition of L2 Mandarin Rhythm By Russian and Japanese Learners." In 2019 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2019. http://dx.doi.org/10.1109/apsipaasc47483.2019.9023198.

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Chubarova, Yulia, Tatiana Shikina, Natalia Rezepova, and Tatiana Balykhina. "CULTURE-ORIENTED METHOD OF TEACHING RUSSIAN TO ADULT CHINESE LEARNERS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2126.

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Makarova, Elena. "Comprehention Of Written Utterances’ Communicative Structure By Russian Learners Of English." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.22.

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Krejčí, Janina. "SPEAKING ACCURACY OF RUSSIAN LANGUAGE LEARNERS IN CZECH LOWER SECONDARY SCHOOLS." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-6.

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In the process of learning a foreign language, a mastery of means of expression is a prerequisite for a mastery of speaking skills. This article mainly focuses on the problem of learner language accuracy, as well as that of errors in the process of second language acquisition. The article presents the results of a study of Czech lower secondary school students’ language that aims to qualify the accuracy of speech during a dialogue in selected communicative situations.
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Reports on the topic "Advanced learners of Russian"

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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Aleeva, Daria. Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.507.

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Munroe, J., D. Cooper, V. Koym, and E. Salesky. Russian collaborations on lasers and advanced optics. Office of Scientific and Technical Information (OSTI), September 1996. http://dx.doi.org/10.2172/377542.

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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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