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| 6751 | The main goal of creative tasks in linguodidactics is productive writing that transforms objects and situations or presents them in a new quality to solve real or imaginary problematic tasks related to verbal communication. The conditions of the creative task simulate a situation that requires the writer to imagine himself as a participant in communication in a certain role, and this can stimulate creative productive activity. Creative tasks that imply the need to create a productive text focused on a certain speech genre are appropriate for the task of teaching students of the medical and biological profile Russian as a foreign language. To set educational tasks on creative imitation of speech genres for foreign students of the medical and biological profile, one can use educational and popular science genres of medical discourse (calendars, booklets, infographics, posters); journalistic genres (publication in a blog or social network in the genre of “notes of a young doctor/scientist”, creation of aphorisms/captions for memes on medical topics, expansion of quotes and creation of comics on medical topics, etc.) and everyday genres (diary, leisure board games on medical topics, etc.). Unlike the genres of medical documentation, which imply a formally organized structure, the above-mentioned genres allow a free combination of genre parameters together with an individual author’s composition of information elements. Using the method of systemic modeling of the logical-semantic and compositional structure of the text, a model of a speech genre was developed, which participated in a sociological and pedagogical experiment, which made it possible to determine the linguodidactic potential of tasks based on creative writing aimed at mastering Russian as a foreign language in the field of educational medical communication. As a result, it was revealed that when performing creative tasks based on creative writing, independent identification of problems occurs in situations requiring the work of search, heuristic thinking. The linguodidactic potential of tasks based on creative imitation of the speech genre is that it develops flexibility and originality of thinking, the ability to generate hypotheses is formed, and the communicative competence of the future professional in the field of medicine develops. Keywords: creative tasks, genre writing, creative writing, Russian as a foreign language, medical and biological profile, educational and professional communication, medical Russian language, language for special purposes | ||||||
| 6752 | In the period of threat to the national sovereignty of the country, awareness of the value of the Motherland through the education and upbringing system will serve as the mobilizing force that will help us confront the challenges of the present time. However, numerous teachers are experiencing some problems in realization of the tasks of the patriotic education in general; and in particular, in developing the Motherland’s image during foreign language lessons. The teachers of European languages are suffering from specific difficulties in terms of maintaining fierce information war. The aim of the study was to rethink traditional approaches to organizing patriotic education in foreign language classes, the core of which is the formation of a personality that values its Motherland. The objectives of the research are in the study of the national experience of Motherland’s image development during foreign language lessons; underpinning of the importance to review longstanding norms in accordance with the current situation; the elaboration of new approaches in the development of patriotic education which will satisfy today’s requirements. The main directions of the research were constructed on the basis of empirical data results and the methods of comparison, generalization and analysis of literature data. The material of the research is the results of the practical experience of teaching the discipline ‘Foreign language’ to the students of linguistic faculties. The formation of the image of the Motherland in foreign language lessons should be based on the following principles: 1. Preservation of continuity. Work on patriotic education in foreign language lessons should be based on the best traditions of the national system of upbringing and education. 2. Formation of a holistic image of the Motherland. For a long time, knowledge about our country was transmitted fragmentarily and, as a rule, was only supplemented with some information about the country of the language being studied. It is important once again to assess the content of major disciplines with the aim to fill in the gaps which were made earlier and did not allow to see the multi-faceted image of the country. 3. The creation of a positive image of the country. It is essential to revise the curriculum with the aim to decently and informally cover the heritage of the country in specific sectors of economy and in the world landscape. 4. The development of the skill to criticize constructively by providing a weighted and critical analysis of the disadvantages, by being able to provide positive as well as negative sides. 5. The motivation to define the student’s personal opinion as an active citizen in our society. 6. The encouragement of the students’ proactivity. 7. The revealing of the most significant contemporary issues which require the youth active participation comprises the basis of the relevance principle. A special role in this paper is attributed to the personality of a teacher who develops the need to know more about their country; enables the formation of spiritual youth’s experience which serves as a basis for developing the feeling of love to Homeland; forms the sense of belonging to the common activity; teaches to see the ways to realize their own possibilities in favor of the motherland. On the contemporary stage it is important to be aware of the significance of the individual algorithm to the acquisition of the Motherland’s image among students, as well as the skills not only in presenting this image to a representative of another culture but also in guarding the interests of the Motheland’s image. Keywords: foreign languages, higher education, fatherland, homeland, patriotic education, national identity, civic position | ||||||
| 6753 | The purpose of the article is to trace the act of communication of A. S. Pushkin’s poetic text in its pragmatic orientation; an act of emotive influence of the Russian language, Russian culture and manifestation of the Russian mentality in Pushkin’s works. The task is to find out: 1) the linguistic essence of the text; 2) extralinguistic orientations, taking into account: the author; the addressee (who are they – “To the Slanderers of Russia”); correlation with the historical, social and cultural context (Pushkin’s attitude to the Polish-Russian issue; Russian-French context (in particular); relations between Russia and the West (in general); provocativeness of the text in relation to liberal-minded compatriots. The article presents the text in linguodidactic consideration during classes on Russian as a foreign language with philology students; educational material has been developed for a practical course on intercultural communication, including co-study of the Russian language, history, literature and culture. Work on the text is carried out in the context of a communicative approach, revealing the informative, semantic and pragmatic essence of a literary text; Not only the “language technique” is studied, but also the culture of the country. In the process of working on a literary text, students get acquainted with the history of Russia, the mentality of the Russian people, reflect on problematic issues and communicative tasks – the desire and ability to “think for themselves” (critical thinking) is gradually formed, and the need arises to share thoughts in Russian. Philology students (3–4 years), analyzing the text, reflecting on it, learn to understand the processes taking place today in modern society - in the year of the 225th anniversary of the great Russian poet. Pushkin’s ingenious prophetic text, problematic issues, communicative tasks and line-by-line analysis of the text “To the Slanderers of Russia” help foreign students understand historical realities, teach them (“while their hearts are alive for honor”) to think critically, and therefore to prevent problems intercultural communication. The research materials were the theoretical works of scientists (linguists, methodologists, historians), reflection of many years of teaching experience at the university. Methods of complex analysis of text and discourse were used, as a result of which the pragmatic orientation of A. S. Pushkin’s ode was revealed – the “spirit” of the great Pushkin text and the “spirit” (albeit not strong in the knowledge of the history and culture of Russia, but searching, thinking) - the “spirit” of the reader. The emotive impact on the contemporaries of A. S. Pushkin, and us, reading these poems in the year of the 225th anniversary of the genius, is equally strong and provocative. Keywords: methods of teaching Russian as a foreign language, ode to “Slanderers of Russia” by A. S. Pushkin, educational material for a practical course on intercultural communication, co-study of the Russian language, history, literature and culture | ||||||
| 6754 | The subject of modern professional competencies of translators and interpreters and relevancy of them adjustment in the era of the progress in machine translation and artificial intelligence are discussed. The problem of correlation of translation and MT-editing is defined; the question of changing the status of the translator and the authorship of the products is also raised. The point of the requirement to notice that translation/ interpreting was made by artificial intelligence is debatable. The ethical and confidential considerations of translation when using artificial intelligence technology are the important aspects considered in the article. Under present conditions of increased competition in the market of higher education, when words about the disappearance of the translators are becoming more insistent and a post-editor of ma chine translation, who will only need to learn how to use machine translation tools in simple professional training or additional education courses, is the most likely successor, the problem of translators’/ interpreters’ studies is strongly focused. Thus situated the key criteria for measuring of effectiveness of performance is the competence of a MT-post-editor to evaluate how accurate an AI-assisted translation is. Particularly notes that there are a number of areas in which artificial intelligence does not outperform human intelligence, therefore not be able in the near future to replace a human translator: for example, literary translation, namely translation of poetry, translation from ancient languages (Latin, ancient Greek) and medieval literature translation. In the case of literary translation, weak productivity of artificial intelligence relates to the problem of transfer of the pragmatic component, and in the context of ancient texts – the lack of database for teaching artificial intelligence. Thus, the importance of union of classical training in translation and acquisition of modern translation technologies for the successful integration of graduates into the professional sphere is emphasized. Keywords: occupational standards, didactics of translation, professional competences, post-MT editing | ||||||