Localization as a multilevel process of adapting a digital product to the target market requires theoretical understanding in general and in the context of translation studies in particular. The relation and scope of the concepts "translation" and "localization" can be defined with reference to the aspects of localization as an activity: technical, legal, linguistic and cultural, which determine the main range of text modifications in translation in the process of localization. The specificity of video game localization is connected with the peculiarities of this type of text: a video game has a strict genre affiliation, polycode (as a rule, audiovisual) character of the text, is an interactive product and has the property of narrativity, which requires a non-linear creative approach in the process of localization. Typological properties of a videogame influence the implementation of textual categories, in particular, the category of intertextuality functions in a special way in the multilevel text of a videogame. The article presents the results of the comparative study of national-precedent intertextual components in the original and localised versions of the video game on the material of Disco Elysium. When transferring intertextual links based on national precedent texts, the communicative context of the situation in which the precedent element is used to realise linguopragmatic, expressive and aesthetic functions is taken into account. Translation decisions made on the basis of the discourse-pragmatic approach are aimed at preserving the original function of intertextual inclusion with the orientation on the cultural peculiarities of the target audience. The determining factor of translation solutions is the formation of a communicative and semantic base for the recipient to gain emotional and intellectual experience through the video game text, which can be further considered as the main strategy of localization of the game product.

Keywords: intertextuality, polycode text, localization, precedent text, interactivity, narrative, videogame, text type.

Olga Yu. KUSTOVA

e-mail: kustovaolga@herzen.spb.ru

Cand. Sc. (Philology), Associate Professor, Department of Translation and Interpreting, Herzen State Pedagogical University of Russia (Saint Petersburg, Russian Federation)

Gleb A. POLTAVETS

e-mail: rain-20-96@mail.ru

Undergraduate Student (Translation and Translation Studies), Department of Translation and Interpreting, Herzen State Pedagogical University of Russia (Saint Petersburg, Russian Federation)

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The problem of translating of a graphic novel as a multimodal text is considered by using contexts in which the category "ours – others” is represented. The structure of a graphic novel as a multimodal text is revealed, including a verbal component (words of the author and characters) and a visual component (images). An algorithm for multimodal analysis of contexts was compiled, including several sequential stages: 1) analysis of the verbal component; 2) analysis of the visual component; 3) the interrelation of these components during translation; 4) making a translation decision; 5) registration of the translation. The specificity of a graphic novel as a multimodal text lies more in the interaction of its components than in the features of each of them separately. In the end 63 contexts were analyzed and presented in three ways: only a verbal component, only a visual component, and a verbal-visual component. The verbal-visual component is defined as the interaction of the components of a multimodal text, in which new meanings are discovered that influence the translation. There are contexts in which the image does not carry a semantic load and the translation is carried out only on the basis of the verbal component. In most contexts, there is an interaction between verbal and visual components. In this case, the visual component complements the verbal one for the joint transmission of information and translation. During the analysis, the following translation difficulties were identified when translating contexts in which the category "ours – others” is presented: the transfer of proper names (tables of transcriptions of Chinese and Japanese names are used), vocabulary with negative meaning in relation to representatives of different cultures, onomatopoeia and etc. The translation process takes into account the close relationship between the verbal code, the visual code, the means of syngraphemics (punctuation marks) and supragraphemics (font features). In particular, the means of syngraphemics in a graphic novel mark belonging to one’s own/alien culture and emphasize linguistic identity.

Keywords: multimodal text, multimodal analysis, translation, graphic novel, “ours – others” category.

Natalia V. BISEROVA

e-mail: ntlbiserova@rambler.ru

Cand. Sc. (Philology), Associate Professor, Linguistics and Translation Department, Linguodidactics Department, Perm State University (Perm, Russian Federation)

Ekaterina I. KORDIYAK

e-mail: lingvodidactics.psu@gmail.com

Undergraduate Student, Faculty of Modern Languages and Literatures, Perm State University (Perm, Russian Federation)

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The article examines Korean proverbs representing marital conflicts. The purpose of the study is to describe marital conflicts in Korean proverbs and identify their national and cultural characteristics. The following methods were used in the study: component analysis, linguocultural analysis.

In Korean proverbs, “conflict in marital relations” is expressed by language units: 1) in the direct meaning (quarrel, enemy, source of evil; quarrel, get angry, beat, hit, hate); 2) in a metaphorical meaning (disaster, fire, water, shoes, vodka, animal, fox, cutting water with a sword, breaking a chamber pot).

The subjects of the conflict are not only spouses (husband and wife), but also the concubine, who is a member of the family due to the existence of the institution of concubines until the beginning of the 20th century. Marital conflicts were analyzed taking into account the participants in the conflict: 1) between spouses; 2) between a concubine and a legal wife; 3) between concubines; 4) between the wife and the concubines of the husband, son and son-in-law. The cause of marital conflicts is often represented by the negative quality of the wife and also by the presence of concubines in the family, whose very existence is both a charge of conflict and an active subject of the conflict.

The objects of conflict are material values such as food, soup and a chamber pot; social values - the power of a husband over his wife, the power of a legal wife over a concubine, and the power of a wife over the concubines of her son and son-in-law; spiritual values - harmony, peace, love, order and reconciliation. The object of conflict can also be anti-values - anger, cunning, jealousy, grumpiness, depravity, envy, hatred. In proverbs, we observe both a positive resolution of conflicts in the form of reconciliation between spouses, and anti-value solutions, such as assault by a husband, expulsion of a wife, and the custom of breaking a chamber pot.

Keywords: marital conflicts, participant in the conflict, subject of the conflict, object of the conflict, Korean proverbs.

Mi Young KIM

e-mail: uralmun@naver.com

Senior Lecturer, Department of Linguodidactics, Perm State National Research University (Perm, Russian Federation)

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The gender potential of the legal concept LABOUR is examined using the example of Australian legal discourse. Australia has received international recognition for women's rights through its contribution to peacekeeping and regional participation in the UN Human Rights Council. However, there is still a gender imbalance in the legislative sphere of Australia, which is expressed in the inequality of women in relation to men, which is especially evident in the field of Australian Labor Law. The relevance of the study is due to the desire of legislators to level out the gender imbalance in the field of labour with the help of legislative instruments. The purpose of the study is to determine the gender potential of the Australian legal concept LABOUR. The objectives of the study are to identify, through continuous review of legal texts, gender-specific legal terms related to the field of labour; based on the terminological representation of the concept, describe the conceptual signs that characterize the legal concept LABOUR in a gender aspect. Analysis of the material made it possible to identify a number of gender-based conceptual signs in the structure of the legal concept LABOUR: “gender equality in the workplace”, “gender discrimination in the workplace”, “gender victimization in the workplace”, “women’s career development.” The terminological units included in the LABOUR concept are composite nominative units, which ensures an increase in gender-based meanings. The gender specificity of terms that do not have structural markers was determined by analyzing the context of their use in legal discourse. The study of the functioning of the terminological apparatus in discourse made it possible to identify the most significant conceptual signs. It is concluded that the Australian legal concept of LABOUR may be gender specific.

Keywords: term, terminological unit, legal discourse, conceptual sign, legal concept, gender, gender equality, gender discrimination, labour.

Elena V. VOLGINA

e-mail: volginalena@rambler.ru

Сand. Sc. (Philology), Associate Professor, Foreign Languages Department, Saratov State Law Academy (Saratov, Russian Federation)

Natalia V. LAZOVSKAYA

e-mail: lazovskaya.natalia@gmail.com

Сand. Sc. (Philology), Associate Professor, Foreign Languages Department, Saratov State Law Academy (Saratov, Russian Federation)

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The paper covers the process of actualization of types and kinds of semantic links and relations of lexical units, terminological vocabulary in texts as speech units and its functions in identifying, comprehending and understanding thoughts, exchanging them with partners in foreign language speech communication in technical translation. The system connections of terminological units were studied and substantiated, along with their special significance for the formation of a categorical and conceptual apparatus and a professional picture of the world by a future translator and engineer mastering a foreign language. The revealed functions of the bilingual individual lexicon-thesaurus as a semantic dictionary, explicitly fixing semantic links and relationships between its constituent lexemes, terms, taking into account their actualization in the speech activity of technical translation and in speech communication, are disclosed.

The authors describe and demonstrate examples at the level of words and word combinations (terms) in various functional and semantic types of texts of actualization of associative semantic paradigmatic and syntagmatic relations and links, as well as at the level of integration of vocabulary as a driving force for the development of semantic content in the source text and in the target text with morphological, syntactic, structural and compositional means of the language systems.

The paper describes in detail the analytical work on the study of the specifics of the actualization of types and kinds of semantic links of lexical units based on the use of denotative information-target analysis of whole connected microtexts, fragments, functional and semantic analysis of compressed thoughts as denotations, simple normalized sentences, complex and multicomponent terms; the method of modeling definitions, syntax of simple and complex sentences as units of language system and units of speech.

Keywords: semantic links, lexeme, terms, speech unit, lexicon-thesaurus, technical translation, concept, denotation, thought, speech.

Tamara S. SEROVA

e-mail: tamaraserowa@yandex.ru

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

Dmitry A. FILIMONTSEV

e-mail: dimfilim123@gmail.com

PhD Student, Dept. of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

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In the article, we emphasized the importance of the correct translation of medical texts, on which the correct diagnosis and the appointment of appropriate therapy depend. The so-called positive factors have been identified that will help to remove some of the difficulties of medical translation, as well as the moments that cause the greatest difficulties in translating medical texts. The positive factors include: the universality of medicine, the human body has a similar structure and the same set of functions of human body organs all over the world; availability of various and accessible information sources where you can get medical information: magazines, newspapers, Internet sites of medical organizations, TV and video broadcasts on medical topics, contact with medical specialists, etc.; knowledge of Latin, which is one of the sources of education of many medical terms and knowledge of English, the language that influenced the development of the medical language. The article presents the difficulties encountered in translating medical texts related to the intercultural differences of countries and provides relevant examples: the difference in medical education systems, the difference in the functioning of medical institutions, using the example of the German Praxis, the difference in interpersonal communication between specialists using the example of phrases in the forms of clinical and laboratory research results. We also provided practical examples of replenishing the medical language at the expense of common vocabulary, various types of abbreviations and ways of their transmission on the example of Russian and German forms of blood test results, the difference in the systems of units of measurement not only between countries, but also within one country, depending on the medical laboratory.

Keywords: medical translation, terms, abbreviations, eponyms, measurement measures, cross-cultural differences.

Maria K. KUKLINA

e-mail: mmalysheva3@mail.ru

PhD Student, Ural Federal University named after the First President of Russia (Yekaterinburg, Russian Federation)

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In today’s world, where globalization and international economic cooperation play a key role, mastering the skills of professional business communication in various languages becomes a decisive factor for a successful career in international companies. The development of economic relations between Russia and China opens new prospects and challenges for professionals, requiring a deep understanding of the cultural and linguistic features of both countries. In this context, the actual task is to prepare qualified personnel capable of effectively interacting in the Russian-Chinese business space. This article is devoted to developing a methodology for teaching linguist students the skills of professionally-oriented business communication in the Russian-Chinese language pair, emphasizing the importance of the intercultural aspect of communication. The authors pay special attention to the training methodology, focused on the development of intercultural business communication skills between Russian and Chinese specialists, the key element of which is the use of situational training, within which it is possible to practice skills not only in a controlled, but also in a realistic environment. Based on a comprehensive analysis of existing approaches and methodologies, the research proposes new solutions aimed at improving the effectiveness of education and forming the necessary competencies in students. In the course of the study, a methodology was developed for teaching linguist students the skills of professionally oriented business communication in the context of Russian-Chinese economic relations. The results of the methodology testing testify to its high efficiency and significance for preparing specialists ready for professional communication in the international business context. This study contributes to the further development of the methodological base in the field of teaching business foreign languages and strengthening intercultural dialogue between Russia and China.

Keywords: business Chinese, intercultural communication, foreign language teaching methodology, Russian-Chinese language pair, international business communication, cultural differences, communicative skills.

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 Federation)

Zhang LIYING

e-mail: 1520889747@qq.com

PhD Student, Department of Foreign Languages and Translation, Ural Federal University named after the First President of Russia B.N. Yeltsin (Yekaterinburg, Russian Federation)

Yulia V. KALACHEVA

e-mail: julija.k@list.ru

Senior Lecturer in Legal English, Department of Russian, Foreign Languages and Speech Culture, Ural State Law University (Yekaterinburg, Russian Federation)

1. Siun Tszyi. Rechevoi etiket v russkoi i kitaiskoi lingvokul'turakh (na primere obrashcheniia i privetstviia) [Speech etiquette in the Russian and Chinese linguocultures (on the example of address and greeting)]. Litera, 2021, no. 5, pp. 50.
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3. Din Ianan'. Russkie reche-povedencheskie taktiki v obuchenii delovoi kommunikatsii kitaitsev (situatsiia “prodavets pokupatel'”) [Russian speech and behavioral tactics in teaching business communication to the Chinese (seller-buyer situation)]. Izvestiia Rossiiskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena, 2007, no. 31, pp. 53.
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8. Pichkova L.S., Pantiukhova L.V., Dedkova G.I. Voprosy kross-kul'turnykh razlichii v delovom obshchenii [Issues of cross-cultural diversity in business communication]. Pravo i upravlenie. KhKhI vek, 2020, no. 3 (56), pp. 41–48.
9. Ishutina I.A., Salosina I.V. Igrovye metody v professional'noi podgotovke lingvistov v usloviiakh vuza KNR [Methodology of simulation and gaming in professional training of linguists at a Chinese university]. Vestnik Novosibirskogo gosudarstvennogo pedagogicheskogo universiteta, 2017, no. 2, pp. 24–26.
10. Shishlova E.E., Boriskova V.A. Normy delovogo etiketa v professional'noi podgotovke studentov-mezhdunarodnikov, izuchaiushchikh kitaiskii iazyk [Business etiquette standards in professional training of international students studying the Chinese language]. Mir nauki, kul'tury, obrazovaniia, 2023, no. 6 (103), pp. 233–236.
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The study analyzes the concept of pedagogical discourse from linguistic and pedagogical perspectives and explores its instructional value. The relevance of the research is explained by the need to design a professional communication component in order to enhance the curriculum and ensure the professional development of pre-service language teachers at the university. It stipulates the design of an instructional framework to improve the quality of training in pedagogical discourse.

The article examines linguistic and pedagogical approaches to defining the concept of “pedagogical discourse” and identifies its key characteristics. The methodological basis of the instructional framework is defined from the perspective of the scenario and frame-based approaches. This framework identifies the content, instructional strategy, a learning unit structure, and the principles of learning material development. The testing of the designed learning materials was organized at Peter the Great St. Petersburg Polytechnic University among master’s students majoring in 44.04.01 “Pedagogical Education” and 45.04.02 “Linguistics” with a specialization in methods of teaching foreign languages. The results obtained allow the evaluation of proposed methodological solutions and generalize the accumulated practical experience.

The theoretical and practical findings may contribute to the design and implementation of communicative training for novice foreign language teachers at the university.

Keywords: pedagogical discourse, speech genres, frames, scenarios, scenario-based learning, frame-based instruction, scaffolding, learning materials design, methodological strategy.

Nora G. KATS

e-mail: kats_ng@spbstu.ru

PhD in Education, Senior Lecturer, Graduate School of Linguistics and Pedagogy, Peter the Great St. Petersburg Polytechnic University (Saint-Petersburg, Russian Federation)

Anna V. RUBTSOVA

e-mail: rubtsova_av@spbstu.ru

Doctor Habilitatus in Education, Professor, Director of the Graduate School of Linguistics and Pedagogy, Peter the Great St. Petersburg Polytechnic University (Saint-Petersburg, Russian Federation)

Yuri V. EREMIN

e-mail: eremin37@mail.ru

Doctor Habilitatus in Education, Professor, Department of Language Teaching Methodology, Herzen University (Saint-Petersburg, Russian Federation)

1. Bezukladnikov K.E., Kruze B.A. Lingvodidakticheskie osnovy podgotovki uchitelia Mezhdunarodnogo bakalavriata: lingvoinformatsionnyi i kompetentnostnyi podkhody [Linguodidactic basis of training the international baccalaureate teachers: Linguoinformational and competence-based approaches]. PNRPU Linguistics and Pedagogy Bulletin, 2013, no. 7 (49), pp. 42–50.
2. Inozemtseva K.M., Trufanova N.O., Krupchenko A.K. Model' povysheniia kvalifikatsii prepodavatelia inostrannogo iazyka tekhnicheskogo vuza [Professional development model for ESP teachers working at engineering universities]. Vysshee Obrazovanie v Rossii, 2019, no. 1, pp.147–158.
3. Timokhina E.V. Model' formirovaniia professional'no-kommunikativnoi kompetentsii budushchego uchitelia inostrannogo iazyka [Model of formation of the future foreign language teacher professionally-communicative competence]. Sovremennye problemy nauki i obrazovaniia, 2015, no. 1-1, pp. 905.
4. Kolesnikova I.A. Kommunikativnaia deiatel'nost' pedagoga [Communicative activity of a teacher]. Ed. V.A. Slastenina. Moscow, Akademiia, 2007, 336 p.
5. Pavlova I.P. Napravleniia professional'noi podgotovki i perepodgotovki uchitelei/prepodavatelei inostrannogo iazyka po problemam mezhkul'turnoi kommunikatsii [Foreign language teacher training and professional development of foreign language teachers for intercultural communication]. Vestnik moskovskogo gosudarstvennogo lingvisticheskogo universiteta, 2010, no. 582, pp. 9–26.
6. Malev A.V. Nepreryvnaia lingvometodicheskaia podgotovka prepodavatelia inostrannogo iazyka [Continuous linguistic and methodological training of a foreign language teacher]. Abstract of Doctor's degree dissertation. Nizhniy Novgorod, 2015, 45 p. 
7. Safonova V.V. Sotsiokul'turnyi podkhod: retrospektiva i perspektivy [Sociocultural approach: Retrospective and prospects]. Uchenye zapiski natsional'nogo obshchestva prikladnoi lingvistiki, 2014, no. 4 (4), pp. 53–72.
8. Makarova D.V. Rechevoe povedenie uchitelia v strukture pedagogicheskogo diskursa [Teacher’s speech behavior in the structure of pedagogical discourse]. Doctor's degree dissertation. Moscow, 2009, 370 p.
9. Antonova N.A. Pedagogicheskii diskurs: rechevoe povedenie uchitelia na uroke [Pedagogical discourse: Teacher’s speech behavior in the classroom]. Ph.D. thesis. Saratov, 2007, 158 p.
10. Pichugina V.K. Diskurs kak pedagogicheskoe poniatie: metodologicheskii i evristicheskii potentsialy [Discourse as a pedagogical concept: Methodological and heuristic potentials]. Izvestiia Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta, 2012, no. 10, pp. 25–28.
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12. Cherniavskaia V.E. Lingvistika teksta: polikodovost', intertekstual'nost', interdiskursivnost' [Text linguistics: Polycodeness, intertextuality, interdiscursivity]. Moscow, LIBROKOM, 2009, 248 p.
13. Romashko T.V., Gurova O.Iu. Poststrukturalistskaia teoriia diskursa i ee metody issledovaniia sotsiokul'turnoi real'nosti [Poststructuralist discourse theory and its methods of analysis of sociocultural reality]. Sotsiodinamika, 2022, no. 10, pp. 46–59.
14. Karasik V.I. Iazykovoi krug: lichnost', kontsepty, diskurs [Language circle: Personality, concepts, discourse]. Volgograd, Peremena, 2002, 477 p.
15. Ezhova T.V. Model' protsessa proektirovaniia gumanitarnogo pedagogicheskogo diskursa [The pattern of process projection humanitarian pedagogic discusses]. Obrazovanie i Nauka. Izvestiia URO RAO, 2008, no. 9 (57), pp. 34–41.
16. Ezhova T.V. Proektirovanie pedagogicheskogo diskursa v vysshem professional'nom obrazovanii budushchego uchitelia [Designing pedagogical discourse in higher professional education of the future teacher]. Doctor's degree dissertation. Orenburg, 2009, 444 p.
17. Shcherbinina Iu.V. Vvedenie v pedagogicheskii diskurs [Introduction to pedagogical discourse]. Moscow, FORUM, INFRA-M, 2015, 432 p.
18. Tsinkerman T.N. Lingvopragmaticheskaia spetsifika stilei obshcheniia v angloiazychnom vospitatel'nom diskurse [Linguistic and pragmatic specificity of communication styles in English educational discourse]. Abstract of Ph.D. thesis. Volgograd, 2014, 22 p.
19. Oleshkov M.Iu. Didakticheskaia kommunikativnaia situatsiia: problema modelirovaniia [Didactical communicative situation: Modeling problem]. Mir obrazovaniia – obrazovanie v mire, 2008, no. 1 (29), pp. 282–294.
20. Ostrazhkova N.S.  Obuchenie ponimaniiu soderzhatel'nogo komponenta pedagogicheskogo diskursa lektsii (angliiskii iazyk, iazykovoi vuz) [Learning to understand the content component of a lecture pedagogical discourse (English language, language university)]. Ph.D. thesis. Tambov, 2004, 18 p.
21. Kopylova V.V. Tipologiia didaktem kak edinits inoiazychnogo lingvodidakticheskogo diskursa [The typology of didactems as units of foreign language linguodidactical discourse]. Vestnik Volgogradskogo gosudarstvennogo universiteta. Seriia. 2: Iazykoznanie, 2014, no. 1 (20), pp. 84–92.
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26. Gorobets L.N. Ritoricheskie zhanry pedagogicheskogo diskursa [Rhetorical genres of pedagogical discourse]. Izvestiia Rossiiskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena, 2008, no. 11 (62), pp. 219–225.
27. Chernik V.B. Faticheskie rechevye zhanry v pedagogicheskom diskurse i tekste uroka [Phatic speech genres in pedagogical discourse and lesson text]. Abstract of Ph.D. thesis. Yekaterinburg, 2002, 25 p.
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In the last years of the 21st century, the relevance of solving problems related to the importance of pedagogical support for the category of people of the third age has increased. Modern education, with a tendency toward continuity or lifelong learning, touches on issues of pedagogical support for retirees. Educational and cultural institutions can take on the role of mediator in the education and training of older people.

This article is devoted to dialogue as one of the effective methods of pedagogical support for people of the third age in the museum space. The article discusses the importance of museum programs for people of the third age, the features of dialogue as a method of pedagogical support and the possibility of using dialogue in a museum in working with people of the third age. In the process of reviewing sources and specialized literature, it was concluded that the topic of dialogue as a method of pedagogical support for people of the third age in the museum is relevant today. In addition, it should be noted that dialogue can be used in various cultural and educational programs depending on the purpose and objectives of the support, therefore the article proposes a generalized version of the use of dialogue as a universal method.

The main provisions and conclusions of the article will be used for further research on this topic. Some of the research results may be useful to teachers accompanying people of the third age, museum staff implementing programs for retirees.

Keywords: third age, retirees, cultural and educational activities, pedagogical support, museum, museum programs, dialogue.

Nikita P. RYBIN

e-mail: nikita.twit@gmail.com

Lecturer, Department of Culturology, Musicology and Music Education, Perm State Humanitarian Pedagogical University (Perm, Russian Federation)

Elena K. GITMAN

e-mail: mygitman@gmail.com

Doctor of Education, Department of Pedagogy and Psychology, Perm State Humanitarian Pedagogical University (Perm, Russian Federation)

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In the modern multicultural educational environment of the Russian university the skills of foreign language intercultural communication acquire special significance. An important issue is the need to find certain changes in the scientific paradigm of foreign language teaching methodology and its methodological basis at the present stage. The article reveals and describes the specifics of the cognitive approach and its integrative potential in combination with the communicative component of teaching. The authors identify their interrelation in order to determine the factors, conditions and principles contributing to the development of target skills. In this context, the definition of intercultural foreign language competence as an integrative quality of personality is clarified, which allowed the authors of the study to identify new objects of development in the learning process. Such objects are characterized by an integrative set of communicative and cognitive resources of the personality, which includes not only certain knowledge, skills and abilities, but also purposeful strategies that allow the subject of communication to be an effective participant of intercultural communication. The special psychological and pedagogical conditions promoting the integration of communicative and cognitive aspects of communication for the development of intercultural communication skills are identified and described. The authors identify the content nucleus of training in the form of a certain set of knowledge, skills, abilities and qualities of personality with regard to the ultimate goal – the formation of foreign-language communicative competence in the sphere of intercultural communication with representatives of other socio-cultural communities. The analysis of the methodology of communicative and cognitive approaches and their integrative potential determined the choice of principles underlying the organization of the process of development of intercultural communication skills in multicultural educational environment: It is concluded that the communicative-cognitive integrated approach is closely related to other modern and popular approaches and allows to build the educational process of teaching a foreign language in the conditions of intercultural communication in a new way.

Keywords: foreign language teaching, intercultural communication, foreign language intercultural communication skills, communicative-cognitive approach, multicultural educational environment.

Aleksandra V. SOBOLEVA

e-mail: alex.art.tom@gmail.com

Cand. Sc. (Pedagogy), Associate Professor, Department of English in Science Communication, Tomsk State University (Tomsk, Russian Federation)

Olga A. OBDALOVA

e-mail: o.obdalova@mail.ru

Doctor of Pedagogical Sciences, Professor, Department of Methodology of Teaching Foreign Languages and Interdisciplinary Research in Education, Tomsk State University (Tomsk, Russian Federation)

1. Almazova N.I. Kognitivnye aspekty formirovaniia mezhkul'turnoi kompetentnosti pri obuchenii inostrannomu iazyku v neiazykovom vuze [Cognitive aspects of forming intercultural competence when teaching a foreign language at a non-linguistic university]. Abstract of Doctor's degree dissertation. St. Petersburg, 2003, 47 p.
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Modern higher pedagogical education is characterized by transformations of content, forms, means and the creation of conditions for the training of a future specialist who is competitive and ready to adapt during his professional activity. The requirements for a graduate of a pedagogical university are based on the practice orientation of his activity, which must be taken into account not only in the preparation process, but also at the level of assessment of acquired professional qualities. In this regard, in pedagogical education there is a need for a special form of state final certification – a demonstration exam.

The analysis of the concept of "teacher's professionalism", its main characteristics showed that many authors define it as a complexly organized and dynamic system consisting of qualitative characteristics (personal qualities of a teacher, competencies, etc.) of a practice-centred orientation.

The definition of the high potential of the demonstration exam as a form of qualitative assessment of the results of training future teachers at the stage of state final certification allows us to identify the level of competence formation in the process of practical application of personal and professional knowledge, skills and abilities acquired over the years of training on simulated situational platforms.

A study has been conducted that confirms the advantage of demonstration exam over oral exam in state final certification. The highlighted competencies of pedagogical activity, formed in the process of implementing educational programs of higher pedagogical education, are qualitatively revealed in practice when solving situational tasks of the demonstration exam.

The functions of the demonstration exam are highlighted and described: motivational, educational, educational, diagnostic, reflexive.

Keywords: state final certification, demonstration exam, competencies, pedagogical activity, professionalism of the teacher.

Aleksandr S. FETISOV

e-mail: asfet-2011@mail.ru

Doctor of Education, Associate Professor, Head of the Department of Social Pedagogy, Voronezh State Pedagogical University (Voronezh, Russian Federation)

1. Trubina L.A., Erokhina E.L. Soderzhanie i novye formy organizatsii predmetno-metodicheskoi podgotovki v usloviiakh vnedreniia “Iadra pedagogicheskogo obrazovaniia” [The contents and new forms of methodological subject-training organization while introducing “The Core of pedagogical education”]. Nauka i shkola, 2022, no. 4, pp. 34–44.
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The problems of teaching future engineers foreign language speaking as a social interaction in the framework of dialogic communication are considered. The article emphasizes the importance and possibility of forming universal communicative competences of specialists at practical classes in a foreign language by means of arranging a creative environment of dialogic communication, whereby students think, comprehend information and engage in interactive interaction. The author identifies and characterizes the motivational features of dialogic communication, including the mechanisms of creating motivation when teaching speaking, ways of extracting and processing the received information, accumulation of language means for its subsequent exchange with partners and generation of monologic utterance.

The paper details a stage-by-stage and step-by-step learning technology of teaching foreign language speaking as a process of preparation for joint discussion of problems in the framework of a round table. The role and formulation of instructions in communicative-cognitive tasks at each stage of this technology is especially emphasised, which helps to create and maintain motivation and interest throughout the process of learning to speak on the problems concerned. Important attention in the article is paid to informative reading of microtexts, extraction and subsequent use of information in dialogue and monologue, lexical units that connect all types of speech activity.

It is noted that teaching foreign language speaking to future engineers using the presented technology leads to a pre-planned result, namely, to the formation of communicative skills as a relevant need for professional activity.

Keywords: technology of teaching foreign language speaking, dialogic communication, interaction, communicative skills of future specialists, motivational aspect of communication, foreign language monologic utterance, stage-by-stage formation of dialogic communication skills.

Irina N. MITRYUKHINA

e-mail: mirchen10@yandex.ru

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

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The article summarizes the experience of organizing educational technological (design and technological) practice “Module of educational, research and project activities” within the framework of the “Core of Higher Pedagogical Education” at the Perm State Humanitarian Pedagogical University. The authors discuss the issues of the place, role and content of practice and outline a holistic model of educational technological (design and technological) practice being introduced into the educational process of the university. A structural-functional model is presented, conditioned by the need to introduce practical training of students into a higher educational institution on the basis of unified approaches to their structure and content (“Core of Higher Pedagogical Education”). Hence, the goal setting of this process becomes the organization of educational technological (design and technological) practice “Module of educational, research and project activities” in the format of a model of immersion in research and project activities.

The didactic tools and methodological support for developing the readiness and skills to conduct scientific research, present the results obtained in the form of an article, abstract, essay, report, taking notes of scientific sources, and project implementation are described. An analysis is given of the implementation of scientific research, the scientific process, the possible degree of independence of participation in it, the quality of the work performed, the acquisition of new knowledge, and the formation of a willingness to share it.

Data from a study of the achieved results of competence formation in the “Module of educational, research and project activities” are presented. The dynamics of the influence of educational technological (design and technological) practice “Module of educational, research and project activities” on the possibility of acquiring and applying skills in this subject area is presented.

Keywords: practical training, structural-functional model, educational process, educational technological (design and technological) practice, pedagogical core.

Aleksandra A. KRAUSE

e-mail: krauze@pspu.ru

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

Svetlana I.  SHUMINSKAYA

e-mail: solovieva.sv2017@yandex.ru

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

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This article examines the methodological potential of mind maps as a means of forming linguistic, universal cultural and cognitive, as well as professional skills and competencies of law students. At the initial stage of working with the topic, mind maps help students to form lasting lexical skills. At the same time, analytical skills of systematizing and explicating information about lexical units on a specific topic are being developed. Then mind maps become the basis for the development of receptive and productive speech skills in a foreign language, both oral and written, and are used in order to form and develop skills to competently, effectively solve communicative tasks in a foreign language in business communication, respecting cultural features. At the same time, there is a gradual complication of the communicative tasks set for students: from monological reproductive statements, to more creative dialogical statements to the development of skills of taking part in business games, disputes and debates, as well as writing of business letters and memos addressed to clients and colleagues.

The conducted research allows us to conclude that the method of mind maps shows its effectiveness when working on a lexical topic in English classes as a method of activity-based training in professional foreign language communication aimed at developing students’ necessary competencies and related skills and abilities, including the skills of intercultural communication, critical thinking, search and information analysis.

Keywords: mind maps, language and professional competencies, lexical skills, communication skills, critical and analytical thinking, linguistic corpus.

Yulia A. Kuznetsova

e-mail: kuznetsova.julya@mail.ru

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

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This study is devoted to the identification of the linguodidactic potential of authentic digital corporate resources in teaching foreign language to future engineers in higher education by analyzing the linguistic and discursive features of these types of resources. The revealed linguistic and discursive features of authentic digital corporate resources confirm their linguodidactic value and can be successfully used in the process of teaching foreign language to engineering students in higher education. According to the results of the analysis, the texts of authentic (German-language) digital resources of companies/organizations are characterized by a variety of linguistic and linguistic means used for different target audiences and taking into account the specifics of digital resources used for corporate communication. The analyzed materials (text corpus) of authentic (German-language) digital corporate resources contain relevant and actively used by company specialists special vocabulary both in formal and informal communication, are characterized by client-centric orientation, manifested in the desire to establish contacts, initiate and maintain a dialogue with different target audiences of companies / organizations, namely - partners, clients of the company, the public, government agencies, as well as the use of such resources and their materials in foreign language teaching. The use of such resources and their materials in foreign language teaching contributes to the effective development of supraprofessional (flexible) skills, including communicative skills, as well as digital skills, which are one of the key skills in the education of engineering students.

Keywords: authentic digital corporate resources, foreign language, German language, linguodidactic potential, engineering programs, technical university.

Maya A. MOROZOVA

e-mail: m.a.morozova@corp.nstu.ru

Senior Lecturer, Department of Foreign Languages, Faculty of Humanities, Novosibirsk State Technical University (Novosibirsk, Russian Federation)

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The issue formation of value orientations’ formation of educational institutions’ graduates is becoming more and more relevant every year. The activity of a medical worker is aimed at saving human lives, preserving and strengthening the health of citizens, preventing the spread and prevention of various diseases. In this regard, high requirements are imposed on the graduates of medical colleges: one of the requirements of the Federal State Standard on specialty 34.02.01 "Nursing" to the results of mastering the program is obtaining the general competence 6 "to demonstrate a civic and patriotic position, to demonstrate informed behavior on the basis of traditional universal values, including taking into account the harmonization of interethnic and interreligious relations ..." [1, p.6]. The discipline "Foreign Language" has a wide range of opportunities for the realization of the axiological approach in teaching medical students, which are currently insufficiently researched and developed. The above-mentioned contradiction formed the basis of the study and motivated the creation of an appropriate teaching model.

The article represents axiologically-oriented model of foreign language teaching in the process of future medical specialists’ vocational training. The model includes the following blocks: objective, theoretical, technological, evaluation. The proposal model is considered as a theoretical and technological aspects of axiosphere formation in foreign language teaching in medical college. The model is based on the following approaches: axiological, communicative-cognitive, problem-solving. The main principles of the represented model are the principle of national identity, principle of socio-cultural orientation, the principle of humanistic orientation.

The article contains the main conditions which provide the effectiveness of the represented model. The study identified organizational and didactic conditions for the implementation of the model, such as using axiologically-oriented tasks, developing students’ critical thinking, integration of foreign language teaching and medically-oriented subjects.

Keywords: teaching model, axiological paradigm, medical training, foreign language, professional-oriented tasks.

Inna A. KHRIPKOVA

e-mail: Ch-Ina@mail.ru

Teacher, Kursk Basic Medical College (Kursk, Russian Federation)

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