The paper presents the peculiarities of using a modern MT system in the technological chain of scientific and technical translation. MT systems are considered as a part of translator’s workstation, specifics of both text pre- and postediting and automatic dictionaries management are analyzed. Modern paradigm 4.0 (Industry 4.0 and Information 4.0) dictates a new trend in automation and data exchange in manufacturing, such that will greatly influence both technology and science. Working with machine translation systems is presented as a step-by-step process which has objective limitations because of the technically imposed processing at sentence level, a need to process words absent in the system's dictionary, terminological variation of the source text, increased length of sentences, linearity of collocation recognition. A number of restrictions are successfully overcome by a special pre-editing algorithm (addition of articles and conjunctions, syntactic simplification, elimination of elliptical constructions, etc.). The structure of an automatic dictionary of the machine translation system is presented. The basic operations for post-editing machine translation are described, which imply both changes in the translation of individual lexical units and syntactic transformations. It is shown that the translation on the basis of the MP system must be completed by linguistic resources upgrade.

Keywords: machine translation, automatic dictionary, preediting, postediting, translator’s workstation, translator’s competences, technical communication.

Larisa N. BELYAEVA

e-mail: lauranbel@gmail.com

Doctor of Philology, Professor, Honored Scientist of the Russian Federation, Herzen State Pedagogical University of Russia (Saint Petersburg, Russian Federation)

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6. Knebel M., Ralf F. DITA customization – Create your own flavor. Tekom – Jahrestagungund tcworld Conference in Stuttgart. Zusammenfassungen der Referate. Stuttgart, Tcworld GmbH Verantwortlich, 2016, pp. 51–53.

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8. Ermakov A.E. Iazyk semanticheskikh transformatsii dlia komp'iuternoi interpretatsii teksta [Language of semantic transformations for automated text interpretation]. Informatsionnye tekhnologii, 2017, vol. 23, no. 6, pp. 403–412.

9. Gollner J. Information 4.0 for Industry 4.0. Towards a European Competence Framework. Tekom-Jahrestagungund tcworld conference in Stuttgart. Zusammenfassungen der Referate. Stuttgart, Tcworld GmbH Verantwortlich, 2016. –   pp. 93–94.

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15. Dandapat S., Morrissey S., Way A., van Genabith J. Combining EBMT, SMT, TM and IR technologies for quality and scale.  Proc. of the Joint Workshop on Exploiting Synergies between Information Retrieval and Machine Translation (ESIRMT) and Hybrid Approaches to Machine Translation (HyTra), 2012, pp. 48–58.

16. Moorkens J., O’Brien S. Post-editing evaluations: Trade-offs between novice and professional participants. EAMT 2015. Proc. of the 18th Annual Conference of the European Association for Machine Translation, Antalya, Turkey, May 11–13, 2015, pp. 75–81.

The article is devoted to orthoepic norms of modern Russian in the practical course of Russian phonetics for foreign learners. Forming the communicative competence in foreign students implies the correct speech in terms of correct pronunciation of sounds, words, rhythm of words, correct intonation to assure seamless comprehension process and response. It is important to teach foreign students to reduce unstressed vowels after hard and soft consonants, to pronounce consonant combinations, including assimilative processes, to pronounce particular grammatical forms, loan words. The intonation plays a special role in correct Russian pronunciation because the intonation pattern expresses speaker’s intention, which a foreign student should perceive and reproduce. Hence the problem keystones of Russian orthoepic norms for foreign students should correlate with phonetic course which should include the following items: the pronunciation of reduced vowels in unstressed syllables afrer hard and soft consonants, the pronunciation of dorsal consonants in different positions, consonant combination inside words and at the junction of words, prepositions and words, the pronunciation of peculiar grammar forms, the pronunciation of loan words, stress in different parts of speech, main and weak stress, auxiliary stress, intonation in monologue and dialogue, syntagm division, finding intonation focus of the sentence, finding key information of the utterance.

Keywords: orthoepic norms of Russian as a foreign language, Russian as a foreign language, orthoepic competence, correct pronunciation of Russian sounds, words, word combinations, sentences.

Sergey S. KHROMOV

e-mail: chelovek653@mail.ru

Doctor of Philology, Professor, Head of the Department of Russian Language and History of Literature, Moscow Polytechnic University (Moscow, Russian Federation)

Marina N. SHUTOVA

e-mail: marina.shu@mail.ru

Doctor of Pedagogy, Professor, Department of Internship for Foreign Specialists, Pushkin State Russian Language Institute (Moscow, Russian Federation)

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5. Shutova M.N. Posobie po obucheniiu russkomu udareniiu dlia izuchaiushchikh russkii iazyk kak inostrannyi [A textbook of Russian word stress for foreign learners]. 2nd ed., Moscow, Russkii iazyk, Kursy, 2016, 96 p.

6. Shutova M.N. Vzaimosviaz' teoreticheskogo i prakticheskogo kursov RKI: obuchenie russkomu udareniiu inostrannykh studentov [Interconnection between theoretical and practical courses of Russian as a foreign language: Teaching word stress to foreign learners]. Filologicheskoe obrazovanie v sovremennykh issledovaniiakh: lingvisticheskii i metodicheskii aspekty. Slavianskaia kul'tura: istoki, traditsii, vzaimodeistvie. XVIII Kirillo-Mefodievskie chteniia. Proceedings of Int. Conf. Yaroslavl, Remler, 2017, pp. 438–443.

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Within the framework of cognitive semantics and cognitive-heuristic approach to translation, the article discusses various structures with the conjunction if, belonging to different grammatical levels and having different graphical length. The study is conducted using various works written by English authors, and their translations into Russian. The aim of the study was to investigate and systematize the semantic capacity of various formally conditional structures with the conjunction if in the cognitive context, develop a classification of these structures based on their meanings and study the regularities of their translation into Russian. The article analyzes traditional approaches to these structures, their grammatical status, the meanings expressed and their translation. Based on the analysis in context, a conclusion is drawn that such structures do not express the conditional meaning, therefore they are denoted as pseudo-conditional. The author lists pseudo-conditional structures and suggests a classification based on their functions. Four main functions are identified: limiting function, intensification function, identification function and the function of expressing the fullness of quality. Within the four main functions additional meanings are identified, for instance, the meaning of assumption and that of contrast. In accordance with the meanings expressed by one or another of the structures, the paper discusses possible variants of translating them into Russian. The analysis of the translation variants shows that the translators are mainly guided by contextualized meanings of the structures although there are occasions of formal linguistic approach to the translation of the structures in question or complete misunderstanding of the meaning expressed by them. The study confirms the relevance of the cognitive-heuristic approach to translation aimed at the contextual meaning and the naturalness of the translation variants rather than the formal properties of the linguistic units.

Keywords: pseudo-conditional structures, translation, cognitive-heuristic approach, naturalness, cognitive context, contextual meaning, function.

Aleksey G. MINCHENKOV

e-mail: alexey.minchenkov@gmail.com

Doctor of Philology, Professor and Head of the Department of Foreign Languages in the Field of Physics and Chemistry, Saint-Petersburg State University (Saint-Peters­burg, Russian Federation)

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The article reveals the current trends in the study of sound symbolism in foreign discourse in the context of NBIC technologies. It has been established that studies of sound symbolism in recent decades have intensified. In the search for sound symbolic universals, there is an increase in the number of matching languages at the expense of Big Data. The author of the study can embrace 62 % of the world's languages, covering 85 % of language families (Automated Similarity Judgment Program (ASJP), CLLD-Concepticon, etc.), which allows to increase the volume of a material, velocity, veracity and value of research, to take into account the factors of variety and variability of data analysis, and visualize data. Further, the works devoted to the natural basis of sound symbols, including at the level of synesthesia and cross-modal effects, are considered. In modern studies, classical hypotheses of the imitative and gestural origin of the language are actualized; sound symbolism is understood as a pre-semantic phenomenon (originated in the very early stages of language development). It has been established that in the perception of sound symbolism, the order and time in the presentation of visual and auditory stimuli are essential. Studies of sound symbolism in their nature are often pragmatic and focused on the manipulation of consciousness in the field of mass pragmatic communications, which makes it possible to consider sound symbolism as an essential part of NBIC-technology. The sound symbolic characteristics of language units make it possible to simulate text with predetermined semantic and pragmatic parameters.

Keywords: sound symbolism, linguistic iconism, NBIC technologies, cognitive technologies, vowels, consonants, Big Data, marketing.

Svetlana S. SHLYAKHOVA

e-mail: shlyahova@mail.ru

Doctor of Philology, Associate Professor, Head of the Department of Foreign Languages and Public Relations, Perm National Research Polytechnic University (Perm, Russian Federation)

Victoriya A. TASHKINOVA

e-mail: victoriatashkinova@gmail.com

Assistant Lecturer, Department of Foreign Languages and Public Relations, Perm National Research Polytechnic University (Perm, Russian Federation)

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42. Ramachandran V.S., Hubbard E.M. (2001) Synaesthesia: A window into perception, thought and language. Journal of Consciousness Studies, 2001, no. 8 (12), pp. 3–34.

43. Milan E.G., Iborra O.I., de Córdoba M.J., Juárez-Ramos V., Rodríguez Artacho M.A., Rubio J.L. The Kiki-Bouba effect: A case of personification and ideaesthesia. The Journal of Consciousness Studies, 2013, no. 20 (1-2), pp. 84–102.

44. Milan E.G., Iborra O.I., de Córdoba M.J. El Universo Kiki-Bouba. Ideaestesia, Empatía y Neuromárketing. Granada, Fundación Internacional artecittà, 2014.

This article is devoted to such a component of scientific discourse as argumentation strategy. The material for the research involves scientific journal articles. In the present work the following tactics of the strategy considered are analyzed: "objectivity and impartiality", "appealing to authority", "systematic approach and statistics", "special terminology usage" and "intensification", as well as linguistic and non-linguistic means for their expression. "Objectivity and impartiality" tactics is used by scientists to focus the reader's attention on the action and the object of the action, to present their results free from all subjective ideas. For this purpose certain grammatical means are used, in addition, facts and references are specially selected and arranged in a certain order. "Appealing to authority" tactics is implemented by the author to increase the authority of his scientific work. And correct references are a sign of the culture of working with information and represent a characteristic feature of scientific discourse. "Systematic approach and statistics" tactics helps to better present the data and results of the work done. Classifications, tables, charts, and other visual images enhance the credibility of writing. Statistical data make scientific works more trustworthy for the readers. "Special terminology usage" strategy allows computer experts to emphasize such peculiarities of scientific discourse as exactness, conciseness and formality. "Intensification" strategy makes the speech more impressive, bright and influential. In scientific discourse some lexical and syntactic expressive means were revealed. The first group includes, for example, metaphor and periphrasis, the second group involves inversion, rhetorical question and antithesis.

Keywords: scientific discourse, argumentation, strategy, tactics, authority, reference, expressive means.

Elena E. Nuzhnova

e-mail: neetime@mail.ru

Candidate of Philological Sciences, Associate Professor, Humanities Department, Taganrog Management and Economics Institute (Taganrog, Russian Federation)

Tatyana B. BABAEVA

e-mail: t.babaeva@tmei.ru

Candidate of Pedagogical Sciences, Associate Professor, Humanities Department, Taganrog Management and Economics Institute (Taganrog, Russian Federation)

Natalya V. ZHUKOVSKAYA

e-mail: zhukovskaya_tgpi@mail.ru

Candidate of Philological Sciences, Associate Professor, English Language Department, Anton Chekhov Taganrog State Institute (Taganrog, Russian Federation) 

1. Bol'shakova E.I., Baeva N.V. Avtomaticheskii analiz diskursivnoi struktury nauchnogo teksta [Automated analysis of the discourse structure of a scientific text]. Available at: https://docplayer.ru/25934977-Avtomaticheskiy-analiz-diskursivnoy-struktury-nauch­nogo-teksta.html (accessed 12 January 2019).

2. Poniatie diskursa. Nauchnyi diskurs. V.I. Karasik o nauchnom diskurse [The concept of discourse. Scientific discourse. V.I. Karasik on scientific discourse], available at: https://megalektsii.ru/s8196t2.html (accessed 12 January 2019).

3. Litvinov A.V. Nauchnyi diskurs v svete mezhkul'turnoi kommunikatsii [Scientific discourse in the light of intercultural communication]. Filologiia v sisteme sovremennogo universitetskogo obrazovaniia. Proc. of Sci. Conf., June 22–23, 2004. Moscow, URAO, 2004, pp. 283–289.

4. Boldyreva A.A., Kashkin V.B. Kategoriia avtoritetnosti v nauchnom diskurse [The category of authority in scientific discourse]. Available at: http://lse2010.narod.ru/
index/0-278 (accessed 12 January 2019).

5. Nauchnyi diskurs [Scientific discourse]. Sovremennyi diskurs-analiz, available at: http://discourseanalysis.org/ada2_1/st14.shtml (accessed 12 January 2019).

6. Karasik V.I. Iazykovoi krug: lichnost', kontsepty, diskurs [The Language circle: Personality, concepts, discourse]. Volgograd, Peremena, 2002.

7. Lenets A.V. Strategiia argumentatsii v politicheskom diskurse [Argumentation strategy in political discourse]. Lichnost', rech' i iuridicheskaia praktika. Proc. Int. Sci. Conf. Vol. 12. Rostov-on-Don, DLI, 2009, pp. 144–148.

8. Matveeva G.G. Skrytye grammaticheskie znacheniia i identifikatsiia sotsi-al'nogo litsa (“portreta”) govoriashchego [Hidden grammatical meanings and identification of a speaker’s social personality (“portrait”)]. Doctor’s degree dissertation. St. Petersburg, 1993.

9. Diskurs [Discourse]. Entsiklopediia Krugosvet, available at: http://www.kru­gosvet.ru/enc/gumanitarnye_nauki/lingvistika/DISKURS.html (accessed 12 January 2019).

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11.  Soper P. Osnovy iskusstva rechi [Basics of public speaking]. Rostov-on-Don, 1996.

12.  Howard B. Power Portables. PC MAGAZINE, 2000, vol. 19, no. 3, pp. 181–198.

13.  Case L. It’s in the Cards. PC MAGAZINE, 2000, vol. 19, no. 1, pp. 127–144.

14.  Razinkina N.M. Stilistika angliiskoi nauchnoi rechi [Stylistics of English scientific discourse]. Available at: https://www.booksite.ru/fulltext/razinkina/text.pdf accessed 12 January 2019).

15.  Obraznost' v angloiazychnom nauchnom diskurse [Imagery in English scientific discourse]. Available at: https://studwood.ru/1389603/literatura/obraznost_v_ang­loyazychnom_nauchnom_diskurse (accessed 12 January 2019).

16.  Mishankina N.A. Lingvokognitivnoe modelirovanie nauchnogo diskursa [Linguo-cognitive modeling of scientific discourse]. Abstract of Doctor’s degree dissertation. Tomsk, 2010.

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18.  Ekspressivnost' [Expressivity]. Lingvisticheskii entsiklopedicheskii slovar'. Available at: http://tapemark.narod.ru/les/591a.html (accessed 12 January 2019).

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20.  Robinson M. An Application-access security model. Dr. Dobb’s Journal, 1995, no. 12, pp. 82–88.

The article is devoted to the study of the axiological nature of religious discourse. The paper reveals the content of the concept of "religious discourse", defines its key elements, emphasizes the value-oriented nature of religious communication. According to the authors, the system of values, being an integral component of religious discourse, has a special social significance, as it affects both the individual and society as a whole, influencing and predetermining the level of well-being and welfare of society. The authors believe that the axiological potential of this type of communication is based on the fundamental ideas and doctrines of a religion, on a number of norms shared by all members of society. At the same time, faith in God and Supernatural forces, as well as a positive assessment of events, phenomena and actions in relation to each religion are a prerequisite for the formation of values. The material of the study is the texts of public speeches of the heads of the Russian Orthodox Church, his Holiness Patriarch Kirill, and the Anglican Church, Archbishop of Canterbury, Justin Welby, who has the highest status among the heads of other Anglican churches. Based on the results of empirical analysis, the authors identify key axiological concepts specific to each religious culture and come to the following conclusions: a) Russian / English religious discourse is an axiologically marked space; b) social institutions, especially religion, play an important role in the formation of value orientations of modern society; C) heads of churches, religious communities, clergymen, acting as a mediator of communication between God and the believer/parishioner, make a great contribution to the formation and development of fundamental spiritual and moral values of society.

Keywords: axiosphere, axiological concepts, The Russian Orthodox Church, The Anglican Church, religious discourse, Russian language, English language.

Olga M. LITVISHKO

e-mail: olitvishko@yandex.ru

Candidate of Political Sciences, Asso­ciate Professor, Department of the English Language and Professional Communication, Pyatigorsk State University (Pyatigorsk, Russian Federation)

Ekaterina V. MILETOVA

e-mail: katemiletova@rambler.ru

Candidate of Philological Sciences, Asso­ciate Professor, Department of the English Language and Professional Communication, Pyatigorsk State University (Pyatigorsk, Russian Federation)

1. Mechkovskaia N.B. Iazyk i religiia [Language and religion]. Moscow, Agentstvo Fair, 1998.

2. Bobyreva E.V. Religioznyi diskurs: tsennosti, zhanry, iazykovye kharakteristiki [Religious discourse: Values, genres, linguistic characteristics]. Volgograd, Peremena, 2007.

3. Alimuradov O.A., Miletova E.V. Kognitivno-freimovoe modelirovanie kategorii, verbalizuemykh v angloiazychnom religioznom diskurse: kategoriia otsenki, reprezentiruemaia imenami prilagatel'nymi [Cognitive-frame modeling of the categories manifested in the English religious discourse: Category of evaluation expressed by adjectives]. Problemy iazykoznaniia, teorii iazyka i prikladnoi lingvistiki. Novosibirsk, 2015.

4. Caputo J.D. On Religion (Thinking in action). London and New York, Routledge, 2001.

5. Karasik V.I. Religioznyi diskurs [Religious discourse]. Iazykovaia lichnost': problemy lingvokul'turologii i funktsional'noi semantiki. Volgograd, Peremena, 1999, pp. 5–19.

6. Ozhegov S.I., Shvedova N.Iu. Tolkovyi slovar' russkogo iazyka [Explanatory dictionary of Russian language]. Moscow, 1997.

7. Chertov L.F. O semiotike khramovogo prostranstva [On semiotics of cathedral space]. Religiia kak znakovaia sistema: Znak. Ritual. Kommunikatsiia. Vol. I. Tver, GERS, 2011, pp. 31–44.

8. Anikushina M.V. Religioznyi diskurs kak raznovidnost' institutsional'nogo obshcheniia [Religious discourse as a variety of institutional communication]. Idei. Poiski. Resheniia. Proceedings of III Int. Sci.-Pract. Conf. Vol. 2. Minsk, 2010, pp. 131–133.

9. Slyshkin G.G. Ot teksta k simvolu: lingvokul'turnye kontsepty pretsedentnykh tekstov v soznanii i diskurse [From text to symbol: Linguo-cultural concepts of precedent texts in cognition and discourse]. Moscow, Academia, 2000.

10. Jackendoff R. Language, consciousness, culture: Essays on mental structure. London, The MIT Press, 2007.

11. Kort W.A. Bound to differ: The Dynamics of theological discourses. University Park, PA, Pennsylvania State University Press, 1992.

12. Stiver D.R. The Philosophy of religious language: Sign, symbol and story. Oxford, Blackwell Publishers Ltd., 1996.

13. Salakhova A.G. Strategiia argumentatsii v religioznom internet-diskurse [Argumentation strategy in religious Internet-discourse]. Vestnik Cheliabinskogo gosudarstvennogo universiteta, 2010, no. 34 (215). Filologiia. Iskusstvovedenie. Vol. 49, pp. 109–112.

14. Kislianskaia E.A. Strukturno-semanticheskie osobennosti universal'nykh kontseptov v angloiazychnom religioznom diskurse: na materiale teksta Biblii [Structural-semantic features of universal concepts in English religious discourse (based on the Bible)]. Ph.D. thesis. Tula, 2010.

15. Sedankina T.E. Aksiologiia religii [Axiology of religion]. Kazan, Kazan university, 2013.

16. Ramsey I.T., MacIntyre A., Smith R.G. Religious language: An Empirical plac-ing of theological phrases. London, SCM Press, 1957.

17. URL: http://www.patriarchia.ru.

18. URL: https://www.archbishopofcanterbury.org.

Historiographical text as a type of scientific text describes historiographical facts, historiographical sources and presents the author’s estimate and attitude through the perspective of scientific problems and methodological approaches. The article is focused on the estimation as a part of modality and interprets author’s modality as subjective modality. The analysis of the papers published within recent years proves that new trends in modern linguistics, such as anthropocentric approach, provoke the attention to subjective approach in text content investigations. The opinion stated in the paper shows that the subjective approach demands investigating the text as a source of information and text characteristics as well as the view and the attitude the text author or interpreter express. The theoretical part of the paper presents a brief review of modern scientific approaches to the problem of modality and its typology. The authors underline that the subjective modality in scientific texts is clearly revealed through the interpretation and estimation of other points of view. The methods the research is based on are contextual and interpretative analyses to reveal estimation components (“subjectivemes”) which express the author’s position. The analysis is carried out on the base of Russian and English historiographical texts. The tendencies for such modal meanings as assurance (positive and negative statements) and modal hypothesis are revealed. The achieved results lead to the conclusion that the choice of the linguistic means to express authors’ estimation or view falls under the influence of a subjective factor.

Keywords: scientific text, historiographical text, author’s position, estimation, subjective modality.

Elvira M. RYANSKAYA

e-mail: elohka2210@yandex.ru

Doctor of Philology, Professor, Department of Linguistics and Translation, Nizhnevartovsk State University (Nizhnevartovsk, Rus­sian Federation)  

Anastasia M. YAKOVLEVA

e-mail: amyakovleva@mail.ru

Candidate of Historical Sciences, Post-gra­duate, Department of Linguistics and Translation, Nizhnevartovsk State University (Nizh­nevartovsk, Russian Federation) 

1.  Serebrennikova E.F. Aspekty aksiologicheskogo lingvisticheskogo analiza [The aspects of axiological linguistic analysis]. Etnosemiometriia tsennostnykh smyslov. Irkutsk, Irkutsk State Linguistic University, 2008, pp. 8–31.

2.  Ippolitov G.M. Klassifikatsiia istochnikov v problemno-tematicheskikh is-toriograficheskikh issledovaniiakh i nekotorye metodologicheskie podkhody k ikh analizu [The classification of sources in the problem-thematic historiographical studies and some methodological approaches to their analysis]. Izvestiia Samarskogo nauchnogo tsentra RAN, 2011, vol. 13, no. 3–2, pp. 501–509.

3.  Alefirenko N.F. Spornye problemy semantiki [Disputable issues of semantics]. Moscow, Gnozis, 2005.

4.  Kobyzeva S.V. Aksiologicheskaia modal'nost' i spetsifika ee realizatsii v reklamnom tekste [Axiological modality and the specifics of its expression in advertising text]. Vestnik Cheliabinskogo gosudarstvennogo universiteta, 2011, no. 20 (235). Filologiia. Iskusstvovedenie. Vol. 56, pp. 99–104.

5.  Romanova T.V. Modal'nost'. Otsenka. Emotsional'nost' [Modality. Estimation. Emotionality]. Nizhny Novgorod, Nizhny Novgorod State Linguistic University, 2008.

6.  Vinogradov V.V. O kategorii modal'nosti i modal'nykh slovakh v russkom iazyke [On the category of modality and modal words in Russian language]. Izbrannye trudy. Issledovaniia po russkoi grammatike. Moscow, Nauka, 1975, pp. 56–87.

7.  Romanova T.V. Kategoriia modal'nosti v svete kognitivnoi lingvistiki [The category of modality in the light of cognitive linguistics]. Voprosy kognitivnoi lingvistiki, 2006, no. 1 (007), pp. 29–35.

8.  Popova D.A. Sposoby reprezentatsii sub"ektnosti tsifrovoi lichnosti v zhanre internet-kommentariia [The means of manifesting subjectivity of digital personality in the genre of Internet comment]. Abstract of Ph.D. thesis. Ulan-Ude, 2017.

9.  Tsyrenova A.B. K voprosu o kategorii modal'nosti i avtorskoi intentsii (na materiale angliiskogo iazyka) [On the category of modality and the author’s intention (data of English)]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta, 2011,
no. 3, available at: https://cyberleninka.ru/article/n/k-voprosu-o-kategorii-modalnosti-i-avtorskoy-inten-tsii-na-materiale-angliyskogo-yazyka (accessed 17 October 2018).

10.  Shcherbatiuk E.E. Kategoriia modal'nosti so znacheniem uverennosti–ne-uve­ren­nosti i sredstva ee vyrazheniia v russkom iazyke (na materiale proizvedenii L.N. Tolstogo) [The category of modality with the meaning of certitude–incertitude and the means to express it in Russian (based on the works by L.N. Tolstoy)]. Abstract of Ph.D. thesis. Tambov, 2002.

11.  Merzliakova N.P. Sistema neprototipicheskikh sredstv vyrazheniia sub"ektnykh modal'nykh znachenii [The system of non-prototypical means to express subjective modal meanings]. Ph.D. thesis. Izhevsk, 2010.

12.  Gal'perin I.R. Tekst kak ob"ekt lingvisticheskogo issledovaniia [Text as an object of linguistic research]. Moscow, KomKniga, 2007.

13.  Rodionova N.A. Kategoriia modal'nosti v nauchnom tekste (k postanovke problemy) [The category of modality in the scientific text (some introductory facts on the issue)]. Vestnik Samarskogo Universiteta. Istoriia, Pedagogika, Filologiia, 2007, no. 1, available at: https://cyberleninka.ru/article/n/kategoriya-modalnosti-v-nauchnom-tekste-k-postanovke-problemy (accessed 17 October 2018).

14.  Bosma Ulbe. The Economic historiography of the Dutch colonial empire. TSEG / Low Countries Journal of Social and Economic History, 2014, no. 11 (2), pp. 153–174, available at: https://www.tseg.nl/articles/abstract/10.18352/tseg.136/ (accessed 18 October 2018).

15.  Barinova E.P. Dvorianstvo Rossii vtoroi poloviny XIX nachala XX veka: sovremennaia istoriografiia [Russian nobility since the middle of the 19th century to the early 20th century: Contemporary historiography]. Izvestiia Samarskogo nauchnogo tsentra RAN, 2014, no. 3–2, available at: https://cyberleninka.ru/article/n/dvoryanstvo-rossii-vtoroy-poloviny-xix-nachala-xx-veka-sovremennaya-istoriografiya (accessed 02 September 2018).

The paper deals with common characteristics and national differences in metaphorical usage of nouns naming people by their work activity in modern Russian (актер, лакей, сапожник) and English (clown, knight, sportsman) languages.

The research is conducted on the language material from dictionaries and national linguistic corpora. The conclusion is drawn that in both languages the metaphor of work activities, used to name people, regularly contains an evaluating component in its meaning structure. Metaphorical analogy based on the similarity of functions, typical work actions is regularly combined with the evaluation of such actions and of the worker as a person. The type of the evaluating component and the percentage of evaluating metaphors are ethno-specific. In Russian metaphors of work activities contain evaluating components more often than in English. The general tendency in world languages is prevalence of negative metaphors over positive ones. In Russian the percentage of negative metaphors is higher than in English, what is related to higher emotionality of Russians and their inclination to pessimism.

Given the analysis results, the authors conclude that metaphors of work activities direct speakers in the system of cultural values, taking part in the formation of implicit ethical postulates.

Keywords: names of work avtivities, metaphor, evaluation, pragmatic component of meaning, Russian language, English language.

Yuliya V. MATOVA

e-mail: juliasatushina@gmail.com

Assistant Lecturer, Department of Romano-Germanic Philology and Translation Studies, N.G. Chernishevsky National Research Saratov State University (Saratov, Russian Federation)

Eduard V. BUDAEV

e-mail: aedw@mail.ru

Doctor of Philology, Associate Professor, Department of Foreign Languages, Theory and Methodology of Teaching, Russian State Professional Pedagogical University (Nizhny Tagil, Russian Federation)

1. Koller V. Brothers in arms: Contradictory metaphors in contemporary marketing discourse. Confronting Metaphor in Use: An Applied Linguistic Approach. Amsterdam/Phi­ladelphia, John Benjamins Publishing Company, 2008, pp. 103–126.

2. Lakoff G. Don’t think of an elephant! Know your values and frame the debate. Vermont, Chelsea Green Publishing, 2004.

3. Balashova L.V. Russkaia metaforicheskaia sistema v razvitii: XI–XXI vv. [Russian metaphoric system in development: XI–XXI c.]. Moscow, Russkie pamiatniki Drevnei Rusi, Znak, 2014.

4. Baranov A.N., Karaulov Iu.N. Russkaia politicheskaia metafora (materialy k slovariu) [Russian political metaphor (materials for the dictionary)]. Moscow, Russian Language Institute of the USSR Science Academy, 1991.

5. Skliarevskaia G.N. Metafora v sisteme iazyka [Metaphor in the language system]. Moscow, Nauka, 1993.

6. Chudinov A.P. Dinamika rossiiskoi sistemy modelei politicheskoi metafory [The dynamics of the Russian system of the models of the political metaphor]. Aktual'nye problemy filologii i pedagogicheskoi lingvistiki. Vladikavkaz, 2010, no. 12, pp. 74–78.

7. Balashova L.V. Istoriia russkoi metafory: kognitivnyi aspekt [History of Russian metaphor: Cognitive aspect]. Saarbrücken: LAP, 2011.

8. Hwang C.H., Matsumoto D. Measuring emotions in the face. Emotion Measurement. Amsterdam, Elsevier, 2016, pp. 125–144.

9. Mehl M.R., Pennebaker J.W. The sounds of social life: A psychometric analysis of students’ daily social environments and natural conversations. Journal of Personality and Social Psychology, 2003, no. 84 (4), pp. 857–870.

10. Grafova T.A. Smyslovaia struktura emotivnykh predikatov [Meaning structure of emotive predicates]. Chelovecheskii faktor v iazyke: iazykovye mekhanizmy ekspressivnosti. Moscow, Nauka, 1991, pp. 67–99.

11. Hofstede G.N. Culture’s consequences: International differences in work-related values. London, Sage, 2001.

12. Hofstede G.H., Hofstede G.J., Minkov M. Cultures and organizations. Software of the mind: Intercultural cooperation and its importance for survival. New York, McGraw-Hill Education, 2010.

13. Visson L. Russkie problemy v angliiskoi rechi. Slova i frazy v kontekste dvukh kul'tur [Where Russians go wrong in spoken English. Words and expressions in the context of two cultures]. Moscow, Valent, 2005.

14. Larina T.V. Anglichane i russkie: Iazyk, kul'tura, kommunikatsiia [The English and Russians: Language, culture, communication]. Moscow, Iazyki slavianskikh kul'tur, 2013.

15. Lewis R.D. When cultures collide: Leading across cultures. Boston, Nicholas Brealey Publishing, 2006.

Discourse paradigm in linguistics, which has been intensively developing over the recent decays, opens wide perspectives for new approaches to language education in social, cultural, political, economic and technological context of the contemporary world. The article aims at revealing linguodidactic potential of discourse analysis in training students to translate texts of professional discourse. Discourse analysis is viewed as an integral sphere of verbal communication in its pragmatic dimension concerning its form, function and communicative activity of an individual in a definite socio-cultural environment. The author highlights the importance of discourse analysis in training students specializing in translation to interpret the content of the source text as the necessary premise of producing the text in the target language. The suggested methodology aims at the students’ learning basic concepts of discourse analysis and acquiring communicative skills of identifying and interpreting characteristic features of rhetorical traditions of national discourses contacting in the translation process. Discourse analysis for educational purposes in training translators concentrates on the following parameters: sphere of cross-cultural communication and the situational context, type of professional discourse, participants, objectives, subject matter, key concept, chronotope, genre, functional style, discourse formulae, communicative strategies and language means for their realization, coherence and its means, cultural components in verbal and non-verbal manifestation. The article contains an example of discourse analysis aimed at identifying discourse formulae, revealing their roles in structuring discourse and transmitting their meaning by means of the target language.

Keywords: discourse analysis, professional discourse, teaching translation, methodology, interpretation, discourse formulae, linguodidactic relevance, applied, communicative skills.

Larisa P. TARNAEVA

e-mail: l-tarnaeva@mail.ru

Doctor of Pedagogy, Professor, Department of Foreign Languages and Linguodidactic, Saint-Petersburg State University  (Saint-Petersburg, Russian Federation) 

The paper is devoted to the problem of choosing a basic approach to the training of interpreters and the issue of selecting the basic principles of the training. The choice of a fundamental approach and the selection of the principles of teaching are considered as the most important step in the process of developing a methodology for the training of interpreters. The authors give a brief overview of the most popular approaches in the didactics of translation activity: context competency-based approach, cognitive communicative approach, personal-activity approach, scenario and situational approach, situational-contextual approach. The basic concepts of the considered approaches are analyzed. The article also examines the advantages and possible disadvantages of the presented approaches according to the specifics, goals and objectives of the training of future interpreters. The authors suppose that the most effective decision, taking into account the complexity of the process of interpretation, is the integration of all the described approaches. Only an integrative approach allows one to take into account both students’ personality, their cognitive abilities and the context (situation) in which the oral translation activity takes place. The article also discusses a set of general and particular principles which are applicable to the training of interpreters in line with the chosen integrative approach. Among the general principles are mentioned the principles of professional contextualization, cross-cultural principle and principle of interaction. The principles of intellectual activity and adaptation to stress are mentioned among the particular principles. The presented principles represent an integral element of the chosen approach to training. They also determine the main goals and objectives of teaching, the conditions for implementing future interpreters and provide the basis for creating a methodological model for teaching interpreting activities.

Keywords: interpreting, didactics of translation and interpreting, context competency-based approach, cognitive communicative approach, personal-activity approach, scenario and situational approach, situational-contextual approach, principles of teaching, general didactic principles, methodological principles.

Yuliya O. STREKALOVSKAYA

e-mail: yulia.o.papilova@gmail.com

Assistant Lecturer, Department of Theory and Practice of French Language and Translation, Translation Faculty, Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russian Federation)

Elena R. PORSHNEVA

e-mail: eporshneva@gmail.com

Doctor of Pedagogy, Professor, Department of Theory and Practice of French Language and Translation, Translation Faculty, Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russian Federation)

1. Zimniaia I.A. Lingvopsikhologiia rechevoi deiatel'nosti [Linguopsychology of speech activity]. Moscow, Moscow Psychological and Social Institute, Voronezh, NPO MODEK, 2001.
2. Zimniaia I.A. Kliuchevye kompetentnosti kak rezul'tativno-tselevaia osnova kompetentnostnogo podkhoda v obrazovanii [Key competences as a goal-oriented basis of competency-based approach to teaching]. Moscow, Research Center of Specialist Training Quality, 2004.
3. Verbitskii A.A. Teoriia i tekhnologii kontekstnogo obrazovaniia [Theory and technologies of contextual education]. Moscow, MPGU, 2017.
4. Shchepilova A.V. Teoriia i metodika obucheniia frantsuzskomu iazyku kak vtoromu inostrannomu [Theory and methodology of teaching French as a second foreign language]. Moscow, VLADOS, 2005.
5. Korol'kova S.A. Stsenarno-situativnyi podkhod pri obuchenii ustnomu perevodu [Scenario-situational approach to interpretation training]. Vestnik VGU. Lingvistika i mezhkul'turnaia kommunikatsiia, 2014, no. 2, pp. 105–109.
6. Moshchanskaia E.Iu. Analiz situatsii ustnogo posledovatel'nogo perevoda kak pervyi etap ee modelirovaniia v khode obucheniia perevodchikov [Analysis of the consecutive interpreting situation as the first step of its simulation in the training of translators]. PNRPU Linguistics and Pedagogy Bulletin, 2016, no. 3, pp. 117–129.
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The article deals with such completely new approaches which are actively developed in European linguodidactics and begin to penetrate Russian academic literature. We are talking about such approaches to the integrated teaching of foreign languages ​​and professional disciplines as plurilingual and translingual. The currently popular content and language integrated learning (CLIL), as well as the theory and methods of teaching academic disciplines in English (EMI), are gradually giving way to new directions. The authors, first of all, turn to the consideration of external factors that influence the development of these approaches in Russian science and Russian universities. Among them, the primary place is occupied by the internationalization of higher education, which occurs under the influence of the internationalization and globalization of social processes and cannot but include issues of international and intercultural activity in the goals and objectives of higher education. Another factor is related to the growing requirements of university standards and the increasing complexity of vocational-oriented content of language teaching materials and a relatively low level of foreign language skills among students, which presents a certain problem for methodological science and makes scientists turn to the search for new approaches and teaching methods.

The article examines the features and didactic possibilities of the plurilingual and translingual approaches in solving these problems, analyzes the principles of their functioning and the content component. The purpose of the article is to carry out a comparative analysis of these approaches and offer some examples of their practical application. The authors also propose the initial results of experimental studies carried out at the Peter the Great St. Petersburg Polytechnic University.

Keywords: content and language learning, integrated learning, plurilingual approach, translingual approach.

Lyudmila P. KHALYAPINA

e-mail: halyapina_lp@spbstu.ru

Doctor of Pedagogy, Professor, Higher School of Engineering Pedagogy, Psycho­logy and Applied Linguistics, Institute of Humanities, Peter the Great St. Petersburg Polytechnic University (Saint-Petersburg, Russian Federation)

Ekaterina V. SHOSTAK

e-mail: ekaterinavsh@yandex.ru

Postgraduate Student, Department of Lin­guistics and Inter-Cultural Commu­ni­cation, Institute of Humanities, Peter the Great St. Petersburg Polytechnic University (Saint-Petersburg, Russian Federation) 

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17. Proshina Z.G. Translingvizm i ego prikladnoe znachenie [Translingualism and its application]. Vestnik rossiiskogo universiteta druzhby narodov. Seriia: Voprosy obrazovaniia: iazyki i spetsial'nost', 2017, vol. 17, no. 2, pp. 155–170.

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19. Canagarajah S. Translingual practice: Global Englishes and cosmopolitan rela-tions. London, New York, Routledge, 2013, 224 p.

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The goals of modern education are aimed at changing the assessment of students’ educational achievement: the functions, the content, the character and procedures. Formative assessment with its potential to influence the educational process, its participants, quality of educational outcomes can achieve these goals. The lack of research to implement this type of assessment in higher education in our country and the need for its practical use to form the results corresponding to the objectives of education determine the relevance of this theme. The article deals with the use of some aspects of formative assessment such as setting goals, writing learning outcomes, writing criteria involving students, self assessment and peer assessment, their implementation in learning process and methodical aspect of their use on the example of the pedagogical experiment. The analysis of theoretical and practical studies shows the positive impact of formative assessment on the learning process and its participants, achievement of the planned outcomes and independent self assessment. The practical experiment has shown that for the effective conduct of formative assessment it is required special training for students, teachers and methods to reflect the dynamics of changes in students’ achievements and contribute to the qualitative formation of intended outcomes. According to the obtained results, the authors emphasize the possibility and the need for conducting formative assessment in higher education adapting it to the age characteristics of learners. The authors underline the prospects and relevance of the theme in the direction of designing of teachers’ training, formative assessment for subjects taking into consideration their specificity, theoretical research to develop methods, forms and techniques.

Keywords: educational achievements, formative assessment, goals, self-assessment, peer assessment, criteria.

Mariya A. VIKULINA

e-mail: prof_vikulina@lunn.ru

Doctor of Pedagogy, Professor, Foreign Languages Teaching Methods, Pedagogy and Psychology Department, Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russian Federation)

Lyudmila V. VILKOVA

e-mail: plymouth@inbox.ru

Candidate of Pedagogical Sciences, Associate Professor, Department of English Philology, Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russian Federation) 

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In the last decade, the importance of information and communication technologies in the educational process of higher education has greatly increased. Many experimental and theoretical studies aim to determine the efficiency of ICT usage. This article examines the modern possibilities of teaching the future linguists using information and communication technologies. The purpose of the paper is to consider the role of modern technologies in shaping the information technology competence of future linguists, technological advantages, as well as the problems faced by both students and teachers while teaching translation studies using ICT. The efficiency of the ICT usage depends on methods and forms of the technology usage, on the teacher's abilities to use their usage methodology, and on the electronic resources used by the teacher. First of all, the major importance of information technology competence formation in the professional training of a translator is highlighted. Information technology competence is seen as a set of knowledge, skills, and abilities to use information resources and technologies in the translator's professional activities that contribute to his/her further self-improvement. Information technology skills of a translator are structured depending on their functional purpose and divided into linguistic, communicative, informational, etc. The possibilities of using electronic dictionaries, computer-aided and machine translation programs, educational and translation online forums are assessed. The main obstacles of using ICT in teaching, according to the authors, are: laying the groundwork (computer classes and software); poor command of ICT among teaching staff; development of modern methods of teaching translators using ICT.

Keywords: information and communication technologies (ICT), translator’s professional competence, electronic dictionaries, machine translation, Translation Memory, educational online forum.

Larisa I. KORNEEVA

e-mail: lorakorn@list.ru

Doctor of Pedagogy, 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)

Nikita A. PANASENKOV

e-mail: nickstallone777@gmail.com

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

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The article reviews formation of a foreign student’s linguistic personality in a Russian technical university. The relevance of the study is motivated by the attractiveness of technical education in Russian universities for students arriving from African countries. The novelty of the study is related to the fact that some Arabic-speaking students are fluent in French, the language of international communication in their home countries. This point was the basis for involving the teachers of French into the process of teaching Russian, who use it as an intermediary language. Along with the existing textbooks of the Russian language for French-speaking people, educational materials have been used that are compiled on university issues in the field of urban planning. Students are offered parallel texts in French and Russian based on popular science articles, reference books, media texts, documentary texts containing current information on urban planning, as well as a series of exercises on various aspects of the language. The theory of linguistic personality, theory of secondary linguistic personality, document linguistics serves as the methodological basis of the research. According to the concept of secondary linguistic personality, mastering a foreign language contributes to the formation of a secondary linguistic professional personality, ready for communication and self-development. The purpose of the research is to identify the features of the formation of textual competence of students at the classes of Russian as a foreign language (RFL) based on the interlingua. In this paper, the formation of textual competence is regarded as an integral component of the formation of the language of a person as a whole. As a practical result of the work, the development of a draft textbook for students containing texts in French and Russian on urban planning is considered, where linguistic features and culturological comments on Russian texts are presented in French, which will help students in learning RFL.

Keywords: language personality, intermediate language, French, Arabic, Russian, RCT training.

Nina G. POGORELAYA

e-mail: npogorelaia@yandex.ru

Senior Lecturer, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

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The article touches upon the problem of teaching students written communication in Chinese language in the sphere of colloquial communication. The issue is considered to be one of the most significant in the process of training Chinese L2 linguistic university students for the effective collaboration in the multicultural environment where Russian–Chinese relationships are of key importance in the development of the Russian foreign economic policy and cultural and tourist ties. The collaboration between Russia and China as well comes into sharp focus due to the internationalisation of higher education, joint research and projects, international exchange of academic personnel and students.

The relevance of the problem is caused by, firstly, the increased role of the written form of colloquial communication, emergence of the new ways of fixation and transmitting information; secondly, by the need to amend the classical ways of teaching foreign written speech, supplementing it with the information about the colloquial written discourse, expand the spectrum of genres of written communication, imposed by preferably digital nature of the relationships between its participants.

The specificity of written communication in Chinese language, significant for learning colloquial communication with the representative of Chinese nation, is considered. The difficulties arising during teaching students written communication in Chinese are identified. The author gives a brief overview of the achievements of language teaching methodology in the aspect of teaching written foreign language discourse in a variety of genres.

The possible ways are put forward to resolve the contradictions between the actual state of teaching written communication in Chinese language in the sphere of colloquial communication and the modern national and international requirements for students to take part in different forms of written communication.

Keywords: written discourse, intercultural colloquial communication, teaching writing, intercultural communicative competence, Chinese language.

Ekaterina A. SOLYANKO

e-mail: ekaterinasolyanko@mail.ru

Assistant Lecturer, Moscow City University (Moscow, Russian Federation) 

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2. Tareva E.G. Ustnaia mezhkul'turnaia kommunikatsiia: problemy trudnostei ponimaniia [Intercultural communication: Problems with listening comprehension]. PNRPU Linguistics and Pedagogy Bulletin, 2018, no. 1, pp. 71–82.

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12. Kazantseva A.A. Tekhnologiia obucheniia adresovannosti delovoi rechi [Technology of teaching personal addressing in business communication]. Mezhkul'turnoe inoiazychnoe obrazovanie: lingvodidakticheskie strategii i taktiki. Ed. E.G. Tareva. Moscow, Logos, 2014, pp. 174–186.

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The article presents some ways to achieve communicative orientation of hypertext independent reading on the stage of its self-organization, when students learn to set goals themselves and then to design the sequence and combination of actions performed. Independent professionally oriented foreign language hypertext reading is considered to be such a type of speech activity which result is directed at further use of extracted, comprehended, processed and acquired information in interpersonal, group or collective interaction. It is pointed out that organization of teaching process should be directed at a gradual shift from general outside directive or a strictly worded instruction including a various set of speech actions towards modelling real speech activity of independent hypertext reading. Complete composition and contents of these actions at the stage of self-planning are given in the article. A hypertext is regarded as an object of professionally oriented foreign language reading, being not only the best environment for students’ cognitive process activation but also helping the teacher to convert a training communicative speech situation into almost real professional environment through necessary use of a training speech situation. Giving an example of independent hypertext reading organization at the lessons with master students of the specialism «Linguistics” the author demonstrates the realization of communicative orientation principle at the first – orientation stage. This category of students has mastered the strategy of flexible foreign language professional reading, i.e. they use the skills of reference and informative foreign language reading. Objectification, heterogeneity, contextuality of hypertext, as well as presence of synergistic effect when working with it unquestionably give a possibility to design a learning process where organization of independent foreign language reading will have communicative orientation at the initial stage of this activity.

Keywords: communicative orientation, independent reading, hypertext, reading self-organization, independent goal setting, general directive, instruction, training speech and training communicative speech situations, objectification, heterogeneity, contextuality of hypertext, synergistic effect.

Irina V. PERLOVA

e-mail: perl_telecom@mail.ru

Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

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The presented work is devoted to the analysis of the students’ autonomy phenomenon, its description and the necessity of including it in the system of Content and Language Integrated Learning via the mobile learning means. The article also presents the results of a pedagogical experiment to improve the efficiency of the educational process at the Aviation English classes for students of a non-linguistic university. The main purpose of the study is to develop an autonomous learning model based on such very popular mobile applications as Google products and to demonstrate the intermediate results of experiment training, prior to implementation of the model at Saint-Petersburg State University of Civil Aviation. To achieve this goal, the authors definie a category of students' autonomy not only within the traditional autonomy focused approach, but also in the framework of CLIL. Hereafter the work is dedicated to the didactic opportunities of the M-learning and BYOD policy for higher education. The paper also describes a didactic potential of such Google products, as Google Docs, Google Drive, Google Forms. The use of Google products at each stage of experiment training together with the freedom of choice of educational tasks and real-time discussions proved their necessity and positive influence on reading and vocabulary skills acquisition.

It is also revealed that the creation of students’ autonomy with the help of mobile apps not only improves the process of preparation for classes by students, but also facilitates it for the teachers. The inclusion of elements of this model in the framework of integrated learning also contributes to the improvement of students’ general language skills, creates conditions for the development of cognitive and critical thinking.

Keywords: learning autonomy, CLIL, BYOD, mobile learning, Google Docs, Google Drive, Google Forms.

Kamila M. Yakhyaeva

e-mail: yakm94@gmail.com

Post-graduate Student, Linguistics and Cross-Cultural Communication Department, Peter the Great St. Petersburg Polytechnic University (Saint-Petersburg, Russian Federation)

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In their study, the authors proceed from the need to change the requirements for the content and methods of interpreter training under the changing conditions in the modern labor market, due to the need to develop the future interpreter's desire for constant self-development, professional development and skills, as well as the ability to choose ways and means of self-development on the basis of critical self-analysis. The article defines the objectives of the study, gives reasons for the need to create a complex of textbooks in English within the discipline Oral speech practice of the first foreign language for the first and second year students, majoring in Translation and translation studies. An attempt is made to develop the content and methods of professionally significant competencies formation at the initial stage of the future translator training. The authors propose a solution to the problem by focusing on the professional activity of an interpreter on the basis of a set of textbooks, including authentic text materials and exercises in listening and speaking. According to the authors, in the basis of this text complex there should be the development of speech activity and the development of individual vocabulary, which would form a professional technically conditioned picture of a particular field of knowledge. The authors see a solution to the problem of formation of skills to hear and understand the partner’s ideas and to speak fluently in a foreign language in repeated immersion of students in the perception and understanding of the information from various media and its rethinking when creating their own speech product as a result of speaking.

Keywords: initial stage of professional training of an interpreter, oral speech practice, a set of teaching aids, information basis, rethinking of information, speech product, professional thinking.

Valentina V. ZVYAGINA

e-mail: z.v.v.210570@gmail.com

Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Tatyana A. GOREVA

e-mail: goreva.tatyana@list.ru

Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Natalya V. CHUDINOVA

e-mail: n.v.chudinova@gmail.com

Senior Lecturer, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Marina A. KILOVATAYA

e-mail: marina.kvt@gmail.com

Senior Lecturer, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation) 

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