Discourse is studied within many scientific disciplines. With a number of linguodidactic works that offer techniques containing some elements of discourse analysis, in general, lin-guodidactics is still one of the scientific areas where discourse as an object of study has not received full coverage. The article states that the methodological models aimed at teaching discourse play a leading role in realizing the practical goal of teaching foreign languages. Teaching discourse as a product of speech activity, on the one hand, makes the practical goal of language education more precise and specific, but, on the other hand, expands it, including the educational process in the general context of the formation of students' worldview, their value orientations, beliefs, sociocultural attitudes, behavioral norms. The development of meth-odological models for teaching discourse involves applying discourse analysis, an interdisci-plinary scientific field aimed at studying language with the focus on its social, cultural, political, historical environments that determine every particular utterance. The article in question aims at identifying the linguodidactic significance of discourse analysis. An overview of the main ap-proaches to discourse analysis is given with an emphasis on those tendencies that are most relevant in terms of solving problems of teaching foreign languages. The conclusion is that of linguodidactic relevance are, first of all, linguistically oriented approaches to discourse analy-sis. Understanding discourse in terms of communicative linguistics makes it possible to attract students' attention to the interpretation of the social and communicative context where a defi-nite text is created or perceived. The sociolinguistic approach to discourse analysis is one of the most important methodological foundations of professionally oriented teaching of students both of linguistic and non-linguistic specialization, since it reveals, in particular, the features of institutional discourse as a speech interaction of people who are representatives of various organizations and public institutions. The paper also draws attention to the post-structuralist approach to discourse analysis, where discourse is viewed as a form of social practice that plays an important role in the transformation of a society. Revealing the linguodidactic poten-tial of discourse analysis is important for the development of methodological models of teach-ing foreign languages to future specialists in various social practices of cross-cultural commu-nication.
Keywords: discourse analysis, form of social practice, linguodidactic significance, intercul-tural communication, professionally oriented education, sociolinguistics, poststructuralism, communi-cative linguistics.

Larisa P. TARNAEVA 
e-mail: l-tarnaeva@mail.ru

Doctor of Education, Professor, Depart-ment of Foreign Languages and Linguodi-dactics, Saint-Petersburg State University (Saint-Petersburg, Russian Federation)

1. Novyi slovar' metodicheskikh terminov i poniatii (teoriia i praktika obucheniia iazykam) [A new dictionary of methodological terms and concepts: Theory and 
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The article considers the problem of teaching senior classes students to participate in intercultural English-language natural science discourse on the basis of a discourse-oriented modular approach. A brief overview is made of the concepts ‘discourse’ and ‘academic dis-course’. Discourse properties are described. The authours prove the expediency of integrating such courses as “English language” and “Natural Sciences” disciplines (biology, chemistry) in the hybrid modular distant course under the conditions of profile education at the specialized school. The essence of this approach as an integrated system is revealed, its components are given in detail, which are the following: purpose, content, principles, and ways of organizing students’ learning activity. Special attention is paid to the mental lexicon as a special type of vocabulary. Modular learning is considered as one of the innovative approaches to the educa-tional process. The advantages of modular planning are presented. The article details the modular structure of the integrated distance course in English, describes a series of tasks for the development of lexical skills and abilities in separate modules (at the word, sentence and text levels, as well as video lecture-based, controlling and creative exercises).
Keywords: English-language natural science discourse, modular approach, specialized edu-cation.

Svetlana K. GURAL
e-mail: gural.svetlana@mail.ru

Doctor of Education, Professor, Honored Dean of Tomsk State University (Tomsk, Russian Federation)
Irina A. BARILENKO
e-mail: parus_iren@list.ru

Associate Professor, Department of Foreign Languages, Specialized Educational Scientific Center, Novosibirsk State University (Novosibirsk, Russian Federation)

1. Millrood R.P. Discourse for teaching purposes. Metodologiia issledovaniia: diskurs v obuchenii inostrannomu iazyk. Tambov, Derzhavin Tambov State University, 2002, pp. 23–30.

2. Proshch'iants N.A. Formirovanie inoiazychnykh lingvisticheskikh kompetentsii v professional'nom diskurse [Developing foreign language linguistic competencies in voca-tional discourse]. SPO, 2010, no. 6, pp. 34–38.
3. Dem'iankov V.Z. Slovar' anglo-russkikh terminov po prikladnoi lingvistike i avtomaticheskoi pererabotke teksta. Vyp. 2: Metody analiza teksta [Dictionary of English-Russian terms for applied linguistics and automatic text processing. Issue 2. Text analysis methods]. Moscow, All-Russian Translation Center, 1982, 288 p.
4. Dijk T.A. van. Language. Cognition. Communication (Russ. ed.: Van Deik T.A. Iazyk, poznanie, kommunikatsiia. Moscow, BGK im. I.A. Boduena de Kurtene, 2000, 308 p.).
5.  Gural' S.K. Iazyk kak samorazvivaiushchaiasia sistema [Language as a self-developing system]. Tomsk, Tomsk State University, 2012, 118 p.
6. Karasik V.I. Iazykovoi krug: lichnost', kontsepty, diskurs [Language circle: Per-sonality, concepts, discourse]. Moscow, Gnozis, 2004, 390 p.
7. Dem'iankov V.Z. V prostranstve iazyka i kul'tury. Zvuk, znak, simvol [In the space of language and culture. Sound, sign, symbol]. Moscow, Iazyki slavianskikh kul'tur, 2010, 862 p.
8. Makarov M.L. Analiz diskursa v maloi gruppe [Discourse analysis in small groups]. Tver, 1995, 82 p.
9. Van Dijk T.A. Discourse as structure and process. SAGE Publications, 1997, 352 p.
10. Makarov M.L. Osnovy teorii diskursa [Fundamentals of discourse theory]. Moscow, Gnozis, 2003, 280 p.
11. Krasnoshchekova G.A. Fundamentalizatsiia iazykovogo obrazovaniia v tekhnicheskom vuze [Fundamentalization of language education of the students in tech-nical universities]. Vysshee obrazovanie segodnia, 2008, no. 1, pp. 58–60.
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14. Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta srednego obshchego obrazovaniia [On approval of the federal state educational standard of secondary general education]. Order of the RF Ministry of Education and Science dated 17.05.2012 No. 413, available at: https://fgos.ru/fgos/fgos-soo/ (accessed 20.12.2022).
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The development of emotional intelligence is one of the key tasks of modern education. Initially, this concept was studied in psychological science, but in the last few years, it has been introduced into the educational sphere. Despite the growing interest of researchers and teach-ers in this topic, many of them face the problem of the absence of a holistic approach and a lack of technologies for the development of emotional intelligence in the educational process in a particular educational institution. This type of intelligence can be developed in preschool institutions, at school, at university. Such work can be carried out not only in individual cours-es, but also in classes of various subjects, in particular of a foreign language. Emotional intelli-gence, defined as the ability to recognize one's own and others' emotions and manage them, will significantly improve the quality of communication and contribute to more effective studying of the material. The article provides an analysis of publications devoted to the development of emotional intelligence in psychology, pedagogy and methods of teaching languages. There are some researches based on the experience of organizing the educational process so that while learning a foreign language students also develop their emotional intelligence. This be-comes possible thanks to the introduction of a variety of lexical, grammatical exercises, includ-ing an emotional component as well as psychological tasks that are performed in the class-room. Emotional intelligence contributes to the development of communicative competence; therefore, within the framework of a foreign language lesson, its formation is particularly signif-icant.
Keywords:  emotional intelligence, methods of teaching, teaching foreign languages, psy-chology of education, development of emotional intelligence, foreign languages lessons.

Aleksandra I. DROZHBINA 
e-mail: aleksdrozhofficial@mail.ru

Teaching Assistant, Department of the theo-ry and practice of the French, Spanish and Italian languages, Higher School of Linguis-tics, Pedagogy and Psychology, Nizhny Novgorod State Linguistics University (Nizhny Novgorod, Russian Federation)

Elena R. PORSHNEVA
e-mail: elporshneva@gmail.com 

Doctor of Education, Professor, Department of the French Language and Translation, Nizhny Novgorod State Linguistics Universi-ty (Nizhny Novgorod, Russian Federation)

1. Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta os-novnogo obshchego obrazovaniia [On approval of the federal state educational standard for basic general education]. Order of the RF Ministry of Education dated 31.05.2021 No. 287, available at: https://www.garant.ru/products/ipo/prime/doc/401333920/ (accessed 10.12.2022).
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3. Goulman D. Emotsional'nyi intellekt. Pochemu on mozhet znachit' bol'she, chem IQ [Emotional intelligence. Why it might mean more than IQ]. Moscow, Mann, Ivanov i Ferber, 2013, 650 p.
4. Garskova G.G. Vvedenie poniatiia “emotsional'nyi intellekt” v psikholog-icheskuiu teoriiu [“Emotional intelligence” concept introduction in psychological theory]. Anan'evskie chteniia. Ed. A.A. Krylov. St. Petersburg, St. Petersburg University, 1999, pp. 25–26.
5. Liusin D.V. Sovremennye predstavleniia ob emotsional'nom intellekte [Modern concepts of emotional intelligence]. Sotsial'nyi intellekt. Teoriia, izmereniia, issledovaniia. Eds. D.V. Liusin, D.V. Ushakov. Moscow, Institute of Psychology RAS, 2004, pp. 29–36.
6. Afanas'eva O.Iu., Smirnova M.V., Fedotova M.G.  Iazykovye sredstva re-prezentatsii emotsional'nogo intellekta v soderzhanii inoiazychnogo obrazovaniia budush-chego uchitelia [The linguistic means of representing emotional intelligence in the content of a future teacher’s foreign language education]. Vestnik Iuzhno-Ural'skogo gosudar-stvennogo gumanitarno-pedagogicheskogo universiteta, 2020, no. 3 (156), pp. 24–34, available at: https://cyberleninka.ru/article/n/yazykovye-sredstva-reprezentatsii-emotsionalnogo-intellekta-v-soderzhanii-inoyazychnogo-obrazovaniya-buduschego-uchitelya (accessed 12.11.2021).
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8. Mel'nichuk M.V., Kalugina O.A. Effektivnost' obucheniia inostrannomu iazyku v VUZe: komponenty emotsional'nogo i intellektual'nogo [Efficiency of higher school lan-guage education: Emotional and intellectual aspects]. Filologicheskie nauki. Voprosy te-orii i praktiki, 2021, vol. 14, no. 8, pp. 2627–2632, available at: https://cyberleninka.ru/article/
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The translation process involves building a certain sequence of actions – a strategy ac-cording to which the translation will be carried out. However, in modern translation studies, there is still no firmly established formulation of the definition of translation strategy, as well as the principles of their classification. This article gives an idea of the attitude of Russian transla-tion specialists to the allocation of translation strategy as an independent term. The fundamen-tal ideas of researchers in the field of translation, different points of view on the formulation of the definition of the concept of "translation strategy" from the standpoint of two approaches to translation – linguistic and communicative-functional – are considered. It is concluded that the correct interpretation of the concept of translation strategy determines the correct choice of translation techniques within the framework of the chosen strategy, which is an integral part of building a high-quality translation that takes into account both linguistic and extralinguistic factors. Any strategy consists of a set of certain elements that affect the further planning of ac-tions in the translation process. The classification of translation strategies within the framework of the communicative-functional theory is presented, the concept of using the strategy of com-municative-equivalent translation, the strategy of tertiary translation and the strategy of redirec-tion is described. The emphasis is placed on the existence of a close connection between the choice of translation strategy and the communicative situation, the specifics of which are de-termined by the initiator of the translation and the purpose of the translation.  The redirection strategy, which is not considered by some researchers as a separate strategy and is likened to pragmatic adaptation, correspond to the provisions of the communicative-functional approach. The present study clearly distinguishes these concepts and emphasizes the use of pragmatic adaptation as a tactic within the framework of the strategy of communicative-equivalent transla-tion.
Keywords: translation strategy, communicative-functional theory, linguistic approach to translation, communicative situation, pragmatic adaptation, communicative effect, redirection.

Alina A. LYSYAKOVA
e-mail: alisharayy@mail.ru

Senior Lecturer of the Department of Lin-guistics and Translation, M. E. Evseviev Mordovia State Pedagogical University (Saransk, Russian Federation)

1. Ivleva A.Iu., Uvarov D.D. Kommunikativno-funktsional'nyi podkhod k perevo-du v Rossii – klassifikatsiia i strategii [Communicative functional approach to translation in Russia – classification and strategies]. Tavricheskii nauchnyi obozrevatel'. Ed. O.O. Smirnova. Yalta, Interregional Institute of Territories Development, 2017, no. 6, pp. 88–93.
2. Shveitser A.D. Teoriia perevoda. Status, problemy, aspekty [Translation theory. Status, problems, aspects]. 2nd ed. Ed. V.N. Iartseva. Moscow, Editorial URSS, 2009, 216 p.
3. Vitrenko A.G. K voprosu o terminologii sovremennogo perevodovedeniia [To the question of modern translation studies terminology]. Vestnik Moskovskogo gosudar-stvennogo lingvisticheskogo universiteta. Ser. Perevod i diskurs. Ed. V.K. Lanchikov. 2002, no. 463, pp. 3–16.
4. Vitrenko A.G. O “strategii perevoda” [About “translation strategy”]. Ed. D.I. Ermolovich. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta. Ser. Sopostavitel'naia lingvistika i voprosy perevoda, 2008, iss. 536, pp. 3–17. 
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6. Volkova T.A. Diskursivno-kommunikativnaia model' perevoda [Discursive-communicative model of translation]. Moscow, FLINTA, Nauka, 2010, 128 p. 
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12. Sdobnikov V.V. Perevod i kommunikativnaia situatsiia [Translation and communicative situation]. Moscow, FLINTA, Nauka, 2015, 464 p. 
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14. Petrova O.V. Pragmaticheskaia adaptatsiia i pereadresatsiia teksta pri perevode [Pragmatic adaptation and text redirection in translation]. Problemy perevoda i perevodovedeniia. Ser. Iazyk. Kul'tura. Kommunikatsiia, Nizhniy Novgorod, Linguistics University of Nizhny Novgorod, 2010, no. 13, pp. 17–23. 
15. Shlepnev D.N. Strategiia perevoda i parametry strategicheskikh reshenii [Translation strategy and parameters of strategic decisions]. Perspektiva Nauki i Obra-zovaniia, Moscow, 2018, no. 5 (35), pp. 161–170.

Coronavirus pandemic has marked a turning point in higher education across the globe. Distant learning needs have raised questions about the effective implementation of train-ing programs. Although many universities have sufficient technological infrastructure for partial or even full online education, it has become increasingly evident that there are no clear criteria for how and when language teachers can apply certain learning strategies and technological tools to develop effective courses that include one or more online components. The relevance of the article is due to the linguistic digital transformation in teaching foreign languages and the active use of digital technologies. The article shows the use of the possibilities of blended education in the methodology of teaching English to Chinese students. The concept of blend-ed learning is considered in the context of corporate learning, in higher education and in teaching and learning a foreign language. Examples are given of the use of online platforms in the organization of training for international students. Particular attention is paid to the for-mation of reading skills and abilities, organization of independent work to develop reading techniques. The paper describes the results of the research related to the attitudes of Chinese students, who learn English language at Perm State Humanitarian Pedagogical University, to-wards blended learning. The analysis of the responses made it possible to reconstruct the general picture demonstrating the strengths and weaknesses of the organization of English language learning process for Chinese students in the blended learning format.
Keywords: blended learning, digital technologies, Chinese students, the English language.

Konstantin E. BEZUKLADNIKOV 
e-mail: 
konstantin.bezukladnikov@gmail.com

Doctor of Education, Professor, Head of the Department for Foreign Language Ed-ucation, Perm State Humanitarian Peda-gogical University (Perm, Russian Federa-tion) 

Svetlana N. ARZYUTOVA
e-mail: swetta912588@yandex.ru

PhD Student, Lecturer, Department for Foreign Language Education, Perm State Humanitarian Pedagogical University (Perm, Russian Federation)

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The article presents a review of a number of paradigms of Russian and foreign linguis-tics, which are used in the organization of the methodological system of "Russian as a foreign language" (RLF). The basis for posing the research problem was the fact that when teaching Russian to foreigners it is impossible to be restricted by one or more paradigms, as in other areas of Russian studies. In addition, during the study it was found out that this area is influ-enced by a set of factors of paradigmatic nature, which determine the specificity of this area. In this regard, the goal of the article is to identify the paradigms of Russian and foreign linguistics that are considered to be the most effective in RFL methodology, and to describe the ways to apply these paradigms in the process of teaching Russian language to foreign students at pre-paratory departments. The goal is achieved by analyzing the methodological principles of RFL teaching, textbooks and manuals in the context of Russian and foreign linguistic paradigms. As a result of a comparative analysis of the teaching material studied at preparatory faculties, the most demanded concepts were identified, the principles of which are frequently and especially effectively applied by the authors of textbooks and teaching aids. It was observed that not just a number of linguistic paradigms are used, but rather their orderly and balanced complex: the teaching material in the textbooks is represented in accordance with the principles of the para-digms of different synthetic grammars, and work with full texts is carried out according to the analytical principles of traditional Russian grammar. The balanced polyparadigmatic approach ensures successful learning outcomes.
Keywords: RFL, methodology, paradigms of linguistics, types of speech activity, analytical grammar, synthetic grammar.

Raisa D. URUNOVA
e-mail: urunova-rd@yandex.ru

Doctor of Philology, Professor, Russian Language Department, Kazan Federal University (Kazan, Russian Federation)

Tatyana A. LITVINA 
e-mail: litvina_ta@mail.ru

Cand. Sc. (Philology), Associate Professor, Russian Language Department, Kazan Federal University (Kazan, Russian Feder-ation)

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Due to the combination of objective and subjective reasons, pronunciation often can be an overlooked aspect of speech in teaching English at technical university. However, diffi-culties in listening to foreign speech and in articulation that are being faced by first-year stu-dents can develop negative attitude, insecurity, lower motivation for learning and, therefore, lower the students’ engagement in learning other aspects of foreign speech, which is con-firmed by the results of surveys conducted in a variety of non-linguistic universities. Having followed a differentiated approach in teaching phonetics, we may suggest including the princi-ple of abundant listening to foreign speech and the principle of systematic phonetic exercises in methodological system in teaching English to technical university students. Implementation of the first principle implies that from the very beginning of the study course the teacher con-ducts the lesson mainly in a foreign language. The teacher’s speech should be didactic, that is, have the property of adaptability to the capabilities of students, taking into account the specific communicative situation. It is necessary to highlight acoustic and sometimes articulatory signs of foreign language speech and correct students’ pronunciation errors directly in the process of communication. The implementation of the principle of systematization involves carrying out phonetic exercises at each lesson for the first 20-25 hours of classroom (in the case of a year and a half course of 96 contact hours). They are then held once a week. Phonetic exercises are aimed at improving pronunciation of sounds, syllables, words, phrases, as well as intonation and consistency of speech. Implementation of phonetic exercises in the classroom allows the teacher to remove the pronunciation difficulties for students and increase their motivation to learning foreign language since studying of phonetic aspect of language has a beneficial effect on listening aspect of speech. In the future it will allow the students to feel more comfortable in real communication. The examples of phonetic exercises are provided in the article.
Keywords: English teaching, technical university, language barrier, phonetics, exercise, phonetic exercise.

Eduard G. KRYLOV
e-mail: 649526@mail.ru

Doctor of Education, Professor, Depart-ment of Mechanics, Kalashnikov Izhevsk State Technical University (Izhevsk, Rus-sian Federation)

Ksenia D. SOMOVA 
e-mail: somovak@istu.ru

Assistant Professor, English Department, Kalashnikov Izhevsk State Technical Uni-versity (Izhevsk, Russian Federation)

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This article is devoted to the study of the strategies used by native speakers of heritage Russian when using the number of a noun. The mistakes made by this category of bilinguals are the key to understanding the language acquisition mechanism. The material of the study was the contexts collected in the "Russian Learner Corpus". The processing of the material was carried out in the Information system of expert analysis "Linguistica". It has been established that in the sphere of abstract nouns, words related to Singularia Tantum, Pluralia Tantum and abstract nouns used in both numbers cause difficulties. The latter words provoke numerous errors, because they require taking into account a multitude of grammatical subtleties and se-mantic nuances. The second group of words in terms of difficulty for mastering is the one with a generalized-collective meaning. The third group includes rare examples of the erroneous use of the number of specific nouns. There were no errors in the use of real nouns. The cases of incorrect choice of the model for the formation of the number of nouns and errors when used with numerals are considered separately. Two strategies used by speakers of the "inherited" language are described: “calque” and “non-calque”. Under grammatical calque is understood a type of interlingual interference, which consists in borrowing a grammatical element of the lan-guage system of the dominant language, by "non-calque" – avoiding direct calque, creating non-standard forms and structures. Two tactics of "non-calque" have been identified: simplifi-cations and generalizations. It has been established that when choosing a number, heritage speakers mainly use the “calque” strategy. It is concluded that the analysis of the mistakes of heritage speakers allows not only to identify systemic patterns that are not noticeable in ordi-nary speech, but also to take a different look at the system of the Russian language, to ap-proach its study and teaching.
Keywords: heritage Russian, heritage speaker, Russian, speech error, grammatical catego-ry of number, noun, language acquisition, Corpus Linguistics, Russian Learner Corpus, expert analy-sis system "Linguistica".

Yulia V. BOGOYAVLENSKAYA
e-mail: jvbog@yandex.com

Doctor of Philology, Professor, Chair of Linguistics and Professional Communica-tion in Foreign Languages, Ural Federal University named after the first President of Russia B.N. Yeltsin (Yekaterinburg, Russian Federation); Chair of German and French, Petrozavodsk State Universi-ty (Petrozavodsk, Russian Federation)

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The use of information and communication technologies (ICT) in the process of teach-ing Russian as a foreign language (RFL) is one of the important directions in teaching today. The active development of Internet technologies makes the teacher look for new methods and approaches to the presentation of language material, as well as new forms of interaction be-tween the teacher and students. 
The use of a computer in RFL classes today allows the teacher to create didactic materi-als that effectively implement the most significant principles of learning. These principles in-clude the principles of visibility, strength, accessibility, independent activity, individual orienta-tion, etc.
To develop didactic tools in the process of teaching Russian as a foreign language, various computer programs, multimedia presentations, software shells, Internet projects, and many others are used. However, it should be noted that not every RFL teacher has a full set of all available functions of these information and educational technologies. The most accessible didactic tool for both teachers and students is the Microsoft Office component – Microsoft Word text editor (MS Word). This product allows you to best implement the principles of visibil-ity, activity, accessibility, strength, taking into account individuality, independent work of stu-dents, as well as bring the process of teaching Russian as a foreign language to a more effi-cient and high level.
The article deals with the didactic possibilities of using the text editor Microsoft Word in the process of teaching Russian as a foreign language. The authors analyze the particularly significant functions of Microsoft Word in teaching Russian as a foreign language, prove the need to use these functions in the learning process, and present fragments of their own au-thorship.
Keywords: didactic possibilities, Microsoft Word, teaching Russian as a foreign language, computer programs, computer technology, Internet.

Elena V. TALYBINA
e-mail: talybina-ev@rudn.ru

Cand. Sc. (Philology), Associate Professor, Department of the Russian Language and Methods of Its Teaching, Peoples' Friendship University of Russia (Moscow, Russian Federation)

Lyudmila V. GRISHKOVA
e-mail: mila09137@gmail.com

Postgraduate student (Pedagogy), Peoples' Friendship University of Russia (Moscow, Russian Federation)

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The article deals with the problems of using mobile technologies in teaching Russian as a foreign language (RFL), which are associated with the selection and classification of mobile applications. The relevance of the research is determined by the insufficient methodological study of the possibilities of mobile technologies in RFL teaching, despite the demand for, and the widespread use of, mobile applications in the educational process. The aim of the article is to classify the existing mobile applications and study their methodological potential in RFL teaching in classroom and distance learning. The article offers a classification of mobile appli-cations in terms of their original purpose and the possibility of using them to develop various types of foreign language competence. Mobile applications are divided into educational, au-thentic, and instrumental. The didactic possibilities of the presented mobile applications are described. The advantages and disadvantages of using mobile learning in the practice of RFL teaching were revealed. The material was the scientific and methodological literature on the problem of research, as well as mobile applications used in the RFL teaching. The study was conducted by analyzing the theoretical and practical developments in the problems of mobile learning and functionality of mobile applications, analytical and descriptive methods, as well as summarizing the pedagogical experience of the practical use of mobile applications in RFL teaching. The study revealed that mobile technologies of different orientations can be an effec-tive teaching tool, contributing to the acquisition of lexical and grammatical skills and the de-velopment of foreign language competence. Prospects for studying the use of mobile learning are connected with wide didactic possibilities of mobile technologies both in classroom and distance learning formats.
Keywords: Russian as a foreign language, mobile learning, mobile technology, mobile appli-cation, foreign language communicative competence, learning material.

Natalia V. ZAGUMENNIKOVA
e-mail: masterklasse@mail.ru

PhD Student of the department Russian as a foreign language Penza State University (Penza, Russian Federation)

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The paper covers some issues of functions, types and kinds of semantic links in sense-making and comprehending the information in the source text and transferring it in the target text during technical translation. The author stresses the role of lexical units as the main driv-ing force in integration and connection with the morphological and syntactic units of the lan-guage system, structural-and-compositional means in expressing semantic links and thoughts of the source texts as informational units. The author compares and reveals the particular im-portance of associative paradigmatic and syntagmatic interconceptual relations when uniting words by meaning in denotations that function in speech (texts) and are recorded as com-pressed thoughts. The importance of actualization of semantic links in the process of sense formation, deployment of the main idea of a text or its fragment by identifying and fixing the absolute number of elementary thoughts and compiling a program of semantic content of the source text in translation process is emphasized.
Particular attention is paid to semantic links and their actualization in the process of sense formation and target text production. Special efforts are performed to reveal the structure, content, functions of the two types of technologies adequate to the two phases of the transla-tion process. The first one relates to step-by-step movement from the source text, formation of thoughts as information units and construction of the program of semantic content while the second one implies step-by-step progress and creative transformation of the program and the construction of thoughts as meaningful sentences followed by producing target texts.
Analytical study of the implementation of the first and second technologies based on two microtexts allows us to reveal the identified four types and fourteen kinds of semantic links. The dominant semantic links in the first technology are emphasized, namely inter-conceptual paradigmatic and syntagmatic, predicative, subject-thematic (the first and second types of se-mantic links). Dominant semantic links of the second technology (the third and fourth types) are contextual ones between sentences, fragments, texts, subject-thematic and predicate-meaningful links.
Keywords: thought, semantic links, sense-making, comprehension, source text, technical translation, speech perception, speech production, target text, step-by-step technology, programs of semantic content.

Tamara S. SEROVA
e-mail: tamaraserowa@yandex.ru

Doctor of Education, Professor, Depart-ment of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

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The article discusses the features of the process of teaching translation of medical texts. Translation of medical texts, due to its specificity related to human health and the variety of types of text, including extracts from the patient's medical history, certificates, scientific articles, reports, clinical and laboratory research data, etc., is one of the most difficult types of transla-tion. According to the review of the scientific literature devoted to the teaching of translation, translation competence is today one of the goals of teaching translation. The didactic signifi-cance of the definition of translation competence was considered, and its main components were identified, such as linguistic, translation, socio-cultural, technical, ethical, creative, etc. The actual competence was considered in more detail, assuming the knowledge and skills necessary to perform translation in various thematic areas, the formation of which is now an integral part of the entire process of teaching medical translation. The data of the conducted studies were presented in order to identify who performs medical translations with less poten-tial risk for the patient: a doctor with knowledge of foreign languages or a professional transla-tor, where the preferred position was occupied by a translator. However, the best combination is a professional translator, who also operates with medical knowledge, in this regard, a review was made of the educational proposals of leading Russian universities that produce transla-tors, as well as medical universities offering the possibility of professional retraining in the field of specialized translation, in order to find out how widely the offer of training in medical transla-tion is presented today. The article is of interest to translation teachers and students of the "Linguistics" field of study, the "Translation and Translation Studies" profile.
Keywords: medical translation, goals of translation training, translation competence, actual competence, teacher of medical translation.

Larisa I. KORNEEVA 
e-mail: l.i.korneeva@urfu.ru 

Doctor of Education, Professor, Head of the Department of Foreign Languages and Translation, Ural Federal University named after the First President of Russia B.N. Yeltsin (Yekaterinburg, Russian Fed-eration) 

Maria K. KUKLINA 
e-mail: mmalysheva3@mail.ru 

PhD Student, Department of Foreign Lan-guages and Translation, Ural Federal Uni-versity named after the First President of Russia B.N. Yeltsin (Yekaterinburg, Rus-sian Federation)

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