Omission or Generalization? Subject-Verb Agreement among Young Norwegian Learners of English by Kristin Killie

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About the Concept “Learning” in Russian-language Academic Discourse by M. A. Ivanova

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Peculiarities of task-based method in teaching the professional English language by Viktoria V. Mironenko

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A Hundred Year Old Agony And Its Reflections: Wilfred Owen`s Anthem for Doomed Youth by Metin Timuçin

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Reproductive Politics and Parental Economies in Titus Andronicus by Burzyńska Katarzyna

Subjects: “…pregnant embodiment in english early modern drama…”
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PROPAEDEUTICS OF ERRORS IN ABSTRACTS OF PAPERS WRITTEN IN RUSSIAN by Oksana L. Dobrynina

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PREPARING PRESENTATIONS FOR INTERNATIONAL CONFERENCES by Kira B. Prigozhina

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ELECTIVE COURSES IN ENGLISH AT TECHNICAL UNIVERSITY by Vladimir V. Volkhin, Tatyana A. Gertsen, Sofia B. Mayseles, Nina Yu. Lubimova

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COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION by E. G. Beliaevskaya

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SSUES AND CHALLENGES IN TEACHING ACADEMIC WRIITNG TO NON-NATIVE ENGLISH SPEAKERS: THE CASE OF HSE by Vera A. Dugartsyrenova

Subjects: “…academic writing in a foreign language (english)…”
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TEACHING ACADEMIC ENGLISH TO PHD STUDENTS IN RUSSIA: А POSSE AD ESSE by Natalia G. Popova, Lyudmila B. Kuznetsova

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INTRODUCTIONS TO SCIENCE RESEARCH PAPERS: BASIC PRINCIPLES, STRUCTURE AND COMPOSITION by Natalia G. Popova

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Translating “My Japanese Fan” and “Eletelephony” by Laura E. Richards into Italian by Claudia Paci

Subjects: “…which pose significant challenges for Italian translation due to the inherent differences between English and Italian…”
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Find, Fand – Elefant. Elephantine Funambulism in Translating Laura E. Richards’s “Eletelephony” by Tobias Larenz

Subjects: “…The essay elaborates seemingly minor differences between German and English on the levels of stress…”
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ACADEMIC WRITING: RELEVANT CONTENT FOR RUSSIA by Elina S. Chuikova

Subjects: “…abstract. social and political changes bring the interest to academic writing into life, however, educational realia specify the content of academic writing that is relevant for russia. teaching predominantly non-academic students could be distinguished as the first factor that determines specific content in native tradition. the second factor deals with the structuring of the educational process: teaching academic writing is a two-staged process abroad while in russia we miss one of the stages (generally the initial one). practical teaching experience enables to single out an additional factor, i.e. a leading approach to teaching academic writing. in case with the genre-based approach, a number of genres of academic texts are on the focus. if one tends to a process-oriented writing, then some rhetorical elements could be included into the content. in the article the author specifies and systematizes both genres and rhetorical elements relevant for russian educational needs. they overlap if we pay attention to sociocultural peculiarities of the genres and their rhetorical structure in english. introduction of the sociocultural aspect reflects the needs of person oriented approach as it motivates students to academic writing learning.…”
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