The article discusses the problem of modeling the text of research paper abstracts in source and target languages. The article is based on the concept of epistemic situation (ES) introduced into the scientific discourse by M.P. Kotyurova and E.A. Bazhenova and thought of as a quantum of meaning. The concept includes three interrelated components: ontological, methodological, axiological. The concept of ​​ES was further developed by V.E. Chernyavskaya through describing a research paper as a verbal scientific result based on an epistemic context. In the works by L.V. Kushnina, ES was reflected in the description of the modern epistemology of translation, according to which ontology corresponds to cognition, methodology to synergy, and axiology to harmony. The purpose of this article is to show the possibility of extrapolating the concept of ES to the construction of an abstract being a sort of peripheral scientific text. The chosen perspective can serve the basis for abstract modeling. On the one hand, the research methodology is rooted in the theory of scientific discourse, on the other hand, the synergetic concept of the translation space, where the category of harmony is analyzed as a criterion for a high-quality text translation. The authors hypothesized that the epistemic structure of an abstract in the native language will result in a model scientific text while the recreation of the epistemic context in the translation space will bring about a harmonious target text. At the same time, harmonious translation also implies an increment of culturally significant meanings inherent in the host culture. If this increment does not occur, an adequate or equivalent translation takes place. The result of the study is a model for the analysis of scientific abstracts from epistemic point of view, characterized by the presence of two branches. The first one is that abstracts should correspond to the ES of the main text, the second branch is that original ES should correspond to the ES of the translation. The paper presents the approbation of the model based on the material of a scientific text in the field of applied linguistics.

Keywords: epistemic context, peripheral scientific text, abstract, ontological component, methodological component, axiological component, translation space, model.

Lyudmila V. KUSHNINA

e-mail: lkushnina@yandex.ru

Doctor of Philology, Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russia)

Sofiya K. FILIPSON

e-mail: sofia.filipson@gmail.com

Master’s Student, Perm National Research Polytechnic University (Perm, Russia)

1. Kotiurova M.P., Bazhenova E.A. Kul'tura nauchnoi rechi: tekst i ego redaktirovanie [Culture of scientific language: Text and its editing], Perm, 2007.
2. Kotiurova M.P. Stilistika nauchnoi rechi [Stylistics of scientific language]. Moscow, Akademiia, 2010.
3. Kotiurova M.P., Solov'eva N.V. Sovremennyi nauchnyi tekst skvoz' prizmu diskursivnykh izmenenii [The modern scientific text through discourse changes]. Perm, Perm State University, 2017.
4. Kotiurova M.P. Ob etalonnom nauchnom tekste [About model scientific text]. Stereotipnost' i tvorchestvo v tekste. Vol. 20, Perm, 2016, pp. 63–71.
5. Bazhenova E.A. Nauchnyi tekst v aspekte politekstual'nosti [Scientific text from polytextual perspective]. Perm, Perm State University, 2001.
6. Danilevskaia N.V. Rol' otsenki v mekhanizme razvertyvaniia nauchnogo teksta [The role of estimation in scientific text expansion]. Perm, 2005.
7. Cherniavskaia V.E. Tsennostnoe izmerenie nauki [Valuable science measurement]. Stereotipnost' i tvorchestvo v tekste. Vol. 18, 2014, pp. 128–135.
8. Cherniavskaia V.E. Nauchno-issledovatel'skaia stat'ia kak verbalizatsiia novogo nauchnogo rezul'tata [Scientific article as verbalization of new scientific knowledge]. Zhanry rechi, 2016, no. 1, pp. 56–64.
9. Cherniavskaia V.E. Nauchnyi diskurs. Vydvizhenie rezul'tata kak kommunikativnaia i iazykovaia problema [Result presentation as communicative and language problem]. Moscow, Lenand, 2017.
10. Kushnina L.V., Alikina E.V. Kognitsiia, garmoniia, sinergiia kak perevodcheskie kategorii [Cognitions, harmony, synergy as translation categories]. Novoe v lingvistike i metodike prepodavaniia inostrannykh i russkogo iazykov. Saint Petersburg, Saint Petersburg State University of Economics, 2018, no. 42, pp. 283–288.
11. Alekseeva L.M. Kul'tura nauchnoi kommunikatsii [The culture of scientific communication]. Perm, 2015.
12. Novikov A.I. Tekst i ego smyslovye dominanty [Text and its conceptual dominants]. Moscow, Institute of Linguistics, RAS, 2007. 
13. Murzin L.N., Shtern A.S. Tekst i ego vospriiatie [Text and its perception]. Yekaterinburg, 1991.
14. Kushnina L.V. Printsipy garmonichnogo perevoda: metaperevodcheskii aspect [Principles of translation harmonization: Metatranslation aspect]. Stereotipnost' i tvorchestvo v tekste. Vol. 18. Perm, 2014, pp. 65–76.
15. Teoriia perevoda v klassicheskoi i sovremennoi issledovatel'skoi paradigme: ontologiia, metodologiia, aksiologiia [Translation theory in classical and modern investigation paradigms: Ontology, methodology, axiology]. Ed. L.V. Kushnina. Moscow, Flinta, 2020.  
16. Drozhashchikh N.V. Vvedenie v dinamicheskuiu sinergetiku iazyka [Introduction to dynamic language synergetics]. Tyumen, 2012.

The article considers the types and functions of contexts in the process of a complex bilingual activity of technical translation. The authors analyze the gist of context as an important feature of communication, and as an indispensable condition for its actualization and transmission of implications and meanings. The research emphasizes and substantiates the theory of context’s generating force as a means of ensuring determinacy and unambiguity in the process of exchanging messages and statements between the subjects of communication. Through the analysis and generalization, the authors define the types and kinds of contexts in accordance with the functions they perform. The two main types distinguished by the authors include the linguistic/verbal and extra-linguistic/non-verbal contexts, as well as the subordinate and functionally conditioned ones. The research also highlights the contexts of understanding, which are attributed to certainty and unambiguity of the text. Others include the communicative, situational and other kinds of contexts, with their typological characteristics and functions manifesting themselves in the linguistic and extra-linguistic environment of language and speech units.

The article reveals the correlation of context with the source text and the secondary translated text. This is an inextricable unity determined by the functioning of language and speech units in the process of comprehending the meaning of words, word-groups, sentences and semantically complete fragments of speech.

Through various examples, the authors scrupulously analyze the conditionality of lexical units, grammatical forms, sentences, complete fragments and micro-texts within certain contexts. 

Keywords: text, context, polysemy, lexical unit, implication, meaning, semantic scope, unambiguity, semantic determinacy, sentence, text fragment, conversation, technical translation.

Tamara S. SEROVA

e-mail: tamaraserowa@yandex.ru

Doctor of Pedagogy, Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University, (Perm, Russian Federation)

Marina P. KOVALENKO

e-mail: kovalenkomarin@yandex.ru

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

Inga V. KUSHOVA

e-mail: kushova2014@mail.ru

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

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2. Serova T.S. Osmyslenie, ponimanie i fiksatsiia informatsii iskhodnogo teksta kak programmy predmetnogo soderzhaniia i smyslovogo razvitiia vtorichnogo teksta pis'mennogo perevoda [Perception, understanding and recording of information as content image and sense development of a target text in written translation]. Voprosy psikholingvistiki, 2009, no. 9, pp. 236–246.
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The topicality of the article is determined by the growing necessity to analyze linguo-cognitive mechanisms of conference interpreting in Russian and English. The analysis helps to point out structural-semantic, logical, contextually determined peculiarities of language functioning in order to achieve quick, accurate, complete, adequate understanding of the world issues. Specific interpreting techniques are aimed at synchronizing the processes of speech delivery in a foreign language and its interpretation into another language. The authors believe that the priority in conference interpreting is synchronizing the speech of the speaker and the interpreter, with the meaning and completeness of the statement preserved. In addition, translation techniques (transformations and replacements) are necessary because of differences in the formal structure of the source language and the translation language, as well as socio-cultural and national differences in languages. Among the specific techniques of conference interpreting, special attention should be paid to speech compression and decompression as strategies that lead to quantitative transformations of the source text and are aimed at transmitting adequate content in the translation language. The authors believe that it is the techniques of compression and decompression that make it possible to achieve synchronicity and understanding of the interpretation by the recipient. The empirical base of the study is presented by transcripts of audio recordings of speeches by Donald Trump and Sergey Lavrov at the sessions of the UN General Assembly on September 25, 2018 and September 28, 2018. The research draws on comparative, semantic, descriptive methods, the method of analyzing dictionary definitions.

Keywords: compression, decompression, conference interpreting, omission, synonymic substitution, structural-semantic, synchronicity.

Svetlana A. BORISOVA

e-mail: bsa_ru@mail.ru

Doctor of Philology, Professor, Head of the Chair for English Linguistics and Translation Studies, Ulyanovsk State University (Ulyanovsk, Russian Federation) 

Evgeniya A. PUTILINA

e-mail: evgeniya_blinova@inbox.ru

Candidate of Philological Sciences, Associate Professor, Department of the English Language for Professional Activity, Ulyanovsk State University (Ulyanovsk, Russian Federation)

Ekaterina I. KRASHENINNIKOVA

e-mail: katekrash98@mail.ru

Undergraduate Student, Ulyanovsk  State University (Ulyanovsk, Russian Federation) 

1. Tarnaeva L.P. Spetsifika kognitivnykh mekhanizmov rechevoi deiatel'nosti perevodchika: lingvodidakticheskii aspekt [The specificity of cognitive mechanisms of speech activity of the interpreter: Linguo-didactic aspect]. Voprosy sovremennoi nauki i praktiki. Gumanitarnye nauki, 2008, no. 4 (14), pp. 74–80.
2. Gurin I.V. Priemy rechevoi kompressii pri sinkhronnom perevode s russkogo iazyka na angliiskii [Speech compression techniques for simultaneous translation from Russian into English]. Abstract of Ph.D. thesis. Moscow, 2008.
3. Ianova E.A., Kaziakhmedova S.Kh., Ibragimova Z.A. Priem opushcheniia kak odin iz effektivnykh sposobov kompressii dlia ustraneniia semanticheskoi izbytochnosti pri perevode s angliiskogo iazyka na russkii iazyk [Omission as one of the efficient compression techniques for translation of semantically redundant words]. Kul'tura i tsivilizatsiia, 2016, no. 1, pp. 303–317.
4. Shamlidi E.Iu. Rechevaia kompressiia kak odna iz tekhnologii ustnogo perevoda [Speech compression as one of the interpreting techniques]. Pyatigorsk State University Bulletin, 2016, no. 3, pp. 133–141.
5. Zubanova I.V. Prosto ubav' vody. O kompressii v sinkhronnom perevode [Just detract water. About compression in simultaneous interpreting]. Mosty, 2017, no. 2 (54), pp. 43–53.
6. Shiriaev A.F. Sinkhronnyi perevod: Deiatel'nost' sinkhronnogo perevodchika i metodika prepodavaniia sinkhronnogo perevoda [Simultaneous interpreting: The profession of a simultaneous interpreter and methods of teaching simultaneous interpreting]. Moscow, Voenizdat, 1979.
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8. Perervin E.V. Psikholingvisticheskie aspekty sinkhronnogo perevoda  [Psycholinguistic aspects of simultaneous interpreting]. Molodoi uchenyi, 2016, no. 6, pp. 917–920, available at: http://moluch.ru/archive/110/26894/ (accessed 9 February 2020).
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15. Ushakova A.O. Algoritmicheskie i evristicheskie mekhanizmy myshleniia perevodchika-lingvista [How to apply algorithmic and heuristic methods to translator’s linguistic thinking?]. PNRPU Linguistics and Pedagogics Bulletin, 2017, no. 1, pp. 60–67.
16. Riabova M.V. Dekompressiia i kompressiia smyslov khudozhestvennogo teksta pri perevode (opyt lingvokul'turnogo analiza) [Decompression and compression of literary text implications in translation (experience of linguistic and cultural analysis)]. Al'manakh sovremennoi nauki i obrazovaniia, 2009, no. 2 (21). Part II, pp. 127–130.

Positional copula verbs remain unstudied in comparison to other semi-copular verbs; as a rule, their ability to be followed by a complement is limited to an adjective. The article presents the results of the semantic analysis of the structure lie /stand /sit + Participle II as an aspect modification of be-passive, where the link verb acquires the “double” semantics including its primary lexical meaning and the abstract meaning of the true copula “be” (identifying the state). The research is performed on the basis of text-corpus data of the English language presented in online resource IntelliText Corpus; only structures corresponding to the semantics of the passive voice (subject = patient) were selected for the investigation. It included the interaction of all participants of the situation: 1) patient « copula; 2) patient « complement; 3) copula « complement. Several semantic groups of participles tending to interact with positional copula verbs are established: those which are neutral specify the location of persons or things (stacked, strewn, scattered, heaped, bolted, parked, etc.), the others have negative connotation denoting the physical or psychic impact on the object, down to damage or destruction (imprisoned, caged, destroyed, horrified, transfixed, strangled, injured, murdered, etc.). The research brings to light several factors influencing the semantic decline of the copulative verb: the negative form of the Participle II causes the similarity between positional verbs and aspect copulas of continuation (remain); the lexical meaning of the patient and / or the complement affects the metaphoric process. Regardless of the extent of semantic decline, positional copula verbs ought to be considered an element of the alternation system of be-passive.

Keywords: positional copula verbs, complement, Participle II, passive construction, “double” semantics, text corpus, patient.

Irina M. NEKRASOVA

e-mail: nekrasova142008@yandex.ru

Candidate of Philological Sciences, Associate Professor, Head of the Department of Romano-Germanic languages and cross-cultural communication, Perm State Humanitarian Pedagogical University (Perm, Russian Federation)

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The article considers the semantic history of the word ‘kommunikatsiya’ (communication) in the Russian language. According to the dictionaries, this lexical unit is not native and appears in the Russian language in Peter the Great's era (1709) to indicate a message during war and military operations, from the Latin language through the French and Polish mediation.

In the early twentieth century, the word ‘kommunikatsiya’ started to lose its meaning of ‘the communication between two places’ and at the end of the twentieth century a more intensive use of this word is recorded, especially in specialized texts, for example, relating to such areas of the human activities as linguistics, sociolinguistics, sociology, etc. In such texts the meaning of the word ‘kommunikatsiya’ is being clarified, resulting in new meanings and the status of a term, however, while maintaining the apects of the initial meaning.

Currently, it seems that we are witnessing a redistribution of the areas where the lexical units ‘kommunikacija’ and its synonym ‘obshhenie’ are used, the former acquiring the terminological function, while the latter being used commonly.

Since the word ‘kommunikatsiya’ is not considered by all lexicographers as belonging to the common vocabulary, even in the modern Russian language, in a number of dictionaries (both explanatory and describing the origin of words), primarily of a brief type, the information about this lexical unit is absent.

Keywords: ‘kommunikatsiya (communication), ‘obshhenie’ (communication), mediation, meaning, language, dictionary, different types of dictionaries, word.

Mariya B. RARENKO

e-mail: rarenco@rambler.ru

Candidate of Philological Sciences, Senior Research Fellow, Centre for Linguistics, Institute of Scientific Information for Social Sciences of the Russian Academy of Sciences (INION RAN) (Moscow, Russian Federation)

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19. Fedinskii Iu.I. Bol'shoi nauchno-tekhnicheskii slovar': okolo 15000 terminov [Big science and technics dictionary: About 15000 Terms]. Moscow, Astrel', AST, 2007.

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Political discourse remains one of the most researched types of discourse in linguistics nowadays. A huge number of works devoted to the selection and analysis of language means in public statements of politicians from different countries confirm the relevance of this issue. Their aim is to demonstrate how verbal techniques can influence the audience, create a favorable atmosphere for the speaker, and support certain political decisions. It is typical for politicians to use various language means to create images. In the submitted work public speeches of the American president Donald Trump were studied for the presence of language means expressing the media war between America and Iran. The choice of the subject matter is due to the complication of diplomatic relations between two governments including provocative and extravagant statements against Iran’s policy. The main attention is paid to the lexical component in the speech analysis of the American president. The obtained results indicate three major groups by which their content can be differentiated: the demonization of Iran, the image of suffering Iranian people, and the image of strong America which is friendly to the population of Iran but counteracts its regime. Among the language means exploited by Donald Trump there can be distinguished a lot of positive or negative lexis, the expressiveness of which is emphasized by contrast. The achieved outcomes can be used for a more profound study and detecting some characteristic features of Donald Trump’s rhetoric with regard to other “unfriendly”-to-America countries.

Keywords: language, image, political discourse, conflict, evaluation, manipulation.

Anastasiya A. ZIZINA

e-mail: zonaan@mail.ru

Candidate of Philological Sciences, Associate Professor, Department of the English Philology, National Research Ogarev Mordovia State University (Saransk, Russian Federation)

Aykanush A. MARGARYAN

e-mail: aigyshaa@mail.ru

Undergraduate Student, Department of the English Philology, National Research Ogarev Mordovia State University (Saransk, Russian Federation)

1.   Saussure Ferdinand de. Cours de linguistique générale (Russ. ed.:  Sossiur F. de. Kurs obshchei lingvistiki. Moscow, URSS Editorial, 2007).

2.   Sechehaye Albert. Essai sur la structure logique de la phrase (Russ. ed.: Seshe A. Ocherk logicheskoi struktury predlozheniia. Moscow, URSS Editorial, 2003).

3.   Blokh M.Ia. Diskurs i sistemnoe iazykoznanie [Discourse and systemic linguistics]. Iazyk. Kul'tura. Rechevoe obshchenie, 2013, no. 1, pp. 5–10.

4.   Aleshina E.Iu. Zhanrovaia gradatsiia politicheskogo diskursa [Genre specificity of political discourse]. Rossiiskii gumanitarnyi zhurnal, 2016, vol. 5, no. 3, pp. 293–301.

5.   Nikiforova O.O. Politicheskii diskurs. Politicheskaia kommunikatsiia i SMI [Political discourse. Political communication and the media]. Vestnik Surgutskogo gosudarstvennogo pedagogicheskogo universiteta, 2014, no. 6(33), pp. 36–40.

6.   Sheigal E.I. Semiotila politicheskogo discursa [Semiotics of political discourse]. Doctor’s degree dissertation. Volgograd, 2000.

7.   Maslova V.A. Politicheskii diskurs: iazykovye igry ili igry v slova? [Political discourse: Language games or playing words?]. Politicheskaia lingvistika, 2008, no. 1(24), pp. 43–48.

8.   Gaffney John. Language and style in politics. Cambridge, Cambridge University Press, 1993.

9.   Chudinov A.P. Diskursivnye kharakteristiki politicheskoi kommunikatsii [Discursive characteristics of political communication]. Politicheskaia lingvistika, 2012, no. 2(40), pp. 53–59.

10. Arutiunova N.D. Iazyk i mir cheloveka [Language and the human world]. Moscow, Iazyki russkoi kul'tury, 1998.

11. Vinogradov V.V. Stilistika. Teoriia poeticheskoi rechi. Poetika [Stylistics. Theory of poetic speech. Poetics]. Moscow, USSR AS, 1963.

12. Graber Doris. Political Languages. Beverly Hills, Sage, 1981.

13. Manoilo A.V.  Politicheskie konflikty v mezhdunarodnykh otnosheniiakh i mirovoi politike [Political conflicts in international relations and word politics]. Mir i politika, 2013, no. 2, pp. 71–82.

14. Kurbonova Z.M. Mezhdunarodnyi konflikt kak fenomen politicheskikh otnoshenii [International conflict as a phenomena of political relations].  Aktual'nye problemy sovremennosti: nauka i obshchestvo, 2017, no. 1, pp. 3–16.

15. Aleshina E.Iu. Publichnyi politicheskii diskurs konfliktnoi situatsii [Public political discourse of a conflict situation]. Moscow, Prometei, 2015.

The article deals with non-formal techniques of word formation. The research material was the corpus of new nominations, compiled from a solid sample of online media texts. Word formation and structural-semantic analysis of innovations is carried out. It is emphasized that in the era of digitalization, online publications have become an integral part of modern media reality. Online media encourage readers to take certain actions, hold their attention, interact with the audience, and deviate from traditional spelling rules. It is noted that the development of the online press forms a new thinking of the «digital generation». The audience does not pay attention to articles without visual images, often does not delve into the essence of the problem, loses cause-and-effect relationships and is lazy to read long texts. Information overload has given rise to a form of perception called clip thinking. Native speakers are characterized by high speed of text processing and rapid switching of attention. In the new conditions, journalists have to master such language tools that will enhance the expressiveness of the article, express the author's position and involve the media user in the process of interpreting the text. It is revealed that the huge potential in this regard have innovations created using the following ad hoc ways of word formation: contamination (бравоспектива, банкстеры, наспехтуция), overlay (муниципалево, тратный, франшизофрения), graphic hybridization (СРОслись, СПИрт, НеСНОСно), substitution (вирус-мажорные, головомор). It is concluded that such nominations activate attention and give journalists an opportunity to engage in a language game with the addressee. The practical significance of the work lies in the possibility of applying its results in lexicographic practice when compiling dictionaries of new words and in journalistic practice of text creation.

Keywords: innovation, Internet space, contamination, inter-word overlap, graphic hybridization, substitution.

Vladislav E. ZAMALDINOV

e-mail: zvlad-nn@yandex.ru

Candidate of Philological Sciences, Teacher of the Department of Foreign Language and Culture of Speech, Nizhny Novgorod Academy of the Ministry of Internal Affairs of Russia (Nizhny Novgorod, Russian Federation)

1. Klushina N.I., Ivanova M.V. Transformatsiia mediinykh zhanrov v kommunikativnom prostranstve interneta [Transformation of media genres in the online communication space]. Vestnik Rossiiskogo fonda fundamental'nykh issledovanii. Gumanitarnye i obshchestvennye nauki, 2017, no. 3 (88), pp. 121–129.

2. Gradiushko A.A. Setevaia pressa v sisteme SMI [Online press in the media system]. Minsk, Sovremennye znaniia, 2005.

3. Kolomiitseva E.Iu. Aktual'nye trendy razvitiia novykh media [Current trends in the development of new media]. Vestnik Volzhskogo universiteta im. V.N. Tatishcheva, 2019, vol. 1, no. 4, pp. 122–129. 

4. Gradiushko A.A. Osnovy tvorcheskoi deiatel'nosti veb-zhurnalista [Basics of creative activity of a web journalist]. Minsk, BSU, 2019.

5. Simakova S.I. Rol' SMI v formirovanii klipovogo myshleniia [The role of the media in forming clip thinking]. Vysshee obrazovanie dlia XXI veka. Proc. XIII Int. Sci. Conf. (Moscow, Dec. 8–10, 2016). Part 1. Ed. O.E. Kokhanaya. Moscow, 2016, pp. 87–95.

6. Petrukhina E.V., Dedova O.V. Internet kak istochnik lingvisticheskoi informatsii (dlia izucheniia dinamiki russkogo slovoobrazovaniia) [The internet as a source of linguistic information (for studying the dynamics of Russian word formation)]. Vestnik Tomskogo gosudarstvennogo universiteta. Filologiia, 2019, no. 57, pp. 137–159. 

7. Zemskaia E.A. Sovremennyi russkii iazyk. Slovoobrazovanie [Modern Russian language. Word formation]. Moscow, Flinta, Nauka, 2011.

8. Dedova O.V., Grigor'eva P.V. Igrovoe slovoobrazovanie v sovremennom russkom iazyke [Wordplay derivation in modern russian]. Vestnik Moskovskogo universiteta. Seriia 9: Filologiia, 2018, no. 5, pp. 49–64.

9. Nikolina N.A. Tipy i funktsii kontaminirovannykh obrazovanii v sovremennoi russkoi rechi [Types and functions of contaminated constructions in modern Russian speech]. Trudy instituta russkogo iazyka im. V.V. Vinogradova, 2017, vol. 13, pp. 288–295.  

10. Zamal'dinov V.E. Graficheskie gibridy kak vizual'nye sredstva vozdeistviia v sovremennom mediatekste [Graphic hybrids as visual means of influence in modern media text]. Gorizonty sovremennoi rusistiki. Proc. Int. Sci. Conf. dedicated to the 90th anniversary of Academician V.G. Kostomarov (January 30–31, 2020). Ed. M.N. Rusetskaya, M.A. Osadchy, I.A. Leshutina, V.I. Annushkin. Moscow, 2020, pp. 275–279.

11. Galaktionov A.P., Popova T.V. Morfemnye tipy nominativnykh poligrafiksatov-simpleksov v sovremennom russkom iazyke [Morphemic structure of simple nominative polygraphically combined words in modern Russian]. Vestnik Nizhegorodskogo universiteta im. N.I. Lobachevskogo, 2011, no. 5–1, pp. 313–317. 

12. Ivanian E.P. Problemy lingvoekologii v svete lingvistiki kreativa [Problems of linguistic ecology in the light of linguistic creativity]. Ural'skii filologicheskii vestnik. Seriia: Iazyk. Sistema. Lichnost': Lingvistika kreativa, 2018, no. 2, pp. 209–215.  

13. Zamal'dinov V.E. Graficheskaia okkazional'nost' kak rezul'tat lingvokreativnosti v sovremennykh mass-media [Graphic occasionality as a result of linguocreativity in modern mass media]. Lingvisticheskoe obrazovanie na sovremennom etape: rossiiskii i zarubezhnyi opyt. Proc. Int. Conf. Ed. I.A. Kurbanov. Surgut, 2017, pp. 27–31.

14. Balakhonskaia L.V., Sergeeva E.V. Lingvistika rechevogo vozdeistviia i ma-nipulirovaniia [Linguistics of speech influence and manipulation]. Moscow, Flinta, Nauka, 2017.

15. Kazak M.Iu. O funktsional'no-stilisticheskom statuse iazyka massovykh kommunikatsii [About the functional-stylistic status of language of mass communications]. Vestnik Voronezhskogo gosudarstvennogo universiteta. Seriia: Filologiia. Zhurnalistika, 2006, no. 2, pp. 176–180.

The paper focuses on the problem of identifying the means to realise the genre-forming features of the essay. The literature review on the essay proves that papers on education deal with ways of teaching students to convey their ideas and thoughts when writing, with assessing the essay, including automatized tools and with methods and technologies of improving arguments, while papers on linguistics analyze the essay as a genre, themes and messages of the essay, the author’s conception, linguistic devices to realize modality, components of argumentation and the process of turning essay into a photo-essay. The paper analyzes literary and scientific essays by British and American authors, S. King, S. Fry, R. Dawkins and E. Yudkowsky, and describes the means realizing the genre-forming features of the essays. The paper also argues linguistic devices to realize the author’s opinion, imagery and smooth dialogue between the author and the reader and characterizes the features of the composition, length and themes of the essay. On analyzing the essays, we prove that each essay is about one topic, it consists of 750-1500 words, its composition depends on the topic and is usually free, the author’s opinion determines the type of narration, be it ironic, pessimistic, reflecting or lyrical, the devices to realize imagery are of stylistics, i.e. metaphor, hyperbole, simile etc., while the devices to realize the dialogue between the author and the reader are of language, i.e. rhetorical questions, swear words and words of address. We also state that the means realizing the genre-forming features of the essay are determined by the purpose of the essay, which is to present the author’s way to interpret the problem, in a more emotional way for a literary essay and in a more objective way for a popular scientific essay.

Keywords: essay, genre-forming features, the author’s opinion, free composition, imagery.

Natalya V. ANISKINA

e-mail: aniskinanv@mail.ru

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

Olga V. MURDUSKINA

e-mail: o.murduskina@tltsu.ru

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

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4. Filimonova N.Iu., Seregina O.L. Formirovanie navyka pis'mennoi rechi s pomoshch'iu esse pri obuchenii inostrannomu iazyku [Teaching writing skills to L2 students: Essay writing]. Aktual'nye voprosy professional'nogo obrazovaniia, 2018, no. 3(12), pp. 18–22.
5. Tolstova D.N. Esse kak autentichnoe sredstvo otsenivaniia uchebnoi deiatel'nosti studenta [Essay as a unique tool to assess the student’s activity]. Obuchenie, testirovanie i otsenka, 2017, no. 17, pp. 128–133.
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16. Semenov V.E. Svoboda i potentsial'nye vozmozhnosti. Esse o pravovom progresse [Freedom and potential opportunities. Essay on legal progress]. Filosofskie nauki, 2017, no. 10, pp. 95–119. 
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The article deals with the issues of preparing students to produce spontaneous monologic utterance in dialogic communication. Particular attention is paid to what is necessary to envisage in the process of student’s preparation to spontaneous monologic utterance in a foreign language, i.e. the ideas, the sources of the ideas and a capability of identifying and understanding these ideas. Student’s ability to record formulated ideas and present them as simple elementary sentences according to the problem is becoming an important aspect. The authors make detailed studies of producing spontaneous monologic utterance on the basis of the fixed ideas expressed in denotations as the chain of lexemes. Drawing on the research of foreign dialogic communication teaching methodology, the authors put forward the definition of communicative situation as a dynamic system of the partners interaction in certain conditions, based on the mutual activity of the subjects on solving discourse communicative cognitive tasks and including a number of systematically meaning-related components of the microsituation.

In the section devoted to methodology the authors consider the principles of academic staging, pedagogics of psychodrama, the theory of close connection and intersectionality of sensor channels – intelligence, thinking, language, speech. The article highlights and describes specific peculiarities of dialogic communication, gives a definition to dialogism. Addressed also are important issues of the process of student’s preparation to spontaneous monologic utterance in dialogic communication in the process of microsituation role-playing on the basis of some methods, techniques, exercises, content and sequence of stages and steps of mastering skills and abilities of spontaneous utterance as a monologic activity in close connection with informative reading, writing and listening.

Keywords: dialogic communicating, spontaneous monologic utterance, communicative microsituation, idea, subject-context conditionality, simple elementary sentences, lexeme, sensor channels, intelligence, informative reading, psychodrama pedagogics. 

Tamara S. SEROVA

e-mail: tamaraserowa@yandex.ru

Doctor of Pedagogy, Professor, Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Karina V. TULIEVA

e-mail: shunya200583@mail.ru

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

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The article deals with the problem of designing and implementing technologies for developing special methodological skills of a foreign language teacher to work with students with disabilities. The specifics of the assessment process in inclusive foreign language teaching are provided, and its humanistic character is emphasized. Humanistic assessment is based on formative assessment using the technology of individualization and diversity. A brief review of Russian and foreign issues on the problem of humanistic assessment of knowledge and competencies is presented, and the main concepts in the course of research are clarified. Among the main skills, there is the ability to reflect on the results obtained and give feedback to participants in the educational process, evaluate and adjust the goals and content of training.

The authors highlight the need to develop skills for planning the process of evaluating knowledge of prospective foreign language teachers. Taking into account the psychological and pedagogical characteristics of a child with disabilities and the ability to build individual learning routes is a key competence of teachers of inclusive education. In this respect, the competence of a foreign language teacher includes socio-pedagogical, rehabilitation, consulting, diagnostic and correctional components.

The article presents practical ways to form the methodological skills of a future foreign language teacher to carry out humanistic assessment, the main of which are self-assessment training, development of manuals and guidelines for teaching atypical students, the development of communicative methods of teaching and evaluating children with disabilities.

Based on the conducted research, the conclusion is made about the need for special professional training of a foreign language teacher for educating students with disabilities, the need for purposeful work on the formation of humanistic assessment skills.

Keywords: humanistic assessment, methodological skills of teachers, students with disabilities, inclusive education, individualization and diversity of education.

Galina V. SOROKOVYKH

e-mail: pribyl28@mail.ru

Doctor of Education, Professor, Department of the French Language and Linguodidactics, Institute of Foreign Languages, Moscow City University (Moscow, Russian Federation)

Natalya G. PRIBYLOVA

e-mail: pribyl28@mail.ru

Candidate of Pedagogical Sciences, Associate Professor, Department of the English Language and Cross-Cultural Studies, Institute of Foreign Languages, Moscow City University (Moscow, Russian Federation)

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11. Sorokovykh G.V. [et al.]. Sovremennye sredstva otsenivaniia kachestva inoiazychnoi kompetentsii: teoriia i praktika [Modern methods for assessing the quality of foreign language competence: Theory and practice]. Moscow, 2019, 280 p.

12. Denisova L.R., Sorokovykh G.V. Denisova L.R., Sorokovykh G.V. Inostrannyi iazyk kak komponent sistemy inkliuzivnogo obrazovaniia mladshikh shkol'nikov [Foreign language as a component of the system of inclusive education of primary school children]. Inostrannye iazyki v shkole, 2017, no. 1, pp. 53–57.

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14. Pribylova N.G., Sorokovykh G.V. Inkliuzivnoe inoiazychnoe obrazovanie detei s narusheniiami zreniia [Inclusive foreign language education of children with visual impairment]. Srednee professional'noe obrazovanie, 2017, no. 8, pp. 51–53.

15. Sorokovykh G.V., Bobunova A.S. Nravstvenno-esteticheskoe obuchenie i vospitanie sredstvami SDO Moodle na urokakh angliiskogo iazyka [Moral and aesthetic education by means of Moodle at English lessons]. Inostrannye iazyki v shkole, 2018, no. 9, pp. 18–23.

The compelled transition of universities to distance learning revealed a number of organizational problems as well as those connected with students’ and teachers’ fitness to work in such a mode. To provide quality of distance education it is necessary to find out reasons causing the problems, analyze these reasons and suggest ways of their overcoming.

The analysis was conducted on the basis of the results of the initial stage of academic work in a distance learning mode at the Saratov State Law Academy’s language chair. The article describes the scheme of work used to teach the subjects the department is in charge of; the first results of this work. 

One of the revealed problems is students’ insufficient fitness for distance learning. To find out the reasons a survey was carried out, followed by the results analysis. In our analysis, the results of communication (through social networks and mobile messengers) with students and teachers were also taken into account. It was found out that students did not have sufficient skills of work on the platforms offered by the academy, even though they possess basic skills.

To solve the problem in the short term, it is offered to work out a simplified instruction for students and teachers, to use widely social networks and messengers for consulting students; in the long term, to train students in working on the offered platforms at information technology lessons, to choose/create new modern LMS having mobile applications.

Problems of distance education organization in emergencies, when overwhelming majority of universities transit to such mode, require further research from different prospects (legal and administrative problems, personal issues of students and teachers).

Keywords: distance education, informational-educational environment, Moodle, digital generation, information competence, English.

Elena G. VYUSHKINA

e-mail: vyushkina@mail.ru

Candidate of Pedagogical Sciences, Professor, Department of the English Language, Saratov State Law Academy (Saratov, Russian Federation)

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The article focuses on the topical issue of internal and external motivation of students. In the context of this work, motivation is defined as a drive to engage in activities that meet the needs of an individual. The urge to conduct scientific research is not a gene-deep trait when it comes to present-day students, but it can be formed externally to a certain extent. The article analyzes some possible ways to increase the motivation of future translators and interpreters for doing research projects. These ways involve both teacher’s explaining the practical and professional value of research work of any level or genre and student’s admitting and appreciating this value. The author’s opinion is based upon survey of the latest academic literature on the topic, as well as the author’s teaching experience and observations of scientific research work of students. There is a correlation between the future field of occupation and the choice of field of academic study. A systematic and elaborate study of the research topic chosen for course projects and bachelor’s thesis results in graduates’ acquiring a supplementary highly specialized translation profile which would increase their competitive advantages on language services market. Perfection of language competence and editing skills, proficiency in public speaking and communicating ideas properly, ability to search for and analyze big amounts of data in very short terms are the factors that contribute to graduate’s professional development as a translator/interpreter and bring satisfaction with the results of the work performed. The article also highlights the urgent need to structure and reconsider the educational materials which contradict to their prime target to facilitate students’ introduction to scientific research due to their over-sophisticated and pompous language and lack of clear illustrative guidance and easy solutions to complicated issues.

Keywords: graduation thesis, motivation, translation student, scientific research, professional activities, research results, practical application.

Anna N. MALYAVINA

e-mail: maljawina@yandex.ru

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

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When learning Chinese as a foreign language, especially in the first years of study, mastering vocabulary and memorizing characters become the most challenging, which is why choosing the right teaching method can significantly improve the effectiveness of teaching Chinese. Developing effective methods of teaching Chinese still remains relevant and is acutely faced by domestic linguistics and linguodidactics. This article describes a part of the experiment aimed at analyzing the effectiveness of the available methods of teaching Chinese by identifying the features and factors that affect the process of memorizing and forgetting Chinese characters when teaching Chinese as a foreign language.

In this experiment, the author analyzed the vocabulary list for learning Chinese as a foreign language (corresponding to level B1 of the Hanban standard). The vocabulary list includes 600 Chinese characters needed to pass the HSK Level 3 examination. In the course of the research, the process of memorizing and forgetting the lexical minimum for level B1 of Hanban standard was analyzed by an experimental way involving the group of students of the philological specialty of Perm State University. Based on the data obtained, the cognitive features and patterns of memorizing and forgetting characters were studied, groups of the most difficult characters were identified, the processes of memorizing and forgetting characters were described, and the effectiveness of methods for memorizing hieroglyphs was analyzed.

Keywords: Chinese language, Chinese teaching, teaching methods, Chinese characters, memorizing characters, forgetting characters, vocabulary, HSK 3 vocabulary list. 

Gengtian REN

e-mail: rengengtian@upc.edu.cn

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

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The internationalization of education and, as a consequence, the increase in the number of academic mobility programs pose a challenge for foreign language teachers to prepare students to study in a foreign language academic environment, where lectures are one of the main forms of educational organization. The problem of teaching academic listening comprehension and note-taking has become especially relevant in the modern methodology of teaching foreign languages, since listening comprehension is one of the most difficult aspects of the foreign language learning. The purpose of this article is to develop a teaching methodology that will help to improve the skills of academic listening comprehension and note-taking, taking into account the level of students' foreign language competence, as well as their motivation to learn a foreign language. The article presents the results of a survey conducted among students of technical specialties, which confirm the low level of students’ motivation to learn the foreign language in their first year of study. Based on the data obtained, the authors developed a methodology for teaching listening and taking notes of academic lectures using lectures of massive open online courses as a source of authentic English-language lectures in specialized disciplines and a tool to increase motivation to learn the foreign language. The methodology was tested at Peter the Great St. Petersburg Polytechnic University during the experimental training of first-year students of technical specialties. The results obtained during the experiment testify to the effectiveness of using lectures of online courses within the framework of the training methodology developed by the authors and aimed at developing academic listening comprehension and note-taking skills, which is also confirmed by the statistical analysis using Student's t-test, chi-square test and Fisher’s exact test.

Keywords: methodology of teaching listening, teaching listening, English for academic purposes, academic lectures, online lectures, taking notes of a lecture, note-taking.

Svetlana S. ANDREEVA

e-mail: andreeva.teacher@gmail.com

Assistant Lecturer, Department of Foreign Languages, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

Olesya D. MEDVEDEVA

e-mail: olesyateacher@bk.ru

Assistant Lecturer, Department of Foreign Languages, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

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15. Gal'skova N.D., Gez N.I. Teoriia obucheniia inostrannym iazykam: Lingvo-didaktika i metodika [Theory of teaching foreign languages. Lingvodidactics and methodology]. 6th ed. Moscow, Akademiia, 2009.

16. Gillett A. Using English for Academic Purposes for students in higher education. Available at: http://www.uefap.net/ (accessed 12 April 2020).

17. Ivanova P.O., Krylova E.A. Rol' motivatsii pri distantsionnom obuchenii studentov vysshei shkoly [The role of motivation in distance learning of university students]. Innovatsionnaia nauka, 2016, no. 12-3. Available at: https://cyberleninka.ru/article/n/rol-motivatsii-pri-distantsionnom-obuchenii-studentov-vysshey-shkoly (accessed 16 April 2020).

18. Bataev A.V. Electronic learning as the condition of improvement in quality of learning of engineering and economic personnel. Proc. 2017 IEEE 6th Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations), SPUE 2017 (St. Petersburg, Nov. 15–17, 2017). St. Petersburg, 2017, pp. 103–106. DOI: 10.1109/IVForum.2017.8246063.

The governments have realized that universities in the modern world are not only sources of national cultural pride but also represent the foundation of the future prosperity of the state, human capital and innovative ideas. The international prestige of the university is determined by the position it occupies in numerous international rankings. This position depends heavily on science citation indexes for published academic papers and methodological papers of its faculty members. However, most high quality, peer-reviewed scientific journals accept articles in English and require standard language of academic communication. The article advances the general principle of the English language academic writing, analyses existing recommendations and reveals difficulties regarding the problem. Exercises have been developed for Master of Science students of various technical profiles in Peter the Great St. Petersburg Polytechnic University. Each module offers tasks for independent search and work on various parts of a scientific article in the specialty of a graduate student with a further discussion of the features and patterns in the classroom. To test the effectiveness of the proposed method, a pedagogical experiment was conducted. Analysis of the experiment results showed a significant increase in indicators, especially in the ‘content’ component. The smallest change is observed in the ‘grammar’ component, which is considered to a lesser extent in the author's methodology. The author's methodology allows to expand the professional and academic competence of students, help them get the skills necessary to participate in international seminars and conferences and to publish papers in foreign scientific journals.

Keywords: teaching methodology, writing scientific papers, the English language, international scientific communication.

Ekaterina N. NIKONOVA

e-mail: kate_nikonova@mail.ru

Candidate of Pedagogical Sciences, Associate Professor, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

Olga Yu. KHARLAMOVA

e-mail: HarlamovaOlga@yandex.ru

Candidate of Pedagogical Sciences, Associate Professor, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

Olga S. ZHEREBKINA

e-mail: olga-shishigina@mail.ru

Candidate of Pedagogical Sciences, Senior Lecturer, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

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The purpose of teaching Russian as a foreign language is to obtain communicative competence, an ability to solve urgent communication tasks by means of a foreign language in everyday, educational and cultural life; an ability to use the facts of language and speech to achieve communication goals, an ability to develop a dialog in the various conditions of speech communication. A student possesses communicative competence if he or she successfully solves the problems of mutual understanding and interaction with native speakers of a language in direct or indirect contact in accordance with the norms and traditions of the culture of this language. From a psychological point of view, communicative competence is, first of all, a personal ability to organize his or her speech activity in its productive and receptive forms, adequate to the communication situation [1, p. 98].

The experiment performed aims at increasing the communicative competence of Persian-speaking students. The purpose of the analysis is to eliminate the interfering influence of phonetic phenomena of the native language (Persian) on the studied (Russian) and correct the students' pronunciation to comply with the norms of modern Russian literary language using special instrumentation techniques.

The article compares the acoustic characteristics of Russian fricative consonants based on the category of voiceless-voiced sounds in the Iranian audience. The difference in pronunciation of fricative consonants by a native speaker of the Russian language and Iranian students causes an accent among Iranians. The authors of the article conducted an experimental study to identify the main problems.

Keywords: fricative consonants, Russian consonants, Persian consonants, voiceless and voiced consonants, Praat software, acoustic characteristics. 

Alireza VALIPOUR

e-mail: alreva@ut.ac.ir

Candidate of Philological Sciences, Professor, Department of Russian Language, Faculty of Foreign Languages and Literatures, Member of Academic Council, University of Tehran (Tehran, Iran)

Mohammad JAMALZAD

e-mail: mjamalzad1984@gmail.com

PhD Student, Teaching assistant, Department of Russian language, Faculty of Foreign Languages and Literatures, University of Tehran (Tehran, Iran)

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The article describes methods of the work with Russian animated fairytale film ‘The Flying Ship’ at Russian as a foreign language class. The work is divided into three stages: pre-viewing, viewing and post-viewing ones. Concernment and involvement of students into active discussion at all stages are important factors of reaching education goals. Different methods providing real communication in learning environment such as a talk, a discussion, acting out dialogs, making stories or role games are suggested for use in the process of the work with the cartoon divided into problem-based logical parts. The work with any cartoon promotes students’ activity, raises interest, and assures conditions for creative self-expression both for a teacher and a student as well as language immersion. During the communication within a simulated problem-based situation a foreigner participates in dialogs, learns to give full answers to questions, and articulates his or her ideas in Russian. The presented work lets foreign students reach a common understanding with representatives of a foreign culture and helps to create environment for learning the culture of their target language country, understanding peculiarities of national character and promoting adaptation of non-native speaker learners in Russian language environment.

Keywords: cultural linguistics, Russian as a foreign language, speaking skills development, problem-based situation, fairytale cartoon.

Yuliya A. MELNIK

e-mail: uliya0783@mail.ru

Lecturer of the Chair of Russian Language, Military University of the RF Ministry of Defense (Moscow, Russian Federation)

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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