Victoria V. Vlasicheva

Place of work

Organization:
Kazan branch of the Russian State University of Justice named after V.M. Lebedev
Position:
senior lecturer
Degree:
candidate of philological sciences, associate professor
SPIN:
4191-2213
ORCID:
https://orcid.org/0000-0001-8045-3170

Author's articles(4)

Rechevoi portret vitse-prezidenta SShA Kamaly D. Kharris

15.03.2022

Annotation

в статье детерминирован набор речевых стратегий действующего Вице-президента США. Анализ разноуровневых лингвистических средств, используемых К. Харрис в речи, позволил определить основные параметры коммуникативной и содержательной составляющих речевого портрета политика.
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Femininnost' politicheskogo diskursa na primere parlamentskikh debatov Velikobritanii

24.03.2022

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опираясь на существующие гендерные лингвистические исследования, автор анализирует политический дискурс дебатов Парламента Великобритании с позиции фемининности – маскулинности. Женский дискурс характеризуется вежливостью, институциональностью и стремлением к достижению коммуникативной цели с помощью спектра речевых стратегий.
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The linguodidactic potential of podcasting in a non-language university: an analysis of learners' attitudes

22.06.2023

Annotation

podcasting, a digital educational technology based on the use of authentic and educational podcasts, is described in this study as a way to enhance learning and increase student motivation. Considering the educational value of podcasting from the point of view of its integration into modern pedagogical paradigms, the author justifies podcasting in second language learning in non-linguistic higher educational institutions, highlighting the criteria for its effectiveness: accessibility and thematic diversity, usability, development of metacognitive and language skills. The chapter presents the r...
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Metacognitive scaffolding in teaching English for law students

05.06.2025

Annotation

metacognitive support in foreign language classes for law students is considered as a potentially effective pedagogical technology that fosters students’ ability to self-manage their learning process. The aim of this study was to assess the impact of introducing metacognitive elements into English lessons for law students through a comparative analysis of students’ level of metacognitive awareness before and after the experimental period. The article presents the results of an empirical study involving 30 students, equally divided into two groups (control and experimental). Students’ metacogni...
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