The relevance of the paper topic is due to the crucial need for modeling options development within the framework of modern interdisciplinary methodologies. To be in line with the tendency is to get settings and conceptions fundamentalized considering the object as a living and open system. In the field of translation studies it means rejection of a traditionally applied linguistic description of intercultural communication mediation. As the initial point of research the authors postulate ​​non-identity of the conceptual content of cultural bearers’ everyday consciousness. Due to this idea they suggest a change of the approach “stereotyping a culture representation” for the monadic identification of unique landmarks of the addressee’s world through psycholinguistic experimental data. The illustrations provided show fragments of the experiment results obtained in 2018 to have explicated 226 different age respondents’ unique ethnic self-consciousness, the latters taken as potential representatives of the original culture. The multi-stage experiment methodology is aimed at determining one’s self-awareness, and integrates 13 tasks from the content analysis and Ch. Osgood’s semantic differential to a modified version of the five-level psychosemantic experiment proposed by V.S. Mukhina. Further on, to illustrate transition to the new methodology “from stereotyping to atomic representation of the source text author’s conceptual content” the data of two kinds are opposed: the aggregate picture of the ethnos world up the participants’ responses, and the unique worldview of the modern writer N. The authors claim that the differential content thus experimentally obtained is subject to get relativized in the context variables decoding, the final data to be integrated into a further modeling of translation process in its mental part.

Keywords: translation, generalization, monadic/atomic, relativization, psycholinguistic experiment.

Polina P. DASHINIMAEVA

e-mail: pdash@bsu.ru

Doctor of Philology, Professor, Department of Translation and Intercultural Communication, Institute of Philology, Foreign Languages and Mass Communications, Banzarov Buryat State University (Ulan-Ude, Russian Federation)

Larisa Ts. SANZHEEVA

e-mail: lsanzhe@mail.ru

Doctor of Philology, Associate Professor, Department of English and Linguodidactics, Institute of Philology, Foreign Languages and Mass Communications, Banzarov Buryat State University (Ulan-Ude, Russian Federation)

Natalya V. YAZYKOVA

e-mail: yazykova-n@mail.ru

Doctor of Pedagogy, Professor, Department of English Language Teaching Methodology and Business Communication, Moscow City University (Moscow, Russian Federation)

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13. Dashinimaeva P.P., Gunzhitova G.-Kh.Ts., Dareeva O.A., Sanzheeva L.Ts. Semiosfera buriatskogo iazyka. Deskriptsiia i preskriptsiia [Semiosphere of the Buryat language. Description and Prescription]. Ulan-Ude, Buryat State University, 2018, 192 p. DOI 10.18101/978-5-9793-1296-5.

14. Mukhina V.S. Problemy genezisa lichnosti [Problems of personality genesis]. Moscow, Lenin Moscow State Pedagogic Institute, 1985, 103 p.

15. Mukhina V.S. Vozrastnaia psikhologiia. Fenomenologiia razvitiia [Age-related psychology. Development phenomenology]. 10th ed. Moscow, 2006, 608 p.

The article is devoted to the development of parametrization of the Moscow toponymy as a basis for building a language training database. The relevance of this type of database is caused by two interrelated reasons, one of which follows from practice, and the other is due to the very nature of proper names, which includes not only linguistic, but also ethno-cultural and historical information. The practice of teaching Russian to Chinese students showed the difficulties of mastering the material which includes toponymic components. We connect this not only with the peculiarities of the word-formative structure of Russian toponyms, but also in many respects with the extralinguistic information transmitted by these signs, which is difficult for the carrier of another culture and needs to be deciphered and interpreted. The choice of the toponymy of Moscow as a material for the training toponymic database is determined by the interest of foreign students to the capital of the country whose language they are learning, as well as the language characteristics of the Moscow place names. The parameterization of the Moscow toponymic material proposed in this paper is based on two groups of features. The first group consists of structural features, which reflect word-formation structure of simplex toponyms and component structure of compound toponyms. The second group of features is based on semantic criteria, i.e. the identification of semantic motives of toponymy nomination. The authors believe that toponymic lexicon in the form of a structured database as a component of teaching Russian as a foreign language can not only improve Russian language skills, but also provide students with an idea of the language picture of the world formed by toponyms in spatial as well as in historic-cultural aspects.

Keywords: toponymic database, parameterization of Moscow place names, teaching Russian as a foreign language, cultural linguistics, teaching methods, toponymic lexicon.

YUE QU

e-mail: yuequ0726@yandex.com

Postgraduate Student, Department of Theoretical and Applied Linguistics, Institute of Linguistics, Russian Academy of Sciences (Moscow, Russian Federation)

Natalia V. VASILIEVA

e-mail: vasileva-natalia@yandex.ru

DrHab, Principal Research Fellow, Department of Theoretical and Applied Linguistics, Institute of Linguistics of the Russian Academy of Sciences (Moscow, Russia)

1. Koroleva I.A. Toponimy kak svernutyi lingvokul'turnyi kod [The toponyms as a condensed linguocultural code]. Vestnik Baltiiskogo federal'nogo universiteta im. I. Kanta. Filologiia, pedagogika, psikhologiia, 2015, no. 8, pp. 31–38.

2. Kostiuchenkova E.M. Toponimiia Pridon'ia kak istochnik lingvokul'turnoi informatsii [Toponymy of Pridonye as a source of linguocultural information]. Izvestiia RGPU im. A.I. Gertsena, 2008, no. 86, pp. 213–217.

3. Rozina I.N. Pedagogicheskaia komp'iuterno-oposredovannaia kommunikatsiia kak prikladnaia oblast' kommunikativnykh issledovanii [Pedagogical computer-mediated communication as an applied field of communicative research]. Obrazovatel'nye tekhno­logii i obshchestvo, 2005, vol. 8, no. 2, pp. 257–265.

4. Didkovskaia V.G. Universitetskaia onomastika [University onomastics]. Vestnik NovSU, 2015, no. 4–1 (87), pp. 148–151.

5. Pozdniakova A.A., Khamurkoparan D. Rabota s toponimicheskoi leksikoi na zaniatiiakh po russkomu iazyku kak inostrannomu [Using toponyms in Russian as a foreign language classes]. Prepodavatel' XXI vek, 2015, vol. 1, no. 3, pp. 170–180.

6. Korneva V.V. Toponimicheskie issledovaniia v novoi nauchnoi paradigm [Topo­nimic studies within a new research paradigm]. Vestnik VSU. Lingvistika i mezhkul'turnaia kommunikatsiia, 2016, no. 1, pp. 150–154.

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12. Zabelin N.Iu. Moskovskaia gorodskaia toponimiia. Strukturno-semanticheskii analiz toponimicheskoi sistemy [Moscow city toponymy. Structural and semantic analysis of toponymic system]. Ph.D. thesis. Moscow, 2007.

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16. Koroleva I.A. Iazykovye i kul'turnye kontakty v russko-belorusskom prigranich'e [Language and cultural contacts in the Russian-Belarusian border area]. Aktual'nye problemy prigranichnykh raionov Belarusi i Rossiiskoi Federatsii. Proceedings of Int. Sci.-Pract. Conf. (Vitebsk, 27 May 2011). Vitebsk, 2011, pp. 261–264.

The relevance of the topic outlined in this article is quite high today, and it certainly arouses theoretical interest in linguistic circles. It will be useful both to practicing translators and teachers of the Chinese language, in particular to those who train professional translators. After all, R.K. Minyar-Beloruchev once said: “the translation will be complete if the translator has managed to learn the depths of the culture of the people whose knowledge of the language he pretends to”.

Culture is a complex multidimensional entity, some parts of which cannot exist independently without harming themselves and the culture as a whole. The same is true for the national language, which is an integral part of the culture of a particular country and its people.

The author explores the essence of various pictures of the world, scientific, linguistic, cultural. The formation of the linguistic picture of the world of an individual society is influenced by its national character, which develops under the influence of the environment (space-time continuum).

The article defines culture in terms of a homogeneous, social, cognitive, and semiotic approach. The purpose of the article is to study the influence of culture on language at the level of vocabulary, grammar and discourse, which is important for successful conflict-free intercultural communication, for which it is necessary to identify cultural differences in linguistic units and take them into account in the process of communication with carriers of other cultures.

In the final part of the article, the author conducts a comparative analysis of Chinese and Russian culture based on cultural universals, developed by domestic, Western and Chinese scientists.

Keywords: culture, scientific picture of the world, language picture of the world, cultural picture of the world, the influence of culture on language, cultural universals, Chinese culture, Russian culture.

Kirill V. VOLKOV

e-mail: kvolkov@mail.ru

Teacher, Department of Far Eastern Languages, Military university (Moscow, Russian Federation)

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8. Elizarova G.V. Formirovanie mezhkul'turnoi kompetentsii studentov v protsesse obucheniia inoiazychnomu obshcheniiu [Formation of the intercultural competence of students in the process of teaching foreign language communication]. Doctor’s degree dissertation. St. Petersburg, SPSU, 2001, 371 p.

9. Vezhbitskaia A. Iazyk, kul'tura i poznanie [Language, culture and cognition]. Moscow, Russkii iazyk, 1983, 320 p.

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11. Kurdiumov V.A. Kurs kitaiskogo iazyka. Teoreticheskaia grammatika [Chinese course. Theoretical grammar]. Moscow, TsITADEL'-TREID; LADA, 2005, 576 p.

 Speshnev N.A. Kitaitsy. Osobennosti natsional'noi psikhologii [The Chinese. Features of national psychology]. St. Petersburg, KARO, 2012, 336 p.

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The study deals with the main linguistic features of verb inversion in a technical text of the Middle-English period. The survey is based on Geoffrey Chaucer’s “A Treatise on the Astrolabe" of the late 14th century. As part of the study the continuous sampling method is used to identify all the contexts of the reverse word order in the “subject + predicate” syntactic group in the text of the treatise. The research also puts to scrutiny the structural-semantic peculiarities of the constructions under study, as well as their lexical context. In comparison with the modern version of the treatise, a high frequency of inverted statements in the Middle-English work is detected. In terms of structure and semantics, a description is made of the total and partial inversion. The dependence of the inversion type on specific verb forms is established. А distant arrangement of the components of complex analytical forms is noted within a sentence. Moreover, the study reveals that inversion is found only in affirmative sentences. The analysis of the lexical context of verb inversion also demonstrates the preferential use of nonsemantic verbs ben and haven as well as a number of modal verbs in inverted constructions, which is due to their grammatical functions. An emphasis is put on the involvement of a wide range of verbs with full lexical semantics in the construction of inverted structures. There is also a characteristic tendency of marking inversion lexically. The study finds out that inversion in a statement is introduced by a certain set of lexemes, mainly temporal adverbs and adverbs of manner, which largely serve to achieve logical coherence in a sequence of actions described in the treatise. Therefore, lexically marked inversion is regarded as an important lexical-grammatical means of technical text cohesion.

Keywords: verb inversion, syntax, Middle-English, technical literature, Chaucer.

Sergey V. MUKHIN

e-mail: s.muhin@inno.mgimo.ru

Candidate of Philological Sciences, Associate Professor, English Language Department # 1, Moscow State Institute of International Relations (University) of the Foreign Ministry of Russia (Moscow, Russian Federation)

Svetlana V. INOZEMTSEVA

e-mail: inozemtsevasv@mail.ru

Senior Lecturer, English Language Department # 1, Moscow State Institute of International Relations (University) of the Foreign Ministry of Russia (Moscow, Russian Federation)

1. Komyagina O.V., Karpova A.V. Osobennosti upotrebleniia grammaticheskoi inversii v sovremennom angliiskom yazyke [The use of grammatical inversion in the modern English language]. Filologicheskii aspekt, 2018, no. 6(38), pp. 100–110.

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11. Shishkin D.S. Inversiia kak osobyi stilisticheskii priem usileniia pragmaticheskogo effekta hudozhestvennogo teksta [Inversion as a special stylistic device of intensifying the pragmatic effect in fiction]. Vestnik nauki i obrazovaniia, 2016, no. 10(22), pp. 57‒61.

12. Shishkin D.S. Funkcional'no-pragmaticheskoe soderzhanie inversii v povestvovanii angliiskoi literaturnoi skazki [Functional and pragmatic properties of inversion in the narration of English literary fairy tales]. Problemy sovremennoi nauki i obrazovaniia, 2018, no. 2(84), pp. 83‒85.

13. Onishchenko M.S. Inversiia v angliiskom iazyke: metodologiia i pragmatika perevoda na russkii [Inversion in English: methods and pragmatics of translation into Russian]. Acta Linguistica, 2010, vol. 4(1), pp. 98‒107.

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15. Koptelova G.A. Vnutritekstovye sviazi v nauchno-tekhnicheskoi stat'e [Inner textual connections in a scientific-and-technical article]. Evraziiskii Soiuz Uchenyh (ESU), 2015, no. 4(13), 2015, pp. 16‒18.

The article is devoted to the analysis of the onym functional characteristics in English scientific and technical discourse. The analysis is made on the material of scientific articles and monographs written by the native speakers or the scientists who use the English language as the foreign one. The Internet articles devoted to some scientists, inventions and discoveries are examined. All the studied onyms are divided into three groups: anthroponyms, eponyms and toponyms. There is a special classification for each onym according to the structure followed by the examples from the texts of scientific and technical discourse. The classifications proposed by the scholars are taken as a basis and modified according to the analyzed type of the discourse. The functions performed individually by the onym (anthroponym, eponym or toponym) are singled out as well as the functions performed jointly by all the studied onyms. Among the first ones there are internal conventionality of article/monograph, ethiquettical, discursive, attention attraction, memorial and indexal. Among the last ones there are recongnitive, axiological, authorship priority recognition and information compression functions. All the functions are presented in the Table. The conclusions of onym frequency use in the axiological function are made. The most prevalent function is marked out. The support to the following conclusions is provided.

Ключевые слова: onym, anthroponym, eponym, toponym, function, scientific and technical discourse.

Irina A. ANASHKINA

e-mail: Iraida952@gmail.com

Doctor of Philology, Professor, Chair of English language for Professional Communication, Ogarev Mordovia State University (Saransk, Russian Federation)

Inna I. KONKOVA

e-mail: mirna_13@mail.ru

Сandidate of Philological Sciences, Senior Lecturer, Chair of English Language For Professional Communication, Ogarev Mordovia State University (Saransk, Russian Federation)

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The paper sets forth the fundamentals of the linguodidactic methods of teaching legal translation based on understanding the essence of translation as the convergence process of legal national and cultural spheres of concepts. This methodology is based on combining the denotative and transformational approaches in order to build a “semantic bridge” between the source text and the translated text in the field of jurisprudence, which ensures their equivalence and harmony at all levels: sense, content, structure, and style.

The growing demand for the additional qualification "Translator in the sphere of professional communication" at non-linguistic universities has determined the necessity to intensify the scientific and methodological researches in the field of didactics of professionally oriented translation and the development of appropriate textbooks and special terminological dictionaries.

The methodology of teaching suggested in the article is based on the analysis of the basic categories of translation theory and didactics explored by the Russian scholars. It lays the foundation for our textbook “Legal translation” and other textbooks that contribute to the formation and development of the translation competence of undergraduate and postgraduate students obtaining a degree in "Jurisprudence". Translation competence, in the authors’ understanding, is an integrative characteristic of the personality of a specialist, which includes the ability and willingness to successfully carry out translation activities.

From the anthropological perspective, the translating personality is considered to be the fundamental category of the translation process, as the results of legal translation may be properly interpreted only with due regard to the characteristics of the translating personality. The paper discusses in detail some other significant notions of legal translation as activity, namely: legal discourse and its features, the processes of understanding and generating speech, types of legal texts, strategy and technique of legal translation.

Keywords: didactics of legal translation, legal discourse, strategy and technique of legal translation, translation of legal terminology, competencies of a lawyer-translator, legal translation in comparative law.

Konstantin M. LEVITAN

e-mail: inyaz@usla.ru

Doctor of Pedagogics, Professor, Head of the Department of Russian, Foreign languages and Speech Culture, Ural State Law University (Yekaterinburg, Russian Federation)

Mariya A. YUGOVA

e-mail: mayugova@mail.ru

Candidate of Pedagogical Sciences, Associate Professor, Department of Russian, Foreign Languages and Speech Culture, Ural State Law University (Ekaterinburg, Russian Federation)

1. Gavrilenko N.N. Teoriia i metodika obucheniia perevodu v sfere professional'noi kommunikatsii [Theory and methods of teaching translation in the sphere of professional communication]. Vol. 1. Moscow, Vavilov Scientific-Technical Association, 2009, 178 p.
2. Alikina E.V. Pedagogika perevoda [Translation pedagogy]. Perm, Perm National Research Polytechnic University, 2017, 168 p.
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4. Garbovskii N.K. Sem' voprosov didaktiki perevoda ili scopos-didaktiki perevodcheskoi deiatel'nosti [Seven issues of translation didactics: Skopos didactics of translation]. Vestnik MGU. Teoriia perevoda, 2012, no. 4, pp. 36–54.
5. Nesterova N.M., Naugol'nykh E.A., Naugol'nykh A.Iu. Teoriia perevoda: kliuchevye voprosy [Theory of translation: Key issues]. Perm, Perm National Research Polytechnic University, 2012, 108 p.
6. Serova T.S. Informatsiia, informirovannost', innovatsii v mezhkul'turnom professional'nom obshchenii v sfere nauki i tekhniki. Izbrannoe o teorii i praktike nauchno-tekhnicheskogo perevoda i professional'noi podgotovke perevodchikov [Information, information awareness, innovations in intercultural professional communication in the sphere of science and technology. Selected works on the theory and practice of scientific and technical translation and training of professional translators]. Perm, Perm National Research Polytechnic University, 2016, 529 p.
7. Alimov V.V. Iuridicheskii perevod: prakticheskii kurs. Angliiskii iazyk. [Legal translation: Practical course. English language]. Moscow, Librokom, 2010, 160 p.
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The paper is devoted to the problem of optimizing the process of teaching grammar to professional translators on the basis of cognitive-discursive approach. The problem is relevant not only because of changes in the content and organization of training (reduction of hours for language practice, reduction in the duration of training, etc.) but, mainly, by the fact that traditional methodology of teaching grammar does not form grammatical competence necessary for translation activity. The authors suggest one of the ways to intensify professionally directed mastery of grammatical phenomena on the basis of news articles and their headings using strategies of discursive analysis. At the initial stage professionally-oriented grammatical competence is formed by familiarizing and understanding the meanings of grammatical phenomena functioning in real information discourse (professional context). In such a way the foundation of professional grammatical competence is laid. In the future the number of discursive genres increases. Our experience shows that using these strategies students get aware of significance of the meaning of a grammatical phenomenon and the number of grammar and stylistic errors in their speech are reduced. Making a statement, students concentrate on the content and take into account the style and purpose of the statement. The article gives examples from English-language press which allow students to identify various meanings of the studied grammatical category. They find out that it can be used differently in headings and in texts and also try to find equivalents in English and Russian. The approach under consideration increases cognitive interest in a foreign language, makes it possible to demonstrate how a certain grammatical phenomenon exists in a real professional context and develops grammar intuition and analytical skills of future translators.

Keywords: cognitive-discursive approach, grammatical competence of a translator, information discourse, professional focus on teaching grammar, grammatical intuition.

Marina V. LEBEDEVA

e-mail: hypersl@yandex.ru                     

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

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The paper focuses on the applications of translation commentaries in translator training, giving an overview of the relevant theoretical framework (translator's reflection, metacommunication, meta-translation), Russian and international teaching experience, aims and types of translation commentaries, the scholarly component of the translation commentary, and examples of assignments that involve self-commentaries, peer reviews, and peer editing. In particular, we provide examples from our own experience of teaching the specialized translation course where we use retrospective self- and peer commentaries: tasks that involve translating and commenting on translations online and peer editing. Our comparative analysis shows that requirements for writing a translation commentary are determined by the syllabi and the way courses are connected across the curriculum, as well as by the traditions and translator training systems adopted by universities. Translation commentary can be used both in practical and theoretical learning and/or as a form of graduation thesis and may involve group work and project-based learning alongside self- and peer commentaries. Writing translation commentaries and reflective journals develops students' analytical skills and professional competence, integrating theory and practice. As a tool of professional translator's reflection and feedback, translation commentary facilitates the shift from a teacher-centered and product-based approach to a learner-centered and process-based approach in translator training. As an additional assessment tool in translator training, translation commentary allows the students to justify their translation solutions using the necessary metalanguage and enables teachers to pinpoint difficulties in training relying not only on the product but also on the process of translation.

Keywords: translation commentary, translator’s reflection, translation pedagogy, reflective journal, practical translation course, translation theory.

Tatyana A. VOLKOVA

e-mail: tatia.volkova@gmail.com

Candidate of Philological Sciences, Associate Professor, Department of Theory and Practice of Translation, Chelyabinsk State University (Chelyabinsk, Russian Federation)

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The article investigates the question of the formation of socio-cultural competence based on reading with the help of computer program “PROreading”. This article presents the importance of the development of socio-cultural competence and description, content and practical use of the computer program. There is a detailed description of special system of exercises consisting of four groups of tasks performed at three stages of reading (Vor dem Lesen, Während des Lesens, Nach dem Lesen). The tasks included in the system are designed taking into account the technical capacity of the program (based on the way of the user’s interaction with the program) and can be used for the focused development of reading skills. The PROreading program makes it possible to make conclusions about the effectiveness of using it through the collection of statistical data about completed tests. The basis for the exercises is formed by authentic texts in German about the city of Luneburg (Germany). Reading such materials helps to form students' socio-cultural competence and to expand their knowledge of German history and culture. The results of doing exercises could become the basis for carrying out project activities in this topic. The article also presents fragments of texts with answers and examples of exercises that are performed using the PROreading program.

Keywords: reading, socio-cultural competence, teaching reading, system of exercises, computer programs for learning to read, the PROreading program.

Ekaterina L. SLOVIKOVA

e-mail: slowikowa@mail.ru

Candidate of Philological Sciences, Associate Professor, Department of Linguodidactics, Perm State National Research University (Perm, Russian Federation)

Anastasiya D. CHELPANOVA

e-mail: chelpanova.ana@yandex.ru

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

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Post-editing machine translation (PEMT) is a new type of linguistic services demanded by the modern translation market. The demand for post-editors of machine translation is constantly growing, but the training programs of the new specialists are virtually non-existent in Russia. It determines the relevance of designing the additional educational program Post-Editing Machine Translation. The Institute of Foreign Languages, the Herzen State Pedagogical University of Russia (Herzen University) is the place for test implementation of the designed supplementary educational program. Herzen University has the necessary human and material resources to implement the planned curriculum, and has an extensive partner network, which will allow to design and implement the program with the direct participation of potential employers (representatives of translation companies).

In the process of the preliminary study we analysed the post-editing as a new kind of linguistic services, current demand for it among language professionals, the structure and content of the Russian and international Post-Editing Machine Translation curricula, interests and contributions of the project stakeholders. Taking into account the results of preliminary research, we designed Post-Editing Machine Translation curriculum: there were defined the goals and objectives of the program, its format and content, developed the system of evaluation of the program results, as well as a model for evaluating the effectiveness of the project as a whole. In addition, as a part of the design there were developed the project plan, the scheme of the educational process, and the curriculum promotion plan, the project risks and mitigation strategies were analyzed.

Keywords: design of educational programs, post-editing machine translation, translation industry, machine translation, training of translators.

Natalia V. NECHAEVA

e-mail: nechaeva.translator@gmail.com

Candidate of Philological Sciences, Associate Professor, The Herzen State Pedagogical University of Russia (Saint-Petersburg, Russian Federation)

Svetlana Yu. SVETOVA

e-mail: svetlana.svetova@tra-service.ru

Director, T-Service Company (Saint-Peters­burg, Russian Federation)

Oleg A. PODOLSKY

e-mail: podoleg@gmail.com

Candidate of Psychological Sciences, 20.35 NTI University, ANO (Moscow, Russian Federation)

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The article raises the problem of foreign students’ adaptation to a new educational environment. Special attention is paid to the concept of socio-cultural adaptation, which is considered as a complex, multi-faceted process of interaction between the individual and the new socio-cultural environment. The article analyzes and classifies the problems faced by foreign students in the process of learning and socialization. The author presents the results of the opinion poll conducted among the educational migrants of the four non-CIS countries. The analysis marks the current socio-cultural needs of educational migrants, as well as the social, communicative, educational and pedagogical factors that provoke the main difficulties foreigners face when studying in Russia. In order to solve everyday social problems, as well as to remove the communicative barriers among foreign students, it is necessary to form a system of extra-linguistic knowledge. This can be done through forming the basis of primary vocational guidance within the engineering and technical skills profile. The above mentioned goals logically fit into the training course of Russian as a foreign language. The author classifies extra-linguistic knowledge into thematic groups, according to the social and cultural requirements of students. This indicates that knowledge can be formed through the subjects of integrated areas within the engineering and technical spheres, which contributes to further successful vocational training. Considering these problems, the author offers the project method and describes the specific characteristics of socio-cultural projects. Having classified thematic groups and the stages of the projects, the author describes the system of preliminary tasks, aimed at the formation of the necessary extra-linguistic knowledge. The research argues that such projects contribute to a successful socio-cultural adaptation of educational migrants. In conclusion, the author states that project activity aimed at removing the psychological barrier in relation to entering into communication with the representatives of another culture, contributes to improving the quality of intercultural communication and improves the relations in the students' environment, expanding their contacts.

Keywords: adaptation, socio-cultural adaptation, educational environment, foreign students, extra-linguistic knowledge, project method, Russian as a foreign language.

Mariya V. MALKOVA

e-mail: malk.maria@mail.ru

Teacher, Perm Institute of Railway Transport (Branch of the Ural State University of Railway Transport) (Perm, Russian Federation) 

1. Ob utverzhdenii gosudarstvennoi programmy Rossiiskoi Federatsii “Razvitie obrazovaniia” na 2013–2020 gody [On approval of the state program of the Russian Federation “Development of Education” for 2013–2020]. Resolution of the government of the Russian Federation of April 15, 2014 no. 295]. Available at http://
static.government.ru/media/files/0kPx2UXxuWQ.pdf (accessed 23 March 2019).

2. Arkad'eva T.G, Vasil'eva M.I., Vladimirova S.S., Sharri T.G., Fedotova N.S. Metodicheskaia podderzhka protsessa iazykovoi adaptatsii inostrannykh studentov-pervo­kursnikov [Methodical support of process of language adaptation of foreign students-first-year students]. Sibirskii pedagogicheskii zhurnal, 2011, no. 12, pp. 111–121.

3. Mariukova L.A. Adaptatsiia inostrannykh studentov v rossiiskom vuze [Adaptation of foreign students in the Russian university]. Nauchnyi vestnik Moskovskogo gosudarstvennogo tekhnicheskogo universiteta grazhdanskoi aviatsii, 2007, no. 116, pp. 119–125.

4. Abakumova I.V., Kagermazova L.Ts., Generdukaeva Z.Sh. Mezhkul'turnaia sotsial'no-psikhologicheskaia adaptatsiia studentov v polietnicheskom obrazovatel'nom prostranstve vuza [The intercultural socio-psychological adaptation of students in the polyethnic educational space of the institute of higher education]. Rossiiskii psikhologicheskii zhurnal, 2016, no. 3, pp. 53–72.

5. Dudchenko O.N., Mytil' A.V. Sotsial'naia identifikatsiia i adaptatsiia lichnosti [Social identification and personal adaptation]. Sotsis, 1995, no. 6, pp. 112–122.

6. Bobrysheva I.E. Kul'turno-tipologicheskie stili uchebno-poznavatel'noi deiatel'nosti inostrannykh uchashchikhsia v metodike obucheniia russkomu iazyku kak inostrannomu [Cultural and typological styles of educational and cognitive activity of foreign students in the methodology of teaching Russian as a foreign language]. Ph.D. tesis. Moscow, 2004.

7. Akishina A.A., Kagan O.E. Uchimsia uchit' dlia prepodavatelia russkogo iazyka kak inostrannogo [Learning to teach for a teacher of Russian as a foreign language]. 3rd ed. Moscow, Russkii iazyk: Kursy, 2004.

8. Reshke H.A. Uchet osobennostei natsional'nogo mentaliteta v protsesse obu­cheniia russkomu iazyku anglogovoriashchikh studentov [Taking into account the peculiarities of the national mentality in the process of teaching Russian to English-speaking students]. Ph.D. thesis. Saint Petersburg, 2003.

9. Orekhova I.A. Obuchaiushchii potentsial russkoi sredy v formirovanii lingvokul'turologicheskoi kompetentsii inostrannykh uchashchikhsia [Learning potential of the Russian environment in the formation of linguocultural competence in foreign students]. Doctor’s degree dissertation. Moscow, 2004.

10. Alikina E.V., Shvetsova Iu.O. Formirovanie ekstralingvisticheskoi kompetentnosti budushchikh ustnykh perevodchikov [Forming of extralinguistic competence of future interpreters]. Sovremennye problemy nauki i obrazovaniia, 2012, no. 2. Available at: http://science-education.ru/ru/article/view?id=6037 (accessed 23 March 2019).

11. Ovsiannikova I.G., Tereshchenko T.M. Sotsiokul'turnaia adaptatsiia inostrannykh studentov k usloviiam obucheniia v rossiiskom vuze [Sociocultural adaptation of foreign students to learning conditions in Russian higher schools]. Izvestiia Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta, 2018, no. 3(126), pp. 41–46.

12. Ivanova M.A., Titkova N.A. Sotsial'no-psikhologicheskaia adaptatsiia inostran­nykh studentov pervogo goda obucheniia v vuze [Socio-psychological adaptation of foreign students of the first year of study at the university]. Saint Petersburg, 1993.

13. Chuprakova E.V., Popovich E.S. Lingvisticheskie i ekstralingvisticheskie aspekty perevoda [Linguistic and extralinguistic aspects of translation]. Vestnik Krasnodarskogo universiteta MVD Rossii, 2014, no. 1, pp. 121–124.

14. Dewey John. Democracy and Education, 1916 (Russ. ed.: D'iui Dzh. Demokratiia i obrazovanie. Moscow, Pedagogika-press, 2000, 384 p.).

15. Pipchenko E.L. Metod proektov v obuchenii inostrannym iazykam studentov gorno-neftianogo fakul'teta [Project based English language teaching to the students of the Oil and mining faculty]. PNRPU Linguistics and Pedagogy Bulletin, 2012, no. 6(45), pp. 120–123.

The consolidation and enrichment of vocabulary is the most important aspect of teaching a foreign language at any stage of training and at any age. When learning a foreign language, there is the problem of remembering foreign words. There are quite a few techniques for mechanically memorizing words in which one or another type of memory functions (visual memory, audio memory, kinesthetic memory), or a combination thereof. However, as a result of such memorization, foreign words fall into short-term memory, from where they quickly disappear.

Obviously, logical sense memory develops with age, becomes dominant over time. Etymological analysis of words allows one to build semantic connections, semantic nests. A comparative analysis of the origin of foreign words and their equivalents in Russian enables one to form linguistic pictures of the world in the languages ​​studied. The author offers a scientific justification for the etymological analysis as one of the ways for students to master vocabulary and form linguistic competence among students of non-linguistic and linguistic training areas.

Etymological analysis reveals the mechanisms of the formation of the linguistic picture of the world, permitting to identify the universal and specific features of the German and Russian languages, and complements the typology of semantic transitions in multisystem languages. The results of the study can find practical application in lexicography, in workbook design for a foreign language course, translation theory and practice.

The article discusses the concepts of etymology, etymological analysis, sound iconicity, which, in our opinion, are necessary for the formation of the linguistic thinking of students. Particular attention is paid to the origin of German borrowings in the Russian language, which, as a rule, are not recognized as foreign words.

Keywords: etymology, etymological phonosemantic analysis, linguistic iconism, sound iconicity, memorization, semantic development, vocabulary, foreign language, German language, Russian language.

Olga V. SHESTAKOVA

e-mail: shestakova64@mail.ru

Candidate of Philological Sciences, Associate Professor, Department of Foreign Languages and Public Relations, Perm National Research Polytechnic University (Perm, Russian Federation)

1. Drozhashchikh N.V. Sinergeticheskaia model' integratsii ikonicheskikh edinits raznykh urovnei. Diakhroniia [Synergetic model of integration of iconic units of different levels. Diachrony]. Tyumen, Tyumen State University, 2006.

2. Mikhalev A.B. Ot fonosemanticheskogo polia k protokontseptual'nomu prostranstvu iazyka [From the phono-semantic field to the protoconceptual space of language]. Voprosy kognitivnoi lingvistiki, 2014, no. 1(038), pp. 92–104.

3. Shliakhova S.S., Vershinina M.G. Fonosemanticheskaia zvukovaia kartina mira. [Phonosemantic sound picture of the world]. Perm, Perm National Research Polytechnic University, 2016.

4. Shestakova O.V. Mir skvoz' prizmu onomatopei [The world through the prism of onomatopoeia]. Perm, Perm National Research Polytechnic University, 2016.

5. Levushkina O.N. Etimologicheskii analiz na urokakh v nachal'nykh klassakh kak sredstvo obogashcheniia slovarnogo zapasa uchashchikhsia [Etymological analysis in the lessons in primary school as a means of enriching the vocabulary of the pupils]. Abstract of Ph.D. thesis. Samara, 2000.

6. Makarov P.K. Ispol'zovanie materialov etimologicheskikh slovarei na urokakh nemetskogo iazyka [Usage of etymological dictionaries at the classes of German]. Inostrannye iazyki v shkole, 2004, no. 6. pp. 87–92.

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11. Chernykh P.Ia. Istoriko-etimologicheskii slovar' sovremennogo russkogo iazyka v dvukh tomakh [Historical and etymological dictionary of the modern Russian language in 2 volumes]. Moscow, Russkii iazyk, 1993.

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16. Shliakhova S.S., Shestakova O.V. Nemetskaia onomatopeia: istoriia izucheniia, problemy, nemetsko-russkii slovar' [German onomatopoeia: History of study, problems, German-Russian dictionary]. Perm, Perm National Research Polytechnic University, 2011.

17. Kharaeva L.Kh. Kognitivnoe modelirovanie etimologicheskikh gnezd v raznosistemnykh iazykakh (na materiale frantsuzskogo i kabardino-cherkesskogo iazykov) [Cognitive modeling of etymological nests in multisystem languages (based on French and Kabardian-Circassian languages)]. Abstract of Doctor’s degree dissertation. Makhachkala, 2007.

18. Koleva-Zlateva Zh. K etimologii russk. khoroshii [To the etymology of Russian “good”]. MAPRIAL 2002: Teoreticheskie i metodicheskie problemy russkogo iazyka kak inostrannogo v nachale XXI veka. Conference Reports. V. T"rnovo, 2002, pp. 262–265.

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The article deals with the internationalization of higher vocational education. Internationalization of the learning process is most evident in the implementation of international student exchanges. However, in most Russian universities the main obstacles to the development of academic mobility of teachers and students are the language barrier, financial difficulties, organizational problems. Thus, in the development of curricula, the effectiveness of academic mobility results requires the improved quality of foreign language training for students. The aim of this work is to analyze the impact of foreign language teaching on the development of academic mobility, as one of the most important indicators of the development of internationalization of higher education, as well as the prospects of using progressive teaching techniques and methods to improve the level of student language proficiency. In order to identify problems related to foreign languages (FL) training in Russian universities, a comparative analysis of such training was carried out, namely the comparison of methods of teaching foreign languages at the Free University of Berlin, AltSTU named after I.I. Polzunov and Peter the Great SPbPU. The authors of the article noted in the development of curricula it is necessary to take into account the importance of FL for a modern specialist. The peculiarities of "updated" foreign languages teaching can be represented in organization of some courses in subject knowledge in FL, for example, the CLIL methodology. However, these approaches will entail a number of difficulties. As a solution, it is proposed to develop a set of measures to improve the level of knowledge of the foreign language, such as the development of a more functional approach to foreign language teaching. Focusing on the changes that are taking place, the modern education system is actively transitioning to an innovative development mode, to new teaching methods and technologies. The effectiveness of the method is ensured by development training in modern forms of interaction between a teacher and students, using innovative educational technologies.

Keywords: teaching innovations, globalization, curricula, training in English, world language zone, CLIL methodology, quality of education.

Ekaterina N. NIKONOVA

e-mail: kate_nikonova@ mail.ru

Candidate of Pedagogical Sciences, Associate Professor of Engineering Pedagogy, Psychology and Applied Linguistics Higher School, Peter the Great St. Petersburg Polytechnic University, Humanitarian Institute (St. Petersburg, Russian Federation)

Nina M. KATKOVA

e-mail: lingua-lesnoi@ mail.ru

Senior Lecturer, Engineering Pedagogy, Psychology and Applied Linguistics Higher School, Peter the Great St. Petersburg Polytechnic University, Humanitarian Institute (St. Petersburg, Russian Federation)

Natalya N. BOBROVSKAYA

e-mail: bobrovskaja_n@mail.ru

Candidate of Pedagogical Sciences, Associate Professor of the Chair of Foreign Languages, I.I. Polzunov Altai State Technical University (Barnaul, Russian Federation)

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The article discusses building of communicative competence in students who study Russian as a foreign language by means of mastering communicative strategies, particularly, speech maneuvering. The concept of speech maneuvering is closely connected with speaker’s actions on avoiding communicative risks as they are recognized to be a part of almost any communication. The ability to avoid communicative risks is one of communicative competence skills; particularly so with those who are studying Russian as a foreign language. Speech euphemization may be considered as one of the most effective phenomenon of speech maneuvering strategy. Pragmatic approach to euphemia phenomenon involves speech down-toning and meaning blurring thus providing avoidance of communicative failure and breaking communicative ethical standards. Methods of communicative skills building in teaching foreign languages taking into consideration its effectiveness and ethical aspects are discussed in the article. Different types of exercises according to methodoly of mastering the mentioned communicative strategy are represented. First, topics with high communicative failure potency in modern Russian language are detected. Further, tasks on recognition and matching with implicit objects take place. As a practice on reproduction of studied material situational tasks are used. The presented set is aimed at learning communicative standards of modern Russian language in the field of euphemia as an important part of communicative competence.

Keywords: communicative competence, communicative risk, communication failure, speech maneuvering strategy, euphemia, Russian as a foreign language.

Anastasiya V. KIROVA

e-mail: anastasia.kirova@gmail.com

Senior Lecturer, Chair of Foreign Languages, Dostoevsky Omsk State University (Omsk, Russian Federation)

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