The topic outlined in the article attracts an invariably high theoretical interest of linguists. For centuries literary translation (especially of English and French authors) contributed to the development of intercultural relations. The reference to discourse and discursive analysis is conditioned by the fact that the very concept of discourse means such communication in the process of which people (communicants) understand each other. Understanding is the disclosure of the meanings that people convey to each other in the process of information exchange, the disclosure of effects of these meanings against the backdrop of cultures to which a sender (one who reports information) and a receiver (who attains this information) belong. Discourse communication based on the process of understanding can make a definite contribution to the rapprochement and understanding of English and Russian cultures.

The article investigates the specificity of a literary text, allowing to consider it as a discourse and suggesting a relevant method of its translation – discourse analysis. The purpose of the article is to reveal the specifics of literary translation, which is carried out by the method of discourse analysis. Discursive analysis in the case of its real implementation has cultural effects, promotes better understanding of people, which removes various kinds of tension in the relationship and is the basis for the development of trust between people and cultures.

Despite a controversy of the definitions of discourse there is an invariant – its orientation to the semantic understanding of the text, achieved by discourse analysis through the involvement of extralinguistic factors in the narrative description of the characters and the plot. These factors (“discursive formations” according to M. Foucault) create an opportunity through translation to attach the reader to a foreign culture, to understand and accept it.

Keywords: discourse, discourse analysis, extralinguistic factors, understanding, culture.

Svetlana K. GURAL

e-mail: gural.svetlana@mail.ru

Doctor of Pedagogy, Professor, Honored Dean of the Faculty of Foreign Languages, National Research Tomsk State University (Tomsk, Russian Federation)

Galina I. PETROVA

e-mail: seminar2008@mail.ru

Doctor of Philosophy, Professor, Department of Ontology, Theory of Cognition and Social Philosophy, National Research Tomsk State University (Tomsk, Russian Federation)

Irina I. TRAVINA

e-mail: irochka.travina@qmail.com

Senior Lecturer, Department of English Philology, National Research Tomsk State University (Tomsk, Russian Federation)

Oksana S. GOLOVKO

e-mail: oksana0101@list.ru

Postgraduate Student, Faculty of Foreign Languages, National Research Tomsk State University (Tomsk, Russian Federation)

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The article deals with metaphorical representation of knowledge about space in various text types within the framework of transdiscursive transformation of metaphor model. The text types in question represent expert, semi-expert and non-expert knowledge in three types of discourse: scientific, scientific-popular and popular. Similarities and differences in conceptual structures as well as the proportion of unique and common conventional and novel metaphors within the conceptual structures of these texts are described. The research is carried out using a transdiscursive corpus based on research papers and monographs by S. Hawking and his books A Brief History of Time and George’s Secret Key to the Universe. The analysis of corpus data with the help of a method we have developed for studying transdiscursive transformation of metaphor model showed that conceptual structures of different text types are different due to the increase of unique elements in the transition from expert to non-expert levels. This tendency holds only when all types of conceptual metaphors are considered and breaks down when conventional and novel metaphors are treated separately. Significant differences are found only between scientific and popular texts whereas no significant difference is observed when scientific and scientific-popular texts as well as scientific-popular and popular texts are compared against each other. This finding indicates that the conceptual structure undergoes the most significant changes in the direct transition from expert to non-expert levels, in particular when scientific knowledge is supposed to be communicated to children. Qualitative analysis shows that conceptual metaphors can be transferred from scientific texts to scientific-popular and popular texts and from scientific-popular to popular texts because they either help to conceptualize knowledge created by the author or, in author’s opinion, facilitate the most the understanding of concepts he describes.

Keywords: discourse, conceptual metaphor, novel metaphor, conventional metaphor, three-dimensional model of metaphor, S. Hawking.

Mariya V. SUVOROVA

e-mail: suvorovamary@yandex.ru

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

Svetlana L. MISHLANOVA

e-mail: mishlanovas@mail.ru

Doctor of Philology, Professor, Head of Department of Linguodidactics, Perm State National Research University (Perm, Russian Federation)

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3.   Mishlanova S.L., Utkina T.I. Metafora v nauchno-populiarnom meditsinskom diskurse (semioticheskii, kognitivno-kommunikativnyi, pragmaticheskii aspekty) [Metaphor in scientific-popular medical discourse (semiotic, cognitive-communicative, pragmatic aspects)]. Perm, Perm State University, 2008.

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The support of foreign scientific communication, especially in the field of natural sciences, implies the need to study the vocabulary used for this purpose.

The article deals with the lexical content used in English scientific texts in the field of physics: statistical data on the usage of terms and general scientific vocabulary are given, the process of changing the meanings of lexical units is analyzed. The authors analyze the regularities of the usage of terminological and other special vocabulary in English-language Internet publications on research of the superconductivity phenomena.

The investigated vocabulary reflects the speech-thinking actions that accompany the experiment's description, its process and results. The analysis of the texts also shows that the vocabulary which is directly related to the scientific sphere is presented by a very small volume. The number of references on each lexical unit in the text is very high. Such repeated usage of the same terms produces the effect of their diversity. Depending on the context, some lexical units can acquire new meanings.

Basing on the analysis of the vocabulary of texts in the field of superconducting research, the authors conclude that the term system of physics is expanded, mainly not by the emergence of new terms, but by the use of existing lexical units, which have acquired new meanings and act in a new function. It is possible to assume that the similar phenomena characterize other terminological systems.

Such studies are necessary to create a lexical database of glossaries, thesauruses or thematic terminology dictionaries in the field of physics and neighbouring scientific disciplines. The presented statistical data can be used at training of neural networks and in modern translator programs.

Keywords: scientific style of speech, vocabulary for special purposes, general scientific vocabulary, common vocabulary, terms, physics, superconductors, frequency.

Oleg V. SYROMYASOV

e-mail: syoleg2007@yandex.ru

Candidate of Pedagogical Sciences, Associate Professor, Department of Linguistics and Translation, M.E. Evsevev Mordovian State Teachers’ Training Institute (Saransk, Russian Federation)

Aleksey M. RADIN

e-mail: radin74@mail.ru

Candidate of Philological Sciences, Associate Professor, Department of Linguistics and Translation, M.E. Evsevev Mordovian State Teachers’ Training Institute (Saransk, Russian Federation)

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The problem of translation quality assessment refers to the normative branch of Translation Studies and is commonly related to basic translation requirements and assessment criteria. According to the linguistic paradigm, the concept of translation quality is based on the theories of equivalence, adequacy and norms of translation. Communicative-functional paradigm views translation as an activity, which means that successful results can only be achieved through the choice of translation methods and strategies corresponding to the conditions and parameters of a particular communicative situation. An effective way to investigate and optimize any activity lies in the use of modeling methods which highlight a particular aspect or the most important qualities and characteristics of the object under examination. This article covers one of the possible ways to research translation quality assessment procedures in the sphere of translation industry, i.e. carried out in the companies that offer translation and interpreting services. The model of translation process is built with the application of structural-functional modeling method which enables us to present the situation with translation quality assessment in the industry and can also be used for the optimization purposes. In order to build the model that provides the most adequate representation of the process being studied, the most convenient methodology proved to be SADT (Structured Analysis and Design Technique) with the IDEF0 notation (Integration definition for functional modeling). The methodology in question has been effectively used in structural system analysis for modeling different kinds of information systems. Data collection for our model included questionnaire survey conducted in translation companies and the analysis of professional quality standards.

Keywords: translation quality assessment, linguistic paradigm, communicative-functional paradigm, translation industry, translation quality standards, method of structural-functional modeling.

Elena A. KNYAZHEVA

e-mail: knel@cs.vsu.ru

Candidate of Philologigal Sciences, Associate Professor, Department of Theory of Translation and Intercultural Communication, Voronezh State University (Voronezh, Russian Federation)

Anastasiya S. OSIKINA

e-mail: nastusha57@mail.ru

Second Year Student of Master’s Degree Programme on Philology, Department of Theory of Translation and Intercultural Communication, Voronezh State Univer­sity (Voronezh, Russian Federation)

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At its current stage of development, the linguistic science still continues exploring the text and its linguistic aspects. This paper focuses on marketing texts playing an important role in conveying messages to existing and potential consumers of company products. The research draws on English marketing texts sourced from web pages of software vendors such as Microsoft and SAP. The communicative task of such texts is to convey to recipients, that is, to potential clients, some information about the benefits of software solutions showcased by vendors, thus motivating the customers to purchase the software products offered. Hence, the most important functions of the marketing texts under study are the informative and appellative ones. These are the functions which determine the way the content- and composition-related means of the texts under analysis are selected eventually forming their textual categories. The goal of the research is to identify and define such composition- and content-related means of the textual categories of the English marketing text in the information technology (IT) industry. English marketing texts of Microsoft and SAP web pages have been compared. The composition- and content-related means of the texts under study have been analyzed from the so-called “field” perspective (theme, tonality, time, space) and composition. The analysis undertaken has revealed that the textual categories of text composition, theme, tonality, as well as time and space, find a specific manifestation which is typical of the marketing texts as a result of the communicative task of such texts. Having been identified during the comparative analysis, the uniform combination of the content- and composition-related elements of different levels forms the systemic features of IT-related English marketing texts.

Keywords: textual category, marketing text, function, content, composition.

Natalya V. SOKOLOVA

e-mail: ntlk0@mail.ru

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

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12. Alekseeva I.S. Translatologicheskie tipy teksta. Opyt klassifikatsii. Ch. II [Translatological types of texts. Classification experience. Part II]. Vestnik Sankt-Peterburgskogo universiteta. Seriia 9. Filologiia. Vostokovedenie. Zhurnalistika, 2008, iss. 3, part I, pp. 32–40.

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The role of anthroponyms in excursion discourse is described. The authors differentiate such concepts as “anthroponym” and “anthroponymics”, carry out a structural classification of anthroponyms in the excursions discourse and reveal the functional significance of anthroponyms. The examples shown herein are taken from the the “Last Mile” audio tour of the city of Saransk, prepared by the Tourist Center of the Republic of Mordovia for the World Cup 2018, from the video tour of the S.D. Erzya Mordovian Museum of Fine Arts, and also from the book by I.A. Anashkina “Mordovia and Finland in focus”; some of the examples were translated into English by the authors of the article. Based on the classification of anthroponyms by T.V. Myaskovskaya and V.V. Semina, the authors single out nicknames, cryptonymes, pseudonyms, mononyms, determine their frequency and come to the conclusion that in the excursion discourse all types of anthroponyms are used, except cryptonyms, which is fully explained by the specifics of this type of discourse. The authors also draw attention to the importance of using cultural studies in the use of anthroponyms, the purpose of which is to eliminate a lack of the relevant background knowledge in recipients belonging to a foreign language culture. Based on the study, the authors argue that the representation of anthroponyms helps to enrich the addressee with information about the foreign language system of naming, with knowledge of the country’s culture in its past and present, allowing a foreign recipient to see the full multi-faceted picture of the foreign language world.
Keywords: excursion, anthroponym, anthroponymics, structural classification of anthroponyms, language, culture, eponymy.

Irina V. SEDINA

e-mail: sedina64@yandex.ru

Сandidate of Philological Sciences, Associate Professor, Chair of Speech Theory and Translation, Ogarev Mordovia State University (Saransk, Russian Federation)

Anastasiya K. FROLOVA

e-mail: frolova.nac2012@yandex.ru

Second Year Master’s Degree Student, Chair of Speech Theory and Translation, Ogarev Mordovia State University (Saransk, Russian Federation)

1.   Kubriakova E. S. O poniatiiakh diskursa i diskursivnogo analiza v sovremennoi lingvistike: obzor [About the concepts of discourse and discourse analysis in modern linguistics: Review]. Diskurs, rech', rechevaia deiatel'nost': funktsional'nye i strukturnye aspekty. Moscow, INION RAN, 2000, pp. 7–25.

2.   Anashkina I.A. et al. Mordovia and Finland in focus. Saransk, Mordovia State University, 2016, 164 p.

3.   Saransk audio excursion ‘The last mile’, available at: https://turizmrm.ru/what-to-visit/excursions/saransk-the-last-mile (accessed 12 October 2018).

4.   Likhanov M.V. Ekskursionnyi diskurs: k modeli opisaniia [Excursion discourse: To the description model], available at: www.pandia.ru/text/80/279/5823.php (accessed 2 October 2018).

5.   Onomastika Rossii [Onomastics of Russia], available at: www.onomastica.ru/terms (accessed 2 October 2018).

6.   Karasik V.I. Iazykovoi krug: lichnost', kontsepty, diskurs [The language circle: Personality, concepts, discourse]. Volgograd, Peremena, 2004, 390 p.

7. Rut M.E. Antroponimy: razmyshleniia o semantike [Anthroponyms: Reflections on semantics]. Izvestiia Ural'skogo gosudarstvennogo universiteta, 2001, no. 20, pp. 176–182.

8.   Chigasheva M. A. Assotsiativnyi potentsial antroponimov v nemetskom i russkom iazyke [Associative potential of anthroponyms in German and Russian languages]. Vestnik Brianskogo gosudarstvennogo universiteta, 2015, no. 2, pp. 319–323.

9.   Miaskovskaia T.V., Semina V.V. Osobennosti klassifikatsii istoricheskikh antroponimov [Features classification of historical anthropo-nyms]. Science and World International Scientific Journal, 2014, vol. 2, no. 12 (16), pp. 52–55.

10. Videoekskursiia v muzei Er'zi [Mordovian Erzia Museum of Visual Arts]. Video excursion, available at: http://erzya.info/video/vip/10/myvideo/videoehkskursija_
v_muzej_ehrzi_saransk_1_shast (accessed 2 October 2018).

11. Skoptsova E.A., Savina E.V. Obuslovlennost' smyslovogo razvitiia pri perevode ekskursionnykh tekstov [Conditionality of semantic development in excursion texts translation]. Filologicheskie nauki: voprosy teorii i praktiki, 2016, no. 12 (66), pp. 176–178.

12. English – London Sightseeing video excursion, available at:  https://www.youtube.com/watch?v=WFRR0zC70-0 (accessed 2 October 2018).

13. Vasil'eva Iu.Z., Sharapova I.V. Vazhnost' navyka perevoda atributivnykh grupp dlia perevodchika nauchno-tekhnicheskoi literatury [The importance of a skill to translate attribute groups for translators of scientific and technical literature]. Lingvisticheskie i kul'turologicheskie traditsii i innovatsii. Proc. of XIV Int. Sci.-Pract. Conf. Tomsk, 12–15 November 2014. Tomsk, Tomsk Polytechnic University, 2014, pp. 60–66.

14. Leichik V.M.  Obsuzhdenie problem eponimii v sovremennoi nauke [Discussion of the eponymy issues in modern science], available at: http://www.ling-expert.ru/conference/langlaw1/leitchik_epomyms.html (accessed 03 October 2018).

15. Golovina L.S. Etnokul'turnaia semantika imeni sobstvennogo i ee leksikograficheskaia reprezentatsiia inoiazychnomu adresatu [Ethnocultural semantics of a proper name and its lexicographical representation to a foreign recipient]. Abstract of Ph.D. thesis. Volgograd, 2013, 23 p.

The article deals with the problem of taboo meaning translation in the literary works by W. Shakespeare. Taboo meaning is understood as a concept which, taking into account the presuppositional context of a definite discourse situation, a communicator interpretes as a communicative prohibition (taboo). Traditionally taboo concepts (the ones which a speaker considers improper, impolite, undecent or tactless) are rendered by euphemisms. Euphemisms as effective verbal means of expressing socially unacceptable phenomena are diverse and numerous in Shakespeare’s masterpieces. As a rule euphemistically rendered taboo notions are easy to handle in translation if their meanings are transparent enough for comprehension. Nevertheless, some of Shakespearean euphemisms represent nonce formations based on some historical or cultural phenomena. Such cases complicate perception and translation of character’s statements. Thus, the paper dwells on the major translation difficulties related to national specific character of euphemisms; translations of taboo meanings provided by various Russian interpreters (P. Vainberg, M. Lozinsky, B. Pasternak, P. Melkova and P. Gnedich) are analyzed from the pragmatic viewpoint. Various translation decisions are compared and the most adequate ways of rendering taboo notions present in Shakespeare's works are revealed. The author highlights significance of preliminary research of the XVI century England’s life ways and realia for adequate translation of Shakespeare’s plays. Moreover, personality of the interpreter, his/her moral and ethic values often determine the ways of translating taboo notions.

Keywords: taboo meaning, euphemism, translation, transformation, stylistic device, metaphor.

Guzel A. VILDANOVA

e-mail: guzelec@gmail.com

Candidate of Philological Sciences, Associate Professor, Department of Foreign Languages and Translation Studies, Kazan Innovative University (Kazan, Russian Federation)

1.   Popova Ia.V. Kommunikativnaia obrabotka tabuirovannykh rechesmyslov v institutsional'nykh diskursivnykh praktikakh [Communicative adaptation of taboo speech meanings in institutional discursive practices]. Kazanskaia nauka, 2014, no. 1, pp. 137–141.

2.   Vil'danova G.A. Evfemiia i printsip vezhlivosti v sovremennom angliiskom iazyke: gendernyi aspect [Euphemy and principle of politeness in contemporary English: Gender aspect]. Moscow, Direkt-media, 2015, 162 p.

3.   Vil'danova G.A. Instinkt evfemizatsii [Euphemization instinct]. Vestnik TGPU, 2016, no. 3 (168), pp. 15–19.

4.   Williams G. Shakespeare’s sexual language: Glossary. London, Continuum, 2006, 352 p.

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6.   Holder R.W. How not to say what you mean. A dictionary of euphemisms. Oxford University Press, 2002, 501p.

7.   Shakespeare W. Taming of the shrew (Russ. ed.: Shekspir U. Ukroshchenie stroptivoi. Transl. P. Melkova, available at: http://www.lib.ru/SHAKESPEARE/ shks_text3.txt (accessed 25 August 2018)).

8.   Shakespeare W. Taming of the shrew (Russ. ed.: Shekspir U. Ukroshchenie stroptivoi. Transl. P. Gnedich, available at: http://lib.ru/SHAKESPEARE/shks_taming3.txt (accessed 25 August 2018)).

9.   Shakespeare W. The Tragedy of Othello, the Moor of Venice (Russ. ed.: Shekspir U. Otello. Transl. P. Vainberg, available at: http://lib.ru/SHAKESPEARE/ shks_othello4.txt (accessed 25 August 2018)).

10.    Shakespeare W. The Tragedy of Othello, the Moor of Venice (Russ. ed.: Shekspir U. Otello. Transl. M. Lozinskii, available at: http://lib.ru/SHAKESPEARE/
othello2.txt (ac-cessed 25 August 2018).

11.    Shakespeare W. The Tragedy of Othello, the Moor of Venice (Russ. ed.: Shekspir U. Otello. Transl. B. Pasternak), available at: https://predanie.ru/shekspir-uilyam-william-shakespeare/book/218132-otello-per-boris-leonidovich-pasternak/ (accessed 25 August 2018).

12.    Vil'danova G.A., Saifutdinova A.R. Perevod tabuirovannykh smyslov v proizvedeniiakh U. Shekspira [Translation of taboo meanings in Shakespeare’s works]. Te-oriia i praktika iazykovoi kommunikatsii. Proc. of X Int. Sci.-Pract. Conf. Ufa, RIK UGA-TU, 2018, pp. 52–57.

13.    Shakespeare W. The Tragedy of Hamlet, Prince of Denmark, available at: https://www.opensourceshakespeare.org/views/plays/play_view.php?WorkID=hamlet&Act=3&Scene=1&Scope=scene (accessed 05 September 2018).

14.    The Tragedy of Hamlet, Prince of Denmark (Russ. ed.: Shekspir U. Gamlet, prints datskii. Transl. B. Pasternak), available at: https://www.e-reading.club/chapter.php/
65055/12/Shekspir_-_Gamlet%2C_princ_datskiii_%28Pasternak%29.html (accessed 05 September 2018).

15.    Shekspir. Monolog “byt' ili ne byt'...” v russkikh perevodakh XIX–XX vekov [Shakespeare’s ‘To be or not to be’ monologue in Russian versions of XIX–XX], available at: http://www.lib.ru/SHAKESPEARE/tobeornottobe.txt_with-big-pictures.html (accessed 05 September 2018).

16.    Shchalpegin O.N. Potentsial'nye vozmozhnosti evfemizma [Euphemism potential]. Tekst: struktura, semantika, stilistika. Proc. of Int. Conf. in honour of Prof. E.I. Dibrova. In 2 parts. Moscow, MSLU, 2015, pp. 79–89.

17.    Kunitsina E.Iu. “Politkorrektsiia” russkogo Shekspira: Dan' mode ili nasushchnaia neobkhodimost'? [“Political correction” of Russian Shakespeare: Fashion or necessity?]. Vestnik Irkutskogo gosudarstvennogo lingvisticheskogo universiteta, 2009,
no. 1, pp. 21–31.

The article is devoted to the questions of perceiving, identifying, understanding and structuring macrotext’s and macrohypertext’s thematic content in the process of flexible translation reading within translation process. The characteristics and types of macrotext and macrohypertext are reviewed. The functions of topic-oriented referent reading in bilingual verbal communication are discussed. The authors also discuss genre types and language units of macrotext and macrohypertext as objects of flexible translation reading. In the process of flexible translation reading a translator works with the genres of research paper, abstract, encyclopaedic article, records in scientific and technical glossary, scientific and technical articles from online research journals. Flexible translation reading and further translation (full and gist translation) are done with the following small speech units of macrotext and macrohypertext: microtext, paragraph, extract, autonomous coherent text, informative astract, indicative abstract, information fragment, figure, schemes in a particular field. The analytical-integrative part of the paper offers an information-purpose analysis (T.M. Dridze), keywords as referents in the macrotext of a scientific journal are revealed, along with structural-text units which contain information essential for a recipient (titles and subtitles, paragraph, abstract, subtext as a fragment). A translated version of the analysed fragment is produced with a focus on particular enquiry from a recipient. Lexical-thematic structures of fragments of macrohypertext (electronic paper and electronic glossary in the field of ecology) are built. Text thematic structures of keywords as referents of macrotext fragments of two types (fragments with linguistic means and a fragment with both linguistic and non-linguistic means) are constructed for the “Quality of water” domain.

Keywords: flexible translation reading, translation, thematic content, referent, text lexical-thematic structure, text thematic structure, understanding, macrotext, macrohypertext, source text.

Elizaveta L. ZAVODNIKOVA

e-mail: lizaz2@yandex.ru

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

Yuliya Yu. CHERVENKO

e-mail: j.chervenko@yandex.ru

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

1. Krylova E.V. Didakticheskie osnovy organizatsii makroteksta dlia obucheniia inoiazychnomu informativnomu chteniiu. Angliiskii iazyk, pervyi etap [Didactic foundations of the organization of macrotext for teaching informative reading in a foreign language. English language, first stage]. Abstract of Ph.D. thesis. Moscow, 1994, 20 p.
2. Serova T.S. Fragmentarnyi pis'mennyi perevod v mezh"iazykovoi kommu­nikatsii [Fragmentary translation in interlingual communication]. Lingvistika XXI veka. Proc. of Fed. Sci. Conf. Ekaterinburg, 2004, pp. 149–153.
3. Serova T.S., Pipchenko E.L., Chervenko Iu.Iu. Makrotekst i giperteksty kak ob"ekt gibkogo inoiazychnogo chteniia i istochnik informatsii v uchebno-issledovatel'skoi deiatel'nosti studentov [Macrotext and hypertexts as an object of flexible foreign reading and information source for students' re-search work]. Iazyk i kul'tura, 2016, no. 2 (34), pp. 157–176.
4. Shadrina V.N., Skliarova E.A. Preimushchestva giperteksta dlia poz-navatel'noi deiatel'nosti [The advantages of hypertext for cognitive activity]. Nauka. Iskusstvo. Kul'tura, 2014, no. 4, pp. 109–117.
5. Siul'zhina N.K. Metodika sozdaniia i didakticheskoi organizatsii giperteksta pri izuchenii teoreticheskikh distsiplin v professional'noi podgotovke spetsialista-perevodchika [Methods of creation and didactic organization of hypertext in the study of theoretical disciplines in professional translator training]. Abstract of Ph.D. thesis. Ekaterinburg, 2006, 24 p.
6. Chervenko Iu.Iu. Obuchenie studentov tekhnicheskogo vuza tematicheski napravlennomu referentnomu chteniiu na inostrannom iazyke [Teaching the subject-focused reference reading in a foreign language to engineering students]. Ph.D. thesis. Ekaterinburg, 2018, 225 p.
7. Raskopina L.P. Obuchenie gibkomu professional'no-orientirovannomu ino­ia­zych­nomu chteniiu v protsesse professional'noi podgotovki perevodchika [Teaching the flexible, profession-oriented foreign-language reading in professional translator training]. Abstract of Ph.D. thesis. Ekaterinburg, 2005, 21 p.
8. Popova T.G., Rudneva M.A. Kommunikativno-pragmaticheskaia organizatsiia nauchno-tekhnicheskogo teksta [Communicative pragmatic organization of scientific technical text]. Vestnik RUDN. Ser. Lingvistika, 2015, no. 2, pp. 104–112.
9. Serova T.S., Chervenko Iu.Iu. Obuchenie poiskovo-referentnomu chteniiu inoiazychnykh istochnikov v seti internet [Teaching search-referent reading of the internet texts in foreign language]. PNRPU Linguistics and Pedagogy Bulletin, 2014, no. 9, pp. 3–12.
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11. Glew D., Stringer L.C., Acquaye A., McQueen-Mason S. Evaluating the potential for harmonized prediction and comparison of disposal-stage green-house gas emissions for biomaterial products. Journal of Industrial Ecology, 2017, vol. 21, no. 1, pp. 101–115.
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15. Minakova L.Iu., Piliukova A.V. English through natural science. Tomsk, Tomsk university, 2012, 114 p.

The main question is related to the problem of conceptualization of the proper name. From the semiotic point of view, the transformation of the index sign (Jane Austen) into a symbolic one becomes the main mechanism for the development of the concept. The article presents two interrelated issues: the ability to delineate the boundaries of the conceptual space ‘Jane Austen’ and the definition of the reasons for the conceptualization of this name in modern British culture. The semantic structure of the concept includes a system of essential concepts through which the phenomenon of personality and creative work of J. Austen is represented in modern British culture. This conceptual system was distinguished by the material of English texts devoted to the life and work of the novelist – biographies (including works combining the genre of biography and philological or cultural research), philological, historical and cultural, as well as popular scientific works devoted to the replication of Jane Austen in modern mass culture. Among the authors of the texts are both branches of janeism: ‘academics’ and ‘amateurs’, which determine the credibility of the ideas about the process of conceptualization. The first ones ‘enliven’, ‘actualize’ Austen, while the second are professional researchers of Austen, critics and literary scholars.

The main reasons for the conceptualization of Austen are both sociocultural (the desire of readers to preserve national values in the era of globalization, the success of the film adaptations of her novels), and are associated with the linguistic peculiarities of her texts (stylistic charm).

Methodologically, the article fits into the framework of sociology of literature, but the semiotic method of research is also used.

Keywords: proper name, index-symbolic sign, concept, janeism, Jane Austen.

Alyona V. KOSTYRYA

e-mail: chern.av@hotmail.com

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

1.   Deleuze Gilles, Guattari Felix. Qu'est-ce que la philosophie? (Russ. ed.: Delez Zh., Gvattari F. Chto takoe filosofiia? St. Petersburg, Aleteiia, 1998, 288 p.).

2.   Popova Z.D., Sternin I.A. Kognitivnaia lingvistika [Cognitive linguistics]. Moscow, AST, Vostok-Zapad, 2007, 225 p.

3.   Soldatkina T.A. Bazovye kontsepty angliiskogo i frantsuzskogo paremiolo-gicheskogo fonda [Basic concepts of English and French paremiological fund]. Nauchnoe obozrenie. Filologicheskie nauki, 2013, no. 6, available at: http://science-education.ru/ru/article/view?id=10970 (accessed 02 February 2018).

4.   Kostyria A.V. Krugi na vode: Dzhein Osten i setevoe prostranstvo literatury [Circles on water: Jane Austen and the network space of literature]. Universum: Filologiia i iskusstvovedenie, 2016, no. 11 (33), pp. 14­–17.

5.   Kipling Rudyard. The Janeites (Russ. ed.: Kipling R. Dzheinisty, available at: http://www.proza.ru/2006/11/08-116 (accessed 11 January 2018)).

6.   Copeland E., McMaster J. The Cambridge companion to Jane Austen. Cam-bridge, Cambridge University Press, 2010, 302 p.

7.   Gabrielle M. Fan Phenomena: Jane Austen. Bristol, Intellect Ltd, 2015, 156 p.

8.   Harman C. Jane’s fame: How Jane Austen conquered the world. Edinburgh, Canongate Books, 2009, 342 p.

9.   Austen Leigh J.E. A memoir of Jane Austen and other family recollections. Ox-ford World’s Classics. Oxford, Oxford University Press, 2002, 352 p.

10. Byrne P. The real Jane Austen: A life in small things. N.Y., Harper, 2013, 380 p.

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The article deals with the formation of complex lexical meanings that belong simultaneously to several semantic classes. The analysis focuses on vocabulary of two interacting denotative spheres – Sport and Motion. The complex semantic nature of this vocabulary is formedby the specificity of intersecting denotative classes, where the former relates to the social sphere, and the latter is specifically physical.

General characteristics of motion (the donor sphere) are selectively used in the vocabulary of specific groups of the sports sphere, such as Sports and sports games, Sports exercises, Sports person, etc. The particular characteristics, primarily those of subject-objective and attributive type (of space and time, as well as the mode of action) tend to have different relevance. For instance, subject-objective relations in the situation of motion are fundamental for the lexical meanings of the groups Sports person and Sports equipment and devices. Among the spatial characteristics of the situation of motion, the most significant are those of the “direction” and “environment (or place)”. The most important temporal feature is the “speed” of movement. The attributes of the “motion method” group describe the peculiarities of the main driving force, as well as those of “difficulty” and “frequency” (or “rhythm”) of the movement.

The undertaken analysis of such close and at yet different in their nature denotative classes of Sport and Motion is concluded with defining the prospects of complex semantics studies, including the possibility of using the provided outcomes in theoretical semantics and lexicographical practice.

Keywords: complex semantics, denotative sphere, sport, motion, lexical meaning, semantic feature, ideographic dictionary.

Hossein M. DANESHIANSHAKHRBAF

e-mail: hosein.dani@bk.ru

Postgraduate Student, Chair of Fundamental and Applied Linguistics and Textology, Ural Federal University named after B.N. Yeltsin (Yekaterinburg, Russian Federarion)

1.   Bol'shoi tolkovyi slovar' russkikh sushchestvitel'nykh: Ideograficheskoe opi­sa­nie. Sinonimy. Antonimy [Great explanatory dictionary of Russian nouns: Ideographic description. Synonyms. Antonyms]. Ed. L.G. Babenko. Moscow, AST-Press, 2008.

2.   Bol'shoi tolkovyi slovar' sinonimov russkoi rechi [Great explanatory dictionary of Russian synonyms]. Ed. L.G. Babenko. Moscow, AST-Press, 2008.

3.   Slovar'-tezaurus russkikh prilagatel'nykh. Raspredelenie po tematicheskim gruppam [Dictionary-thesaurus of Russian adjectives distributed according to thematic groups]. Ed. L.G. Babenko. Moscow, Slovari.ru, 2016.

4.   Kontseptosfera russkogo iazyka: kliuchevye kontsepty i ikh reprezentatsii v iazyke i rechi (na materiale leksiki, frazeologii i paremiologii): Slovar' [Russian conceptosphere: Key concepts and their representations in language and speech (on the basis of vocabulary, phraseology and paremiology): Dictionary]. Ed. L.G. Babenko. Moscow, Azbukovnik, 2017.

5.   Slovar'-tezaurus sinonimov russkogo iazyka [Dictionary-thesaurus of Russian synonyms]. Ed. L.G. Babenko. Moscow, Slovari XXI v., 2017.

6.   BTS – Bol'shoi tolkovyi slovar' russkogo iazyka [Great explanatory dictionary of Russian language]. Ed. S.A. Kuznetsov. St. Petersburg, Norint, 2000.

7.   Russkaia glagol'naia leksika: peresekaemost' paradigm [Russian verbal lexicon: Crossability of paradigms]. Ed. L.G. Babenko. Ekaterinburg, Ural University, 1997.

8.   Russkaia glagol'naia leksika: denotativnoe prostranstvo [Russian verbal lexicon: Denotative space]. Ed. L.G. Babenko. Ekaterinburg, Ural University, 1999.

9.   Kobozeva I.M. Lingvisticheskaia semantika [Linguistic semantics]. Moscow, Editorial URSS, 2000.

10.    Mukhina I. K. Prilagatel'nye sfery “Sport”: problemy ideograficheskogo opisaniia [Adjectives of the concept sphere “sports”: Ideographic description issues]. Problemy istorii, filologii, kul'tury, 2009, no. 2 (24), pp. 588–592.

11.    Pereslegina E.R. Sopostavitel'nyi analiz russkikh i frantsuzskikh glagolov dvizheniia pri obuchenii inostrannykh studentov russkomu iazyku [Comparative analysis of Russian and French verbs of movement in teaching Russian to international students]. Ph.D. thesis. Nizhny Novgorod, 2002.

12.    Gak V.G. Sopostavitel'naia leksikologiia: (Na materiale frantsuzskogo i russkogo iazykov) [Comparative lexicology: The French and Russian]. Moscow, 1977.

13.    Shaikhislamova Z.G. Istoriia izucheniia glagolov dvizheniia v raznosistemnykh iazykakh [History of studying the verbs of motion in multi-systemic languages]. Vestnik Bashkirskogo universiteta. Ser. Filologiia i iskusstvovedenie, 2012, vol. 17, no. 3 (I), pp. 1610–1614.

14.    Giunesh B. Osobennosti semantiki glagolov dvizheniia v russkom i turetskom iazykakh [Peculiarities of semantics of verbs of motion in Russian and Turkish languages]. Russkii iazyk za rubezhom, 2013, no. 3, pp. 66–72.

15.    Iarema E.V. Funktsional'no-semanticheskie osobennosti glagolov dvizheniia (na materiale raznosistemnykh iazykov) [Functional and semantic features of motion verbs (on the basis of multi-systemic languages)]. Abstract of Ph.D. thesis. Maykop, 2008.

16.    Tolkovyi slovar' russkikh glagolov. Ideograficheskoe opisanie. Angliiskie ekvivalenty. Sinonimy. Antonimy [Explanatory dictionary of Russian verbs: Ideographic description. English equivalents. Synonyms. Antonyms]. Ed. L.G. Babenko. Moscow, AST-Press, 1999.

17.    Bitekhtina G.A., Iudina L.P. Sistema raboty po teme “Glagoly dvizheniia” [The system of research on “verbs of motion”]. Moscow, Russkii iazyk, 1985.

The paper covers the issues of context-situational teaching to produce monologue utterances within a foreign language dialogic communication, on the basis of verbal communicative microsituations. Special attention is paid to the study of dialogue’s organizational forms connected with different teaching methods such as game playing, role playing, stage show method, psychodrama technology of teaching foreign languages.

The authors consider in details general theoretical and didactical grounds of microsituation role playing as a means of teaching monolog utterance in a foreign language, in particular: principles, basic and optional components of microsituation, their content and functions. An emphasis is put on such components as the communicants involved in interaction, their roles, information, thoughts as an object of all language activities and verbal communication, linguistic context, object-verbal context and others.

The paper justifies and investigates some key aspects of microsituation role-playing arrangement. It is carried out on the basis of methodic techniques, procedures, exercises in stage show technology, psychodrama and respective practice while teaching improvisational foreign language monologue utterances to technical university students. The authors also explore the stages and content of an actualization of the techniques, procedures, exercises in psychodrama technology in close connection with communicative and context methods of a foreign language teaching. A case describes a number of techniques and exercises, which allow organizing individual work of the students and the forms of group, collective interaction in the foreign language verbal communication.

Keywords: verbal communicative situation, monologue utterance, communication, context, language activity, game methods of teaching, thoughts, information, methodology, technology of teaching, student, interaction.

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)

Elena L. PIPCHENKO

e-mail: elenapipchenko@yandex.ru

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

1.   Kagan M.S. Mir obshcheniia [The world of communication]. Moscow, Izdatel'stvo politicheskoi literatury, 1988, 319 p.

2.   Serova T.S., Pipchenko E.L., Tulieva K.V. Situatsii i situativnaia obuslovlennost' inoiazychnogo vyskazyvaniia v dialogichskom rechevom obshchenii pri obuchenii inostrannomu iazyku v tekhnicheskom vuze [Situations and situational dependence of foreign language utterance in dialogic communication while teaching foreign language at technical university]. PNRPU Linguistics and Pedagogy Bulletin, 2018, no. 3, pp. 107–126.

3.   Serova T.S. Psikhologiia perevoda kak slozhnogo vida inoiazychnoi rechevoi deiatel'nosti [Psychology of translation as a complex type of discourse activity]. Perm, 2001, 211 p.

4.   Zimniaia I.A. Psikhologiia obucheniia nerodnomu iazyku [Psychology of teaching a foreign language]. Moscow, Russkii iazyk, 1989, 219 p.

5.   Serova T.S. Professional'no-orientirovannoe integrativnoe vzai-mosviazannoe obuchenie inostrannym iazykam i distsiplinam estestvennonauchnogo i obshchetekhnicheskogo tsiklov na pervom etape bakalavriata v politekhnicheskom universitete [Profession-centered integrative interrelated teaching of foreign languages and natural science and technical disciplines at the first stage of bachelor’s training at polytechnic university]. Integrirovannoe obuchenie inostrannym iazykam i professional'nym distsiplinam. Opyt Rossiiskikh vuzov. Ed. L.P. Khaliapina. St. Petersburg, St. Petersburg Polytechnic University, 2018, pp. 73–125.

6.   Zhinkin N.I. Psikholingvistika: Izbrannye trudy [Psycholinguistics: Selected works]. Moscow, Labirint, 2009, 288 s.

7.   Zimniaia I.A. Psikhologicheskie aspekty obucheniiu govoreniiu na inostrannom iazyke [Psychological aspects of teaching to speak in a foreign language]. Moscow, Prosveshchenie, 1985, 160 p.

8.   Goreva T.A. Serova T.S. Formirovanie umenii kommunikativno-rechevogo vzaimodeistviia pri obuchenii inoiazychnomu delovomu obshcheniiu [Developing skills of discourse interaction in teaching business communication in a foreign language]. Perm, Perm State Technical University, 2005, 167 p.

9.   Dufeu Bernard. Der Zugang zur Fremdsprache in der Psychodrama-turgie. Zielssprache Englissh, 1992, no. 1, Zeitschrift fur den Englischunterricht in der Erwachsenenbildung, SS. 8–15.

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12.    Pipchenko E.L., Sabitova A.R., Serova T.S., Tulieva K.V. Vysshie uchebnye zavedeniia i sistema obrazovaniia v neftegazovoi sfere v Rossii i za rubezhom [Higher education institutions and education systems of oil-and-gas industry in Russia and abroad] Ed. T.S. Serova. Perm, Perm National Research Polytechnic University, 2018, 121 p.

13.    Moskal'skaia O.I. Grammatika teksta [Text grammar]. Moscow, 1981, 183 p.

14.    Serova T.S., Sabitova A.R. Modelirovanie prostykh predlozhenii inostrannogo iazyka pri formirovanii leksiko-grammaticheskikh navykov informativnogo chteniia [Modeling simple sentences in a foreign language when forming lexical and grammatical skills of informative reading]. PNRPU Linguistics and Pedagogy Bulletin, 2018, no. 2, pp. 110–121.

15.    Verbitskii A.A. Aktivnoe obuchenie v vysshei shkole: kontekstnyi podkhod [Active teaching at the higher school: Context approach]. Moscow, Vysshaia shkola, 1991.

16.    Kitaigorodskaia G.A. Metodika intensivnogo obucheniia inostrannym iazykam [Methodology of intensive teaching of foreign languages]. Moscow, Vysshaia shkola, 1986, 103 p.

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The article discusses the issues of organizing cadet’s scientific research activity at a military higher education institution as an integrating element of various stages and forms of education. Active operations with illustrative materials presented in a graphic-text format or infographics is thought to be one of the avenues to organize research activity of cadets as actors of the military scientific community. The authors argue that infographics activities are the most effective in the process of foreign languages learning. In this regard, an interdisciplinary analysis of the definitions, types and functions of infographics is fulfilled. The authors’ own definition of infographic competence is given, its basic characteristics are described together with its composition as interrelated combinations of knowledge, skills and abilities. It is stressed that infographic competence has a receptive and productive nature since it aims at capability to perceive, comprehend, comment on and, simultaneously, create infographics which clearly and concisely illustrate the content of scientific profession-oriented texts. An algorithm is proposed of the trainee’s actions in the process of infographics generation. The results of the cadets’ survey regarding the value-motivational attitude to research activity, organization of independent work, importance of infographic competence are given. In conclusion, the authors summarize that infographic competence plays an important role in the cadet’s independent research activities at a military higher education institution, emphasizing a high teaching potential of the foreign language course, as well as further application of the acquired skills, abilities and knowledge on infographics for other disciplines.

Keywords: foreign language, infographics, infographic competence, scientific research activity, cadets of a military higher education institution.

Elena V. ALIKINA

e-mail: elenaalikina@yandex.ru

Doctor of Pedagogical Sciences, Head of the Department of Foreign Languages, Linguistics and Translation, Perm National Research Polytechnic University (Perm, Russian Federation)

Tatyana B. RAPAKOVA

e-mail: rapakovat@list.ru

Lecturer, Department of Foreign Languages, Perm Military Institute of National Guard Troops of the Russian Federation (Perm, Russian Federation)

1. Dobrovolskov O.V. Nauchno-issledovatelskaia deiatelnost kursantov kak factor professionalnogo stanovleniia ofitsera (na primere Ulianovskogo-tehnicheskogo instituta) [Cadets’ scientific research as a factor of an officer’s professional development (by the example of Ulyanovsk technological institute)]. Ph.D. thesis. Ulyanovsk, 2011.
2. Bulgakova M.V. Pedagogicheskoe sodeistvie stanovleniiu gotovnosti kursantov voennogo vuza k issledovatelskoi deiatelnosti [Pedagogical assistance to the cadets at the military higher education institution in scientific research readiness]. Ph.D. thesis. Chelyabinsk, 2005.
3. Tishin S.A. Razvitie tvorcheskogo potentsiala kursantov voenno-inzhinernogo vuza v nauchno-issledovatelskoi deiatelnosti [Creativity development of the cadets at the military-engineering higher education institution during scientific research]. Ph.D. thesis. Novosibirsk, 2012.
4. Semenova E.V. Annotirovanie inoiazychnogo teksta kak sredstvo povysheniia kachestva uchebnyh dostizhenii studentov [Foreign text abstracting as a means to increase quality of the students’ learning achievements]. Ph.D. thesis. Saratov, 2007.
5. Perfilova М.А. Primenenie metodov aktivnogo obucheniia inostrannomu iazyku kursantov v vuze gosudarstvennoi protivopozharnoi sluzhbi [Application of the active learning methods in teaching a foreign language to cadets at the higher education institution of the state fire department]. Ph.D. thesis. St. Petersburg, 2004.
6. Klepatskaia I.N. Obuchenie chteniiu professionalno orientirovanyh tekstov na inostrannom iazyke kursantov voennogo vuza [Teaching of the professional oriented texts reading in foreign languages of the cadets at the military higher education institution]. Razvitie sovremennogo obrazovaniia: teoriia, metodika i praktika. Ed. О.N. Shirokov. Cheboksary, Interaktiv plius, 2015, no. 4 (6), pp. 154–156.
7. Dochkin S.A., Michurina E.S. Tehnologii vizualizatsii znanii kak neobhodimyi aspect podgotovki prepodavatelei universiteta [Visualization of knowledge technology as necessary aspect of university academic staff training]. Professional'noe obrazovanie v Rossii i za rubezhom, 2014, no. 3 (15), pp. 54–60.
8. Dochkin S.A. Aktivizatziia samostoiatelnoi raboty kursantov voennogo vuza sredstvami novyh informatsionnyh tehnologii [Independent work activation for the cadets at the military higher education institution by new information technologies].  Ph.D. thesis. Kemerovo, 2003.
9. Frolova M.A. Istoriia vozniknoveniia i razvitiia infografiki [History of infographics’ appearance and development]. Informatsionnye kompiuternye tehnologii v obrazovanii. Vestnik PGGPU, 2014, no. 10, pp. 135–145.
10. Friendly М. A brief history of data visualization. Psychology. Department and Statistical Consulting Service York University, 2006, pp. 43.
11. Kondratenko O.A. Infografika v shkole i vuze: na puti k razvitiiu vizualnogo myshleniia [Infographics in schools and universities: Underway towards visual thinking development]. Psihologiia. Pedagogika. Nauchnyi dialog, 2013, vol. 9 (21), pp. 92–99.
12. Basyrova A.E. Vizualizatsiia, nagliadnost, infografika: problema sootnosheniia poniatii [Visualization, visual aspects, infographics: Concepts relations]. Vizualnaia kommunikatsiia v sotsiokulturnoi dinamike. Proc. II Int. Sci. Conf. (Kazan, 24–25 November 2016). Kazan, Kazan (Privolzhsky) Federal University, 2016, pp. 416–418.
13. Sorokin Iu.A., Tarasov E.F. Kreolizovannye teksty i ikh kommunikativnaia funktsiia [Creolised texts and their communicative function]. Optimizatsiia rechevogo vozdeistviia. Moscow, Nauka, 1990, pp. 180–186.
14. Ostrikov S.V. Proektno-hudozhestvennoe modelirovanie infografiki: teoreti­ches­kie osnovy i prizipy [Project-artistic infographics’ modeling: Theory and principles]. Ph.D. thesis. Moscow, 2014.
15. Serova T.S. Informatsiia, informirovannost', innovatsii v obrazovanii i nauke. Izbrannoe o teorii professional'no-orientirovannogo chteniia i metodike obucheniia emu v vysshei shkole [Information, informedness, innovations in education and science. Selected papers on the theory of profession-oriented reading and related teaching methods at the higher school]. Perm, Perm National Research Polytechnic University, 2015, 442 p.
16. Krylov E.G. Formirovanie professional'nogo dvuiazychnogo leksikona v pro­tsesse integrativnykh zaniatii po inostrannomu iazyku i inzhenernym distsiplinam [Methods and techniques of forming professional bilingual lexicon in the process of integrative teaching engineering disciplines]. PNRPU Linguistics and Pedagogy Bulletin, 2015, no. 1, pp. 82–92.
17. Molodtsova N.G. Razvitie vizual'nogo myshleniia u detei mladshego shkol'nogo vozrasta na materiale proizvedenii zhivopisi [Development of visual cogitation in primary schoolers by painting artworks]. Ph.D. thesis. Nizhny Novgorod, 2001.
18. Makhrova M.M. Infografika kak instrument predstavleniia informatsii: lingvisticheskii aspect [Infographics as a tool of conveying information: Linguistic aspect]. Vestnik MGOU. Lingvistika, 2017, vol. 1, pp. 15–23.
19. Akhatova R.U. Vozmozhnosti primeneniia infografiki v protsesse obucheniia [Benefits of infographics in the teaching process]. Molodoi uchennyi, 2016, vol. 11, pp. 133–135.
20. Rendgen S. Information graphics. Berlin, Taschen, 2012.
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23. Zimniaia I.A. Issledovatel'skaia deiatel'nost' studentov v vuze kak ob"ekt proektirovaniia v kompetentnostno-orientirovannoi OOP VPO [Students’ research activity at the university level as a design object in a competence-oriented basic educational program of higher vocational education]. Moscow, Research Centre for Specialist Training Quality, 2010, 40 p.  

The article provides a linguocognitive analysis of video lessons on the Russian as a foreign language as a tool for the formation of communicative competences in the interlingual and intercultural environment. As a key factor in determining the effectiveness of communication, the mastery of skills and skills of categorization and conceptualization of reality by means of the Russian language is considered. A problem of the frame structure of the world’s language picture of a speaker is raised, as well as the ways of its effective representation by verbal and nonverbal semiotic units. The investigated subframes such as Greeting, Hobbies, and Color Designation allow demonstrating the complexity of the processes and ambiguity of the results of conceptualization inherent in the members of the Russian linguistic and cultural community. Fuzzy boundaries of concepts and categories, objectifying the world’s picture, their overlap and integration in the mental space of a speaker lead to misusing lexical and syntactic homonymy in discourse, to confusing/distorting situational framework of the statement, to errors in choosing an addressee of the message, in using interlingual equivalents with denotative and metaphorical meaning, etc.The analysis of subframes and their language representatives is given from the standpoint of the prototypical approach. The prototypical core, near-nuclear zone, near and far periphery of the category are distinguished, the criteria for the distribution of units, the possibility of their re-categorization under the influence of cognitive-discursive factors are substantiated. A description is made of lexical units with multidirectional axiological features and contact-establishing potential in the statement. The units of the Hobbies subframe are considered as a source of negative stereotypes about Russians. Russian and Spanish adjectives of color are compared as a resource of secondary nomination in the language. The sources of metaphorical concepts related to the referent with non-matching chromatic, achromatic or tint features are described.

Keywords: lingvocognitive analysis, frame structure, prototypical category, color metaphor, effective communication.

Tatyana E. LITVINENKO

e-mail: littatiana0424@gmail.com

Doctor of Philology, Head of the Department of Romance-Germanic Philology, Irkutsk State University (Irkutsk, Russian Federation)

Tatyana E. STARCHENKO

e-mail: tatianastar@bk.ru

Candidate of Philological Sciences, Associate Professor, Department of Romance-Germanic Philology, Irkutsk State University (Irkutsk, Russian Federation)

1. Ter-Minasova S.G. Iazyk i mezhkul'turnaia kommunikatsiia [Language and Cross-cultural communication]. Moscow, Slovo/Slovo, 2000.

2. Maslova V.A. Lingvokul'turologiia [Cultural linguistics]. Moscow, Akademiia, 2001.

3. Zhukova I.N., Lebed'ko M.G., Proshina Z.G., Iuzefovich N.G. Slovar' terminov mezhkul'turnoi kommunikatsii [Dictionary of Cross-cultural communication terms]. Ed. M.G. Lebed'ko, Z.G. Proshina. Moscow, Flinta, Nauka, 2013.

4. Popova Z.D., Sternin I.A. Kognitivnaia lingvistika [Cognitive linguistics]. Moscow, AST, Vostok-Zapad, 2007.

5. E.S. Kubriakova et al. Kratkii slovar' kognitivnykh terminov [Concise dictionary of cognitive terms]. Ed. E.S. Kubriakova. Moscow, Lomonosov Moscow State University, 1996.

6. Litvinenko T.E. Prototipichnost' vs. invariantnost' v opredelenii teksta [Prototype vs. invariant in the definition of text]. Vestnik Irkutskogo gosudarstvennogo lingvisticheskogo universiteta, 2012, no. 2, pp. 140–147.

7. Hablar ruso fácil. ¿Qué tal? ¿Cómo estás? Available at: https://www.youtube.com/watch?v=moa LF7EffPM (accessed 05 July 2018).

8. Formanovskaia N. I. Rechevoi etiket i kul'tura obshcheniia [Speech etiquette and culture of communication]. Moscow, Vysshaia shkola, 1989.

9. Formanovskaia N.I. Russkii rechevoi etiket: lingvisticheskii i metodicheskii aspekty [Russian speech etiquette: Linguistic and methodical aspects]. Moscow, Russkii iazyk, 1987.

10. Kubriakova N.S. Iazyk i znanie: Na puti polucheniia znanii o iazyke: Chasti rechi s kognitivnoi tochki zreniia. Rol' iazyka v poznanii mira [Language and knowledge: Towards acquiring the knowledge about language: Parts of speech from the cognitive point of view. The role of language in the world cognition]. Moscow, Iazyki slavianskoi kul'tury, 2004.

11. Boldyrev N.N. Kognitivnaia semantika [Cognitive semantics]. Tambov, Derzhavin Tambov State University, 2000.

12. Hablar ruso fácil. ¿Qué te gusta hacer? Hablar de tu hobby en ruso. Available at: https://www.youtube.com/watch?v=H41JcY1DSCI (accessed 06 July 2018).

13. Sternin I.A. Russkii rechevoi etiket [Russian speech etiquette]. Voronezh, Voronezh State University, 1996.

14. Hablar ruso fácil. Los 12 colores más usados en ruso. Available at: https://www.youtube.com/watch?v=2r9IV4m1274 (accessed 10 July 018).

15. Frumkina R.M. Psikholingvistika [Psycholinguistics]. Moscow, Akademiia, 2003.

The article is devoted to the organization of independent educational activities of students learning Russian as a foreign language at the stage of pre-university training. It considers the process of organizing independent work in the framework of traditional communicative approaches to learning a foreign language, in the framework of a personalized approach and using multimedia tools. Within the framework of the personal-active approach, special attention is paid to this form of independent work, where the student’s personality and cognitive activity are at the center of attention. The question of the insufficiency and limitations of the existing forms of independent work offered to students with communicative approaches to learning at the stage of pre-university training is raised. Particular attention is paid to the presentation of the project method in the practice of teaching Russian as a foreign language as a modern and effective form of organizing independent activities of students. The novelty of the research is seen in the consideration and justification of the possibility of using project activities in independent work of students even at the basic level of proficiency in Russian (A2). The article presents the author’s methodological development of the use of project activities in the classes of the Russian language as a foreign language (level A2-B1) at the preparatory faculty. The authors propose a step-by-step process for carrying out project activities in the context of the Linguodidactic program of mastering the Russian language, designed for two academic semesters. At the end, the paper justifies the necessity of using project activities as an appropriate form of independent work in the practice of teaching Russian as a foreign language at the stage of pre-university training. The benefits of using the project method for gaining research experience in Russian under the teacher’s guidance at the preparatory stage are noted.

Keywords: Russian as a foreign language, preparatory faculty, independent activities of students, project method, forms of organization of independent work, personality-oriented approach.

Mariya Yu. DOTSENKO

e-mail: aisum@mail.ru

Candidate of Philological Sciences, Associate Professor, Higher School of International Education Programs, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

Natalya O. ILINA

e-mail: nataliailina.list@rambler.ru

Candidate of Philological Sciences, Associate Professor, Higher School of International Education Programs, Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russian Federation)

1. Dotsenko M.Iu., Il'ina N.O. Osobennosti organizatsii uchebnogo protsessa po russkomu iazyku kak inostrannomu v ukrupnennykh gruppakh [The specifics of organizing educational process for the Russian as a foreign language in large groups]. Aktual'nye voprosy mezhdunarodnogo sotrudnichestva v obrazovanii. Ed. D.G. Arsen'ev, I.I. Bara­nova, V.V. Krasnoshchekov. St. Petersburg, 2017, pp. 83–88.

2. Merenkov A.V., Kun'shchikov S.V., Grechukhina T.I., Usacheva A.V., Vorot­ko­va I.Iu. Samostoiatel'naia rabota studentov: vidy, formy, kriterii otsenki [Independent work of students: Types, forms, evaluation criteria]. Ed. T.I. Grechukhina, A.V. Merenkov. Ekaterinburg, Urals Federal University, 2016, 80 p.

3. Guseva I.S., Rumiantseva N.M., Iurova Iu.V. Organizatsiia samostoiatel'noi raboty uchashchikhsia po RKI kak rezerv optimizatsii uchebnogo protsessa (dovuzovskii etap obucheniia) [Individual activity of students at lessons of Russian as a foreign language as a reserve of educational process optimization]. Vestnik Rossiiskogo universiteta druzhby narodov. Seriia: Voprosy obrazovaniia: iazyki i spetsial'nost', 2012, no. 3, pp. 157–164.

4. Atabekova A.A. Novye komp’iuternye tekhnologii v prepodavanii russkogo iazyka kak inostrannogo [New computer technologies in teaching Russian as a foreign language]. Moscow, RUDN, 2008, 245 p.

5. Zimniaia I.A. Lichnostno-deiatel'nyi podkhod kak osnova organizatsii obrazovatel'nogo protsessa [Personality–activity approach as a basis of the organization of the educational process]. Obshchaia strategiia vospitaniia v obrazovatel'noi sisteme v Rossii (k postanovke problemy). In 2 parts. Part 1. Ed. I.A. Zimniaia. Moscow, Research Centre for Specialist Training Quality, 2001, pp. 244–252.

6. Shchukin A.N. Metodika prepodavaniia russkogo iazyka kak inostrannogo [Methods of teaching Russian as a foreign language]. Moscow, Vysshaia shkola, 2003, 334 p.

7. Anipkina L.N. Metodicheskie osobennosti organizatsii samostoiatel'noi raboty studentov, izuchaiushchikh RKI v vuze [Methodical peculiarities of organization self-learning work for students learning Russian as a foreign language at the university in the modern educational paradigm]. Vestnik Rossiiskogo universiteta druzhby narodov. Seriia: Voprosy obrazovaniia: iazyki i spetsial'nost', 2015, no. 5, pp. 230–236.

8. Kozyreva N.Iu. Ob organizatsii samostoiatel'noi raboty studentov-inostrantsev na podgotovitel'nom otdelenii [About organization of independent work of foreign students at preparatory department]. Uchenye zapiski Tavricheskogo natsional'nogo universiteta im. V.V. Vernadskogo. Seriia Filologiia. Sotsial'nye kommunikatsii, 2011, vol. 24 (63), no. 2, part 2, pp. 203–207.

9. Atabekova A.A. Web-sait v obuchenii RKI [Web-site in teaching Russian as a foreign language]. Moscow, RUDN, 2003, 40 p.

10. Atabekova A.A., Shustikova T.V. Potentsial Interneta v obuchenii perevodu [The potential of the Internet in translation training]. Vestnik RUDN. Seriia Voprosy obrazovaniia: iazyki i spetsial'nost', 2004, no. 1, pp. 46–52.

11. Bogomolov A.N., Uskova O.A. Interaktivnoe distantnoe obuchenie i formy ego realizatsii v mul'timediinom kurse russkogo iazyka kak inostrannogo “Novosti iz Rossii” [Interactive distant learning and its forms in the multimedia course of Russian as a foreign language “News from Russia”]. Russkoe slovo v mirovoi kul'ture. Kruglye stoly. Proc. X Congress of International association of teachers of Russian language and literature. St. Petersburg, 2003, pp. 91–99.

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17. Filippova V.M. Metod proektov v obuchenii russkomu iazyku v'etnamskikh uchashchikhsia (iz opyta prepodavaniia) [Project method in teaching Russian to Vietnamese students (teaching experience reviewed)]. Russkii iazyk v sotsiokul'turnom prostranstve V'etnama. Hanoi, 2018, pp. 157–161.

The article is devoted to the problem of teaching listening comprehension in a consecutive one-way interpretation. Interpretation is considered as a complex multilevel mediated verbal and cogitative activity, which involves perception, comprehension, and understanding of the incoming information in one language, followed by its transfer by means of another language. A successful interpretation as a receptive activity depends on three critical components: acquired conceptual framework in a particular field, bilingual lexicon-thesaurus, and firm listening skills and abilities. Thus, the problem of identifying the best ways to build an individual lexicon and thesaurus for a specific domain becomes relevant.

Multimedia resources, both in the native and foreign languages, available in various Internet video hosting services seem to be a valuable source of information for the development of a personal domain-specific lexicon and thesaurus.

Lexicon and thesaurus for a certain branch of knowledge have a particular didactic potential when it comes to the development of auditory skills and abilities in the process of working with multimedia resources. According to T.S. Serova, the most efficient form of vocabulary presentation is a logical-semantic topic structure, including the key concepts' definitions and concept diagram.

The lexicon and thesaurus built on the basis of multimedia resources represent an end product that may be relevant for other translators. However, its particular value lies in the involvement of each translator in the process of developing an individual field-specific lexicon and thesaurus. This is important, as acquiring and developing listening skills and abilities of consecutive interpreting requires multiple operations and actions within the complex language activity. Based on the thesaurus approach of vocabulary building, the author develops a set of exercises, taking account of the psycholinguistic features of interpreter's listening comprehension activity.

Keywords: consecutive interpreting, interpreter's listening comprehension, individual field-specific lexicon and thesaurus, multimedia resources, logical and semantic topic structure, key words' definitions, concept diagram, interpreter's listening comprehension exercises.

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)

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Against the background of the ongoing development of Russian-Chinese relations, the modeling of a successful communication paradigm becomes a topical matter. Nowadays, the main goal of the teaching of foreign languages is a formation of communicative competence, as well as sociocultural competence, which is defined as the ability to use the knowledge of the national and cultural features of the country in the process of communication. Undoubtedly, Russian phraseology, especially in the field of gender relations, presents difficulty while teaching Russian to Chinese students. The reason is that the models of conceptual spaces “man” and “woman” in Russian and Chinese linguistic world images show significant differences. The purpose of this study is to determine the specifics of Russian gender-marked phraseological units by the Chinese audience in terms of designing the linguo-didactic principles of teaching Russian phraseology to Chinese students. The research of the gender specificity of phraseological units required a translation experiment involving the participation of Chinese students. As follows from the analysis of the data captured, the linguocultural barriers were identified in the understanding and the usage of Russian set expressions associated with the unique representation of gender concepts in Russian and Chinese languages: a multivalued understanding of the feminine and masculine categories, an inaccuracy in determination of positive and negative connotations of phraseological units, altered perception of nationally charged concepts. The obtained results can be used for further research on Russian and Chinese phraseology, gender stereotypes, linguocultural barriers in the methodology of teaching foreign language. The conducted research may find its practical implementation in the creation of a linguodidactic program on speech phraseology of Chinese students.

Keywords: gender, phraseological unit, linguoculture, linguocultural barrier, linguodidactic, phraseological transformation of speech.

Yana E. ANDREEVA

e-mail: y.e.andreeva@utmn.ru

Postgraduate Student, Assistant Lecturer, Department of General Linguistics, University of Tyumen (Tyumen, Russian Federation)

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This article considers the possibilities of applying the integrated approach in the process of teaching foreign languages in general and Japanese in particular. Nowadays, the integrated approach is used at various levels of the educational system and is gaining popularity in the area of teaching foreign languages, since the integration of several disciplines makes it possible to effectively achieve the goal in mastering the necessary competencies.

The article analyzes the existing opinions about the essence of the integrated approach in the structure of the education, as well as examples of its use in the system of both foreign and domestic linguodidactics. The author touches on the emergence of the integrated paradigm that has become mentioned more and more intensively in the socio-humanitarian studies. The origins of the integrated approach in Russian pedagogy and examples of the studies of integrated relations used in foreign language teaching are also briefly reviewed.

The article also proves the necessity of using the integrated approach in the process of teaching linguo-theoretical disciplines when teaching Japanese; points out the special nature of oriental languages and the sighs of systemic interconnection of its elements, which are interdependent and cannot be considered as isolated objects. The author provides examples of research works in the field of Japanese studies, in which the topic of teaching individual theoretical disciplines is addressed without taking into account the relationship between them. The article shows the potential of the method of content and language integrated learning (CLIL), the research materials from which can be used as a foundation for applying the integrated approach in teaching linguistic-theoretical courses to the students majoring in linguistics.

The article emphasizes the need to explore other types of integration in the methods of teaching foreign languages, and in particular Japanese, in order to meet the high requirements of linguo-theoretical training that are placed on language graduates.

Keywords: integrated approach, integrated learning, interdisciplinary links, Japanese language, linguistic disciplines, linguistic university, theoretical disciplines.

Kseniya V. BOLOTSKAYA

e-mail: hwarma@gmail.com

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

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The article is devoted to the substantiation of the scientific research “Modern approaches to the formation of social responsibility in higher education.” A comparative analysis of the theory and practice of training specialists of a polytechnic university, a study of the corporate demand for polytechnic university graduates allowed the author to identify the contradiction between the needs of the state, society and employers in socially responsible competent specialists and the insufficient level of actual social responsibility of higher school graduates. The author argues that the problem of developing social responsibility in students of higher education needs a new conceptual approach, applied educational support in certain pedagogical conditions. Various scientific views and modern approaches to understanding the pedagogical essence of the concepts of “responsibility” and “social responsibility” in higher education are considered. Responsibility is understood as a personal property of a higher order, since it is far from the natural needs of the individual and makes him/her a social being, capable of carrying moral, ethical and legal duties to humanity, society and the state. Paying respect to previous studies, the author highlights the specifics of his own research aimed at the formation of social responsibility in students of polytechnic university, majoring in “Technosphere safety”, fostering readiness for social responsibility to ensure technosphere safety. The formation of readiness for social responsibility in students majoring in “Technosphere safety” implements an idea of ​​integrating philosophical, legal, sociological and pedagogical knowledge on the subject matter. The author considers the most important factors in the development of social responsibility of students: a high interest in the disciplines studied from the standpoint of social responsibility, professional orientation towards implementing professional responsibility, adherence to the principle of “freedom of choice and responsibility” in the organization of educational activities.

Keywords: responsibility, social responsibility, professional activity, technosphere safety.

Andrey V. KOSHIK

e-mail: andriei-73@bk.ru

North-West District of the Federal Service of the Russian National Guard Troops, 17 Personnel Training Centre (Leningrad Region, Vsevolozhsky District, Lembolovo Settlement, Russian Federation)

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