This article is devoted to comparative analysis of the metastructures in the modern English scientific and technical discourse and in the same discursive type in the XIX century. The aim of the article is to find out the status of metastructures according to their universalism and their typology in the reference to such functions as text formation, clarification, evaluation, comment, confirmation of the said afore by illustration, table, graph, etc., dialogization, future research, confirmation of the said afore by statistics, research importance emphasizing and author emphasizing. The relevance of the article is the diachronic comparison of scientific and technical discourses that makes interest for finding out metastructures functions transformation due to the scientific knowledge development. The novelty of the article is the fact that it is the first time when diachronic comparative analysis of scientific and technical discourses dated back to various centuries in order to examine metastructures peculiarities is performed. The research builds on modern English articles (periodic journal Robotics, the field of robotics) and scientific works of T. Edison (XIX century). The comparative analysis method, critical discourse analysis method and the method of continuous sampling at the first stage of research are applied. The theoretical research significance is the scientific literature overview on the research topic. The practical importance concludes in the obtained results that some functions are equally spread in both examined discourses (text formation, evaluation, comment, confirmation of the said afore by illustration, table, graph, etc., dialogization and research importance emphasizing) that means that such functions are not differentiating parameters while the rest of the functions have some kind of specific peculiarities depending on the discourse creation period.

Keywords: scientific and technical discourse, metadiscourse, metastructure, function, comparative analysis.

Inna I. KONKOVA

e-mail: mirna_13@mail.ru

Сand. Sc. (Philology), Associate Professor, Chair of English Language for Professional Communication, Ogarev Mordovia State University (Saransk, Russian Federation)

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This article, based on material of German-language media discourse, examines the linguistic features of neologisms, which reflect the new realities of the coronavirus pandemic and broadcast their designations in the linguistic community. This section of vocabulary is only partially recorded by accessible online dictionaries that use media texts to search for neologisms. When creating new words and phrases, problems associated with the completeness of the transmission of this lexicon arise as well as with the lack of uniformity in the assessment of its semantics and stylistics. In linguistics, there is no single term for lexical and semantic innovations. There is also no unambiguous understanding of the term “neologism”. Many authors use a set of tools that are required for neologisms to identify new lexemes and offer various ways to classify lexical innovations. The concept of “discourse” is also ambiguous. The currently socially relevant media discourse is realised in various forms, especially on the Internet, which performs several essential functions in communication and has specific characteristics. The language of mass media discourse is characterized by traditional and new features. Among the latter, the authors of the article include word creations that are realized by certain word formation models. In media neologisms, a tendency towards word composition is observed; other word formation processes, less characteristic of the German-language mass media discourse, are also noted. In addition to word formation, the processes of metaphorization, determinologization and lexical borrowings are of great importance for these neologisms. Of particular interest is the semantics of lexical innovations; it covers all concepts that are relevant during a pandemic. The most topical of them form thematic groups, within which paradigmatic relations can be traced. The coronavirus lexicon can be regarded as a separate linguistic subsystem within the national language, represented by various vocabulary groups, including terms of certain professional sectors, primarily medical, as well as neutral, colloquial, common and author’s new formations. The German coronavirus lexicon of media texts is a carrier of socio-cultural information and reflects the life of Germany over the past two years.

Keywords: neologism, discourse, lexical innovation, neoformation, occasionalism, metaphorization, determinologization, word composition, connotation.

Nadezhda M. KISELEVA

e-mail: kisseljova.nadja@mail.ru

Cand. Sc. (Philology), Associate Professor, Department of the German Language and Intercultural Communication, Omsk State Pedagogical University (Omsk, Russian Federation)

Natalia Yu. SHNYAKINA

e-mail: zeral@list.ru

Doctor of Philology, Professor, Department of the German Language and Intercultural Communication, Omsk State Pedagogical University (Omsk, Russian Federation)

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Today issues of interpreting in court are in the focus of professionals’ attention, both interpreters’ and lawyers’, because the number of foreign citizens (labour migrants, international students) residing in the Russian Federation is increasing and, unfortunately, from time to time they find themselves in the situations demanding police and court interference. The professionals indicate such problems connected with engaging interpreters to trials as deficiency of clear “court interpreter” term definition; lacunes in legislation regulating court interpreters’ activities; difficulties in finding an interpreter for a trial especially in case of rare languages; interpreters’ certification; payment for their services. Overwhelming majority of authors share an opinion that it is necessary to prepare court interpreters in a special way and improve legislation regulating their activities.

The author’s own practical experience of court interpreting undoubtedly confirms the above theses and allows me to propose a number of recommendations for training students getting the minor “Translator in professional communication”. The author suggests to include in the syllabi connected with theory and practice of profession-oriented translation such topics as “Court interpreter’s legal status”, “Cross-cultural differences of communication proxemics”, “Interpreters’ proxemics”. Special attention should be paid to vocabulary of trial formal aspects and its activation and mastering can be conducted in the form of role plays. It is necessary to provide students with an opportunity to attend a trial with interpreter participation with a following discussion of his/her work peculiarities and/or discuss videos of interpreter’s work during a trial.

Keywords: interpreting in court, interpreter, legal status, minor “Lawyer-translator”.

Elena G. VYUSHKINA

e-mail: vyushkina@mail.ru

Cand. Sc. (Pedagogy), Associate Professor, Department of Foreign Languages, Saratov State Law Academy (Saratov, Russian Federation)

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The article deals with English military chemical terminology. For the selection of military chemical terms, the author has sed the “Consolidated Glossary of the Russia-NATO Cooperation Council”, the most reliable source of terms for specialists from different countries. 287 terminological units have been selected for further analysis. For the analyzed terminology, a thematic taxonomy has been developed, which corresponds to the previously developed thematic classification for the military-chemical terminology of the Russian language. The terms of the studied terminology are divided by us into five thematic groups (TGs): general military terms, names of means of radiological, chemical and biological reconnaissance and control, names of means of individual and collective protection, names of decontamination means, names of technical means of flamethrower-incendiary weapons and technical means of aerosol obscuration. In thematic groups, key words-components were identified, which are used more often than other words in terminological phrases of a particular thematic group. In the TG “Names of means of individual and collective protection” key words are protection, protective; in the TG “Names of decontamination means” it is decontamination; in the TG “Names of technical means of flamethrower-incendiary weapons and technical means of aerosol obscuration” it is smoke. The study found that terminological phrases, which include nouns and adjectives, predominate in the military-chemical terminology of the English language. Based on the results of the analysis, it was proved that the military-chemical terminology of the English language has a nominal character.

Keywords: thematic taxonomy, thematic group, term, military chemical terminology, terminology dictionary.

Valentina S. POZVONKOVA

e-mail: pozvonkova90@inbox.ru

Junior Researcher, 33rd Central Research Test Institute of the Ministry of Defense of the Russian Federation (Volsk-18, Russian Federation)

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The article offers a brief overview of how the Russian-language terminological field of the subject area “project management” emerged and discusses the results of the small scale research of translation techniques used when translating English terms in the area of project management into Russian. The relevance of the present study is conditioned by the fact that project management has become an independent area of management and subject area with its specific terminology, making this study relevant and useful for those involved in project management. Since the English language is the main source of terms in this sphere, Russian-language terms were primarily borrowed from English by means of various translation methods and techniques. The major objective of this study was to identify the most frequent translation methods, or translation techniques, when translating English terms into Russian. The article also contains the main characteristics of Russian terms, included in the terminological field “project management”, as well as elements of comparative analysis of English and Russian terminological fields in the area concerned. Traditional empirical and analytical methods like the method of solid sampling, method of comparative analysis, method of component analysis, quantitative and statistical analysis of the obtained results have been applied. 134 terms were selected from university textbooks published in and outside Russia not earlier than 2018. As a result of the study, it was statistically confirmed that the dominant translation method is calque. The article may be of interest to specialists in the field of translation.

Keywords: translation techniques, ways of translating terms, term system, terminological field or term-field, project management, English language.

Elena G. BELYAEVA

e-mail: e.g.belyaeva@spbu.ru

Cand. Sc. (Pedagogy), MA in Applied English Linguistics, Senior Lecturer, Department of Interdisciplinary Research of Language and Literature, Liberal Arts Faculty, Saint-Petersburg State University (Saint-Petersburg, Russian Federation)

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3.   Superanskaia A.V., Podol'skaia N.V., Vasil'eva N.V. Obshchaia terminologiia: Voprosy teorii [General terminology: Theoretical issues]. Moscow, 2012. 

4.   Leichik V.M. Terminovedenie: Predmet, metody, struktura [Terminology: Subject, methods, structure]. Moscow, LIBROKOM, 4th ed., 2009.

5.   Grinev-Grinevich S.V. Terminovedenie [Terminology]. Moscow, 2008.

6.   Morozova L.A. Terminoznanie: Osnovy i metody [Terminology: Fundamentals and methods]. Moscow, Prometei, 2004.

7.   Tatarinov V.A. Istoriia otechestvennogo terminovedeniia [History of domestic terminology]. Moscow, Moscow Lyceum, 1994–2003.

8.   PMBOK: Guide to the project management. PMI, 2013 (version 5.0).

9.   Hyttinen K. Project management handbook. Laurea University of Applied Sciences, 2017.

10. Heagney F. Fundamentals of project management. American Management Association, 4th ed., New York.

11. Wallace W. Project management. Great Britain, 2014.

12. Watt A. Project-management. BC campus, Victoria, B.C., 2nd. ed., 2014.

13. The Open University of Hong Kong. Project Management. Hong Kong, 2018.

14. Boronina L.N., Senuk Z.V. Osnovy upravleniia proektami [Project management basics]. UrFu, 2015.

15. Baulina O.A., Kliushin V.V. Upravlenie proektami [Project management]. 2016. 

16. Trofimov V.V., Upravlenie proektami [Project management]. UNECON, 2019.

17. Osipov D.V. Upravlenie proektami [Project management]. Moscow Publishing, 2017.

18. Makarov A.M. Proektnyi menedzhment [Project management]. Moscow, 2017.

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20.    Berezina Ia.N. Perevodcheskie transformatsii pri perevode terminov v sfere kiberbezopasnosti [Translation techniques for cybersecurity terms transfer]. PNRPU Linguistics and Pedagogy Bulletin, 2022, no. 1. pp. 59–67.

The article addresses the challenges in the process of monological speaking, with the analysis of specific and prescribed conditions of generating a spontaneous monological speech in the process of dialogic communication. The authors study the importance of vocabulary acquisition, as well as its functions in the process of speech perception, comprehension and understanding of interlocutor’s thoughts. The latter is considered as a vital condition for generating a spontaneous monologic utterance.

The paper puts special emphasis on the interrelation of listening comprehension skills and generation of monologic utterances in the process of technical interpreting. The authors analyse specific features of goal-setting, which requires defining the objectives and the results of listening comprehension. The first objective is to specify a list of information units and the semantic scope of the source text, while the second one is to produce a spontaneous monologic utterance in the process of interpretation. The authors emphasize the importance of vocabulary and semantic content in order to develop the semantic scope of the interpreted texts, maintaining their invariance and variation.

The authors compare and reveal their teaching strategies and technologies, which aim at developing the students’ listening comprehension skills, followed by generation of spontaneous, yet coherent and sensible, monologic utterances in the process of technical interpreting. Special attention is given to the functions of universal, leading and local lexical units, i.e. terms and speech units, manifested in the complex of microtexts within the topic “Development of power supply systems with hydropower and hydroelectric power stations”. The authors emphasize the need for self-assessment in solving the tasks and achieving the goals by students in the process of mastering their spontaneous monological speaking skills for their further use in technical interpreting.

Keywords: interpreting, monologic speaking, spontaneous utterance, verbal communication, comprehension, semantic content, interpreter’s listening comprehension, source text, semantic connections, vocabulary, technology of acquisition, invariance, variation.

Tamara S. SEROVA

e-mail: tamaraserova@yandex.ru

Doctor of Education, Professor, Research Supervisor of the Dept. of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Marina P. KOVALENKO

e-mail: kovalenkomarin@yandex.ru

Cand. Sc. (Pedagogy), Associate Professor, Dept. of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Yulia Yu. CHERVENKO

e-mail: j.chervenko@yandex.ru

Cand. Sc. (Pedagogy), Associate Professor, Dept. of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

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Engineering education that is delivered in two languages, one native and one foreign, is in demand in global educational practice, represents the actual needs of the global engineering labor market, and has the potential to grow. Government strategies are being undertaken in China, Korea, Europe, the Arab world, and Southeast Asian nations in order to promote bilingual education. This article examines bilingual integrative education at a technical university as a double-focus approach which combines the teaching of a foreign language with the teaching of professional disciplines. Bilingual education is in a dialectical connection with two types of subject-language education - CLIL (Content and Language Integrated Learning) and EMI (English as Medium of Instruction), which are most widespread in foreign educational institutions. Consideration of the basic highlights of CLIL and EMI, study of the experience of their implementation makes it possible to identify components that influence the viability of the bilingual instructive process, recognize the critical challenges and find ways to overcome them. The article analyzes the issue of the relationship between native and foreign language speech in the classroom, which is important for the practice of bilingual education, and also touches upon the problems of the reflexive-regulatory sphere of students, namely the compensation strategies they implement in situations of misunderstanding foreign language speech in the classroom. International experience shows that one of the vital factors for the learning success is the motivation of students for bilingual education, and the level of foreign language communicative competence of both the teacher and students. The methodology of bilingual education should include the use of educational and methodological complexes as teaching tools, including bilingual educational materials created by teachers of domestic universities on the basis of authentic foreign language materials, including multimedia. An important condition is also to ensure multi-stage and multi-level control and assessment of the degree of formation of the components of foreign language communicative competence and those of professional competence.

Keywords: bilingual teaching, foreign language, students, technical university, difficulties, international experience.

Eduard G. KRYLOV

e-mail: 649526@mail.ru

Doctor of Education, Head of  Department of Mechanics, Kalashnikov Izhevsk State Technical University (Izhevsk, Russian Federation)

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The article deals with the issue of foreign language reading competence formation when learning a foreign language in non-linguistic universities in the conditions of professionally-oriented training. The authors considered the main concepts of teaching reading in a foreign language and analyzed the practice of foreign language communicative competence formation in technical universities. It was concluded that teaching receptive types of communicative activity, including reading, is not organized fully and effectively enough. General theoretical issues of definition, peculiarities and characteristics of flexible professionally-oriented reading in a foreign language and its relationship with foreign language real reading are considered. Special attention is paid to reading strategies, the skillful application of which is the condition for successful mastery of reading and strategic competencies (a strategy for understanding and evaluating the read text, a strategy for interpreting the content of the read text, a strategy for explicating unclear (incomprehensible at the first perception) fragments of the text, a strategy for compressing the read text, a metacognitive strategy). A defined set of strategies in relation to foreign language real reading is necessary for implementing the strategic competence of foreign language real reading, which is one of the most effective working tools with authentic professionally-oriented text material. The skillful application of the suggested strategies will allow students to work independently with text material of different volumes on professional topics with a deeper and more meaningful understanding of what they read. Foreign language real reading has a practice-oriented focus and serves as a means of self-education and expanding the professional knowledge of future specialists.

Keywords: foreign language reading competence, foreign language communicative competence, foreign language real reading, flexible reading, reading strategies, professionally-oriented training.

Nikolai V. BARYSHNIKOV

e-mail: baryshnikov@pgu.ru

Doctor of Education, Professor, Department of Intercultural Communication, Linguodidactics, Pedagogical Technologies of Teaching and Upbringing, Pyatigorsk State University (Pyatigorsk, Russian Federation)

Anna S. ZYUKOVA

e-mail: zyukova.anna@mail.ru

Cand. Sc. (Pedagogy), Associate Professor, Foreign and Russian Languages Department, State Fire Academy of EMERCOM of Russia (Moscow, Russian Federation)

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8.   Folomkina S.K. Nekotorye voprosy obucheniia chteniiu na inostrannom iazyke v iazykovom vuze [Some issues of teaching reading in a foreign language at a language university]. Obshchaia metodika obucheniia inostrannym iazykam: Khrestomatiia, Moscow, Russkii iazyk, 1991, pp. 253–260.

9.   Serova T.S. Psikhologicheskie i lingvodidakticheskie aspekty obucheniia professional'no-orientirovannomu inoiazychnomu chteniiu v vuze [Psychological and linguodidactic aspects of teaching professionally oriented foreign language reading at a university]. Sverdlovsk, UrFU, 1988, 232 p.

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11.    Baryshnikov N.V. Teoreticheskie osnovy obucheniia chteniiu autentichnykh tekstov pri nesovershennom vladenii inostrannym iazykom (Frantsuzskii kak vtoroi inostrannyi, sredniaia shkola) [Theoretical grounds of teaching reading authentic texts with imperfect knowledge of a foreign language: French as a second foreign language, secondary school)]. Doctor's degree  dissertation. Pyatigorsk, 1999, 532 p.

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15.    Koriakovtseva N.F. Obuchenie chteniiu na angliiskom iazyke na 1 kurse iazykovogo vuza [Teaching reading in English at a language university: 1st year]. Abstract of Ph.D. thesis. Moscow, 1980, 27 p.

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17.    Tolstova N.M. Formirovanie strategicheskoi kompetentsii pri izuchenii inostrannogo iazyka u studentov neiazykovykh spetsial'nostei [Forming strategic competence while learning a foreign language by students of non-linguistic specialties]. Vektor nauki Tol'iattinskogo gosudarstvennogo universiteta. Seriia: Pedagogika, psikhologiia, 2015, no. 4 (23), pp. 196–199.

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23.    Anikina Zh.S. Ob opyte formirovaniia metakognitivnykh strategii u studentov neiazykovykh spetsial'nostei pri obuchenii inostrannomu iazyku s tsel'iu razvitiia umenii uchebnoi avtonomii [On the experience of metacognitive strategies formation with the students of non-linguistic specialties while teaching a foreign language for the purpose of learner autonomy skills development]. Izvestiia Samarskogo nauchnogo tsentra RAS, 2013, no. 2–3, pp. 562–567.

24.    Baryshnikov N.V., Ziukova A.S. Inoiazychnaia chitatel'skaia kompetentsiia studentov-nelingvistov (lingvodidakticheskie aspekty) [Foreign language reading competence of non-linguist students: Linguodidactic aspects]. Moscow, INFRA-M, 2019, 184 p.

The paper considers the question of developing skills of foreign-language monologic utterance in professional situations to master’s students of oil-and-gas industry. The characteristics of the components of communicative speech situation are given: interacting persons and their social roles, statuses; form and way of interaction; thoughts, information as a subject of speech communication; domain and context of speech communication; spatial and temporal features of interaction; types of speech activity, etc. The article reveals the role of communicative-speech professional situations. The role of communicative-speech professional situations as a means of activating speech-activity and speech-thought activity of the graduates in the process of listening, informative reading, writing-fixation, speaking is revealed. Special attention in the article is paid to lexical units, which connect all types of speech activity, hence student’s mastering lexis with morphological means and syntactic structures of grammar is an important task.

The role of informative reading is noted, which is connected with monological speaking by the shared subject matter, dialogic nature of the written text, unity of foreign-language vocabulary, the nature of compositional and substantive linguistic aspects inherent in functional-semantic types of speech both in oral and written form. In order to organise the process of mastering monological speaking by master’s students, we single out the characteristics of functional-semantic types of speech are given: description, narration, reasoning and a mixed functional-semantic type of speech reasoning with the inclusion of description or narration.

The learning activity of master's students organised on the basis of the technology consisting of eight tactical steps is described. Following this technology, master’s students investigated and identified the means of language and speech, extracted the necessary information, made a record of key words, thoughts as information units and simple sentences, thus formulating their own monologic utterances.

Keywords: speaking skills and abilities, foreign-language monologic utterance, communicative-speech situations, informative reading, types of speech activity, lexical and grammatical means of language, semantic relations.

Elena L. PIPCHENKO

e-mail: elenapipchenko@yandex.ru

Cand. Sc. (Pedagogy), Associate Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Aleksandr A. KOCHNEV

e-mail: sashakoch93@gmail.com

Cand. Sc. (Engineering), Associate Professor, Department of Oil and Gas Geology, Perm National Research Polytechnic University (Perm, Russian Federation)

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The article deals with the difficulties of students in mastering foreign language vocabulary. The former are proposed to be overcome through appropriate strategies and tactics for the formation of lexical skills in English classes and in the form of independent work of students of secondary vocational education. The study analyzes the methodological reality of existing educational strategies, highlights strategies for the formation of foreign language lexical skills. The study analyzes the methodological reality of existing educational strategies and tactics, highlights strategies for the formation of foreign language lexical skills. These strategies are classified depending on the difficulties they are aimed at overcoming, as well as on the speech skill that develops due to the proposed strategies. The students independently determine the strategies and tactics with which they will work to master the necessary lexical minimum on general and professional topics. The task of the teacher is to teach how to work with each of the proposed strategies and tactics, giving the student the freedom to choose them. The presented strategies and tactics are aimed at the formation of foreign language lexical skills, which are basic for achieving educational results, set out in the federal state educational standard for the specialty "Power Plants, Networks and Systems": the formation of students' general competence in working with professional documentation in the state and foreign languages, communicative competence, including the possession of general and professional foreign vocabulary, its use in writing, reading, speaking and listening. The educational tasks implemented by the teacher make it possible to achieve the requirements that are included in the professional standard, meet the needs of potential employers in the field of energy and electrical engineering.

Keywords: strategies, tactics of forming foreign language lexical skills, professional standard for the specialty, students of secondary vocational education.

Natalia V. POTAPOVA

e-mail: potapova_natalya@mail.ru

English Teacher, Master’s of Linguistics, Ural Technological College, branch campus of the National Research Nuclear University MEPhI (Zarechny, Sverdlovsk Region, Russian Federation)

Natalia N. SERGEEVA

e-mail: snatalia2016@mail.ru

Doctor of Education, Professor, Head of the Department of Vocational-Oriented Vocational Education, Ural State Pedagogical University (Yekaterinburg, Russian Federation)

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The article is devoted to the current problem of teaching the Russian language to students from Central Asia, the number of which is noticeably increasing in the universities of the Russian Federation. Obviously, this trend will continue in the future due to certain socio-political events taking place in Russia and abroad in recent years. Thus, the problem of finding effective methods of working with such students not only does not lose its relevance, but requires the active development of modern didactic approaches, methodological techniques aimed specifically at this target audience. The analysis of educational and methodological literature made in this study showed that in the methodology of teaching Russian as a foreign language, a certain experience of working with students from Central Asia has been accumulated, but the problem of finding ways and methods of working in this target audience is still acute.

The article notes that working with students from the countries of the former Soviet Union has its own characteristics, which have historical and political reasons. It also focuses on the fact that students coming from the countries of Central Asia, as a rule, speak Russian in the everyday sphere of communication, which is not always enough for higher education, because the educational and professional sphere of communication involves a deeper knowledge of the lexical and grammatical systems of the Russian language, scientific terms, grammatical structures of the scientific style and language of the specialty.

More specifically, the article deals with the problems of academic adaptation of students from Turkmenistan, substantiates the need for a special approach to teaching the Russian language for this contingent of students. Attention is also drawn to the importance of holistic, purposeful, systematic work on the development of Russian language skills among Turkmen students in the academic style and the language of the specialty. The article suggests possible options for tasks to improve language skills and competencies in the professional field of communication.

Keywords: teaching Russian as a foreign language, academic adaptation, scientific style, language of the specialty, organization of the educational process.

Natalia O. ILINA

e-mail: nataliailina.list@rambler.ru

Cand. Sc. (Philology), Associate Professor, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Fe­deration)

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The paper considers the specificity of teaching English as a foreign language for students of bachelor in education (non-linguistic). In accordance with the current FSES of the bachelor's degree which outlines the framework of the competency-based approach, the formed competencies of the future teacher are divided into the universal, the general professional and the professional. Teaching a foreign language is defined as the formation of a universal competence as the ability for intercultural interaction. In this context, the main goal is to achieve a certain level of foreign language communicative competence. However, an integrated approach is important for vocational education: to teach the basics of foreign language communication and ensure further professional development of the teacher. Under these conditions, teaching a foreign language is considered at two interrelated and sequential levels: in the general course of the English language, aimed at mastering colloquial vocabulary and active grammatical categories, and the professional course of English for special purposes, providing mastery of professional vocabulary, the formation of the ability to analyze professional texts and the assimilation of grammatical categories in context. The implementation of teaching a foreign language at two levels consists in didactic continuity and sequence of teaching: from general colloquial vocabulary to professional, from active grammatical forms to passive ones, from oral communication to the interpretation of professional texts. As a result, for non-linguistic pedagogical areas, a foreign language acts as a general educational discipline, and its content forms a universal competence, which does not depend on the specialty profile, but is primarily aimed at developing communication skills according to the general English course program and mastering general professional pedagogical concepts and working with texts, according to the professional course program.

Keywords: pedagogical education, professional teacher competencies, foreign language, professional foreign language, integrated foreign language course, features of foreign language communicative competence formation.

Ekaterina I. SHEREMETA

e-mail: kosova945@mail.ru

Senior Lecturer, Department of Foreign Languages, Sevastopol State University (Sevastopol, Russian Federation)

Yuri V. DANKO

e-mail:  bonifacius-zs@yandex.ru

Postgraduate student, Department of Physical Education and Sport, Sevastopol State University (Sevastopol, Russian Federation)

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Effective students’ aquisition of polylingual material is ensured by a teacher of a new formation with a developed polylingual competence, which means the ability to communicate in several foreign languages, select language and speech material taking into account similarities and differences of languages, organize it in accordance with specific principles, select the right contexts for familiarization, training and application of language and speech material in several foreign languages on a comparative basis. The process of this competence formation takes place through practice-oriented polylingual training of future foreign language teachers. The article reveals consistent modules of experimental training of students of future foreign language teachers: introduction to interrelated language learning and teaching, training of multilingual skills and abilities, application of multilingual skills and abilities, modern methods of monitoring and assessment of multilingual learning and its elements. For each module, polylingual material and methods of familiarisation with it are specified, teaching technologies are indicated, examples of formulating exercises are given in order to form skills and abilities to operate in multilingual contexts. The characteristic of the levels of polylingual competence of a future foreign language teacher is given. The assessment criteria are distributed according to the components included in the structure of polylingual competence – the communicative, the general cultural, the psychological, the professional-and-pedagogical. The achieved results of the competence formation were processed. The dynamics of changes in the average group score for the components of polylingual competence of the experim

Keywords: foreign languages, polylingual teaching, polylingual competence, modular learning system, polylingual learning environment.

Elena P. GLUMOVA

e-mail: glumova@lunn.ru

Cand. Sc. (Pedagogy), Head of the Scientific Research Laboratory, Associate Professor, Nizhny Novgorod State Linguistics University (Nizhny Novgorod, Russian Federation)

Elizaveta D. KORABLEVA

e-mail: e.d.korableva@mail.ru

PhD Student, Nizhny Novgorod State Linguistics University (Nizhny Novgorod, Russian Federation)

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This article is devoted to the quality of teaching a foreign language in higher education institutions using digital technologies and traditional (classroom) education. Teaching students a foreign language in higher education using digital technologies distantly has become popular and a must since the recent Covid-19 pandemics. Due to forced restrictions, students and teachers learnt and taught online using Zoom and Moodle learning platforms. However, the question arose about the reliability of monitoring academic performance in a foreign language online compared to the usual traditional (classroom) format, since most students showed unprecedentedly high performance when passing lexical and grammatical tests. To find out the reasons for the contradiction between the difference in the testing indicators of students, a comparative analysis was carried out of the control of the academic progress of the Herzen Russian Pedagogical University’s students in the discipline “Foreign Language” by computer testing in the Moodle system and in the classroom format.

The article presents an overview of the scientific and methodological literature on the issues of monitoring the academic progress of students of higher education in classroom and distance learning formats, highlights the advantages and disadvantages of computer testing in the field of digital learning in comparison with traditional one (classroom). In the course of an experiment conducted by teachers of the Department of English for Professional Communication of the Herzen Russian Pedagogical University with students of the full-time department of the faculty of Russian as a foreign language, as well as with full-time and part-time students of the Institute of Defectology Education, objective data were obtained and analyzed regarding the reliability of monitoring the progress of students at a distance. Conclusions were drawn regarding the objectivity of monitoring academic performance in a foreign language in online and classroom formats. This study opens up new perspectives for further study to use computer testing using digital technologies in teaching a foreign language to students in higher education in online and classroom formats.

Keywords: digitalization of the educational process, e-learning, classroom learning, online testing, offline testing, academic progress control, objective forms of control, quality of education.

Marina S. KHAKHALINA

e-mail: xaxalinam@gmail.com

Cand. Sc. (Chemistry), Associate Professor, Dept. of English for Professional Communication, Herzen State Pedagogical University (St. Petersburg, Russian Federation)

Anna B. BAGRAMOVA

e-mail: anbag11@mail.ru

Senior Lecturer, Dept. of English for Professional Communication, Herzen State Pedagogical University of Russia (St. Petersburg, Russian Federation)

Oksana N. PAVLOVA

e-mail: oxanapavlova@mail.ru

Senior Lecturer, Dept. of English for Professional Communication, Herzen State Pedagogical University of Russia (St. Petersburg, Russian Federation)

Oksana Yu. SCHERBA

e-mail: oksanand@yandex.ru

Senior Lecturer, Dept. of English for Professional Communication, Herzen State Pedagogical University of Russia (St. Petersburg, Russian Federation)

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The present article is devoted to the urgent problem of differentiated teaching a foreign language for specific purposes based on building remote interaction by means of an electronic textbook. The study discusses the concepts of “differentiation” and “interaction”, presents modern approaches to organizing the educational process, and considers its principles and aspects. A new interpretation is given to the concept of “interaction” in the context of working with groups of students different in composition and structure. This interpretation acquires particular relevance when working with foreign students. A comparative analysis of existing approaches to the problem of “differentiation” was carried out. To develop an electronic textbook on a foreign language for specific academic purposes, the authors use the methodological recommendations of modern foreign researchers in this field as a theoretic foundation. The authors describe the structure of the electronic textbook “Academic English” for master’s students of different majors as a means of teaching a foreign language for specific academic purposes, taking into account the principles presented, and give examples of tasks. In conclusion, the authors represent experience with the developed textbook, draw conclusions about the effectiveness of its use in the educational process at university. The introduction of the proposed technology in the educational process led to an overall improvement of indicators of long-term readiness for foreign-language academic and research activities, which allows us to conclude about the positive outcomes of training materials approbation.

Keywords: differentiation, foreign language for specific purposes, research, interaction, independent work, means of teaching.

Mikhail N. NOVOSELOV

e-mail: michael.novosyolov@gmail.com

Cand. Sc. (Pedagogy), Associate Professor, Department of Foreign Language Teaching, Perm State Humanitarian Pedagogical University (Perm, Russian Federation)

Svetlana N. NOVOSELOVA

e-mail: svetlana220577@mail.ru

Senior Lecturer, Department of Foreign Language Teaching, Perm State Humanitarian Pedagogical University (Perm, Russian Federation)

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The article is devoted to the consideration of the conditions and tools for the transition of the modern education system to digital technologies in the context of research and project activities.

 The main aspects that reveal the specifics and problems of the formation of research and project skills of students in the new realities are highlighted. The research is based on philosophical and pedagogical approaches. The subject of the study reflects the gap that has arisen between the demand of modern subjects of the educational process for digital transformation in accordance with the goals and objectives of the federal project "Digital Educational Environment" and the real conditions of methodological equipment of research and project activities in the educational process. As a solution, a holistic digital model of design and research activity is proposed and justified, including methodological tools in the form of designers, which allows for different-level transformations in the educational field, including interdisciplinary connections, social design, etc.

The proposed structural and functional model for the implementation of project and research activities is due to the need to reduce risks for the qualitative management of the process of introduction and application of innovative technologies and principles of digital education in the organization of project and research activities of students using digital technologies, as well as the lack of a methodological tool for improving the digital infrastructure of the educational process.

 The authors describe in detail the digital model of the organization of research and project activities of students developed by them, justifying that when working with the designer, the initiative behavior of the student develops, the most important ability to analyze, synthesize, generalize and abstract when working with scientific material, project is formed. The implementation of scientific research, a project with the help of a designer indirectly generates cognitive interest and provides a high degree of independence of participation, the quality of the work performed, obtaining new knowledge, forms a willingness to share them.

Keywords: cognitive interest, digital technologies, constructs, digital model of project and research activities, initiative behavior, educational environment, digitalization.

Alexandra A. KRAUSE

e-mail: krauze@pspu.ru

Cand. Sc. (Philology), Associate Professor, Head of the Department of Philosophy and Social Sciences, Perm State Humanitarian and Pedagogical University (Perm, Russian Federation)

Svetlana I. SOLOVIEVA

e-mail: solovieva.sv2017@yandex.ru

Cand. Sc. (Pedagogy), Senior Lecturer, Department of Philosophy and Social Sciences, Perm State Humanitarian and Pedagogical University (Perm, Russian Federation)

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