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| 6501 | Introduction. The article is devoted to military collocations as a variety of terminological collocations limited to the sphere of military and military political discourse. The combinatorial semantic analysis of collocations with the component hybrid, extracted from military political texts published on the official website of NATO has been carried out in the article. The research novelty of the paper is in describing of variety of terminological collocations, in particular military collocations. The aim is to carry out combinatorial semantic analysis of collocations with the component hybrid in the English military political discourse. Material and methods. The main methods of the research are combinatorial semantic analysis, continuous sampling method, as well as frequency analysis. The material of the research was texts of speeches of NATO Secretary General (74 contexts), dictionaries of collocations and English explanatory dictionaries. Results of discussion. Based on the analysis of theoretical material on the nature of terminological collocations, military collocations as one of the subtypes of terminological collocations functioning in military political discourse have been identified and described. Depending on the presence or absence of a term in the collocation, two subtypes of military collocations have been distinguished: military terminological collocations and military collocations of terms. The main difference between military terminological collocations and military collocations of terms is that in military collocations of terms both the node and the collocation is the term. Military collocations of terms have a rich combinatorial potential and can be considered as polythematic units of language, because the node and collocate are a combination of different thematic areas (military and biosphere) in such collocations. The combinatorial potential of military terminological collocations with the component hybrid is limited by the context in case the node does not belong to the military sphere. Conclusion. As a result it is argued that the formation of military collocations of terms with the component hybrid is based on iterative sema while military terminological collocations are formed on the basis of a common classeme. The research perspectives is in identification of occasional military collocations in military publicistic texts and the analysis of combinatorial mechanisms in collocations of this kind. The obtained results can be used in compiling dictionaries of collocations in the military and military political sphere. Keywords: military collocation, military terminological collocation, military collocation of terms, military political discourse, combinatorial semantic analysis | 542 | |||||
| 6502 | Introduction. А sensational story of Parasha Lupolova, the daughter of an exile, who in 1805 walked on foot from Siberia to St. Petersburg to ask Alexander I for mercy for her convicted father, served as a basis for a number of literary works. A consistent plot (we further refer to it as “parasha’s plot”) based on this true story was formed in the first half of the XIX century. Eventually it became so popular that it was reproduced not only in the author’s, but also in anonymous works of fiction of the last quarter of the 19th century. At least two periods can be singled out in the history of the development of the “parasha’s plot”: period of formation (first half of the XIX century) and period of modification (late XIX – early XX centuries). Aim and objectives. Among the aims of the article are: to introduce into scientific circulation the discovered anonymous stories based on “parasha’s plot”; to study interconnections of these texts; to trace changes in the plot code of these anonymous stories; and finally – to establish whether the patterns of plot development are universal for all so-called secondary texts, regardless of the source of their plot. Material and methods. As material for the study, four anonymous stories on the “parasha’s plot” related to the last quarter of the 19th century were taken. The work uses comparative and structural methods, as well as the method of intertextual analysis. Results and discussion. Anonymous stories based on the “parasha’s plot” reveal a close interconnection at the textual level, which suggests a sequence in which they emerged. The plot code of each of the stories demonstrates deformations or “empty spaces” (lacunae), which define the direction for the development of the plot in each subsequent version. Conclusion. Anonymous stories which belong to the second period of “parasha’s plot” development represent its integral stage, which consists in its gradual deformation both at the level of plot elements and at the level of ideological content. At the same time, the modifications of the plot code in the anonymous stories confirm the regularities revealed in the analysis of the plot codes of the secondary texts regardless of their plot origin. Keywords: “parasha’s plot”, plot code, Parasha sibiryachka, Parasha Lypolova, Alexander Pushkin, “The Captain’s Daughter”, Nikolai Polevoi, Lydia Charskaya | 542 | |||||
| 6503 | Introduction.The article examines the topic of sea travel by Antonin Ladinsky using the example of the collection “Black and Blue”, the first in the poet’s work, in which the main lines of his poetry were formed, further developed in subsequent collections. Aim and objectives: to trace the semantics of sea navigation, taking into account the acmeistic influences on the poet by N. Gumilyov, for whom this topic was one of the main in his work and reflected the basic principles of the acmeistic worldview of the poet. Material and methods. The research methodology assumes a literary interpretation of lyric texts with an understanding of the theoretical foundations of the poetics of acmeism (“alien word”, polyphonic text, dynamic space, etc.). The method of intertextual analysis was also used when comparing texts belonging to different literary eras. Results and discussion. Ladinsky’s work was already the subject of scientific research, the poet’s orientation towards symbolism and acmeism was also noted, the difficulty of attributing his lyrics to any of these modernist movements was indicated. But sea voyage as the central theme of the first collection “Black and Blue” in the context of acmeistic poetics has not yet attracted the attention of researchers. We examined the influence of the Gumilev theme of sea voyages on the lyrics of Ant. Ladinsky in terms of the poet’s polemic with the master of acmeism, the originality of the topic under consideration is revealed in connection with his emigre experience. Conclusion. In the lyrics of Antonin Ladinsky, the sea voyage becomes a reflection of his path as an emigrant, and in this sence he argues with N. Gumilev, whose theme of sailing on the seas has a culturological meaning and reflects the acmeistic principle of cognizing Life through Art. The semantics of sea travel, in the context of acmeistic poetics, allows Ladinsky to say his word to the world, adding his voice to the mighty cultural choir of the singers of the sea. The acmeistic position turns out to be close to him by its earthly nature, and the symbolist one – by the awareness of the powerful force of otherness. Through dialogue with the “alien word”, the poet declares his own experience of mastering the world, which is different from both the Acmeists and the Symbolists. The tragic view of the world, conditioned by the situation of emigration, sounds in the first collection not yet in full force, the acmeistic “acceptance of reality” still has its “inertia”, but the awareness of what happened as a catastrophe and the path to the world of death has already occurred. Keywords: Antonin Ladinsky, poetry of the Russian emigration of the first wave, the theme of sea travel, acmeistic poetics, symbolism, emigrant motives | 541 | |||||
| 6504 | Introduction. The article reveals the specifics of the archetypal images of earth, water, and air in L. Goralik’s trilogy about Venisana, which, in our opinion, contributes to a deeper understanding of the main trends in the development of modern Russian-language prose. The purpose of the work: to reveal the originality of archetypal images in L. Goralik’s cycle about Venisana. Material and methods. The theoretical basis of the research was the works of Russian structuralists and mythologists. The research material is L. Goralik’s trilogy about Venisana. Results and discussion. The analysis made it possible to identify the characteristic features of archetypal images in the L. Goralik trilogy. The images of stone, earth, water, air reveal their symbolic nature, reflecting the inner movement of the heroine in search of finding the meaning of her existence, at the same time, revealing the deep desire of the individual to change a destructive, unstable society. Conclusion. The author is involved in a postmodern game with the text, plays with meanings, so that the plot that unites the trilogy into a whole can be interpreted as 1) the story of the heroine’s growing up; 2) transformation of the fairy-tale plot of the journey to the afterlife; 3) the struggle of the conscious/unconscious. The text of the trilogy is a step-by-step analysis of the spiritual life of the main character, trying to find her place in a destructive society and her own family, burdened with an analysis of her own frustrations and, first of all, the drama of birth. The heroine is bound by the laws of the stone, unfree world, trying to escape into the space of freedom, relive the euphoria of birth, which ends in disaster – the newfound freedom discourages with its alienation and emptiness. The scenario with some variations is repeated several times throughout all three stories included in the cycle. The lack of freedom associated with the world of the city (stone), depending on the situation, turns out to be hostile (at the beginning of the quest), and desirable at the end. The return to the usual way of life is again replaced by the desire for freedom and leads to the next round of transformation. Keywords: Linor Goralik, children’s literature, teenage literature, fantasy, “Cold Water of Venisany” | 539 | |||||
| 6505 | Introduction. The difference between higher education and school education, which consists in a different content and conditions of the organization of the educational process, in the emergence of new social relations, often becomes the reason that the first-year student is not ready for the new conditions of study at the university. Along with psychological and physiological adaptation, researchers single out the academic (educational) adaptation of students, which can cause poor academic performance in various university disciplines. At the same time, we note that the initial (basic) training of students is practically not taken into account at the beginning of their studies at the university: the university program is not designed for very weak students. As a result, first-year students “adapt” to the peculiarities of educational activities (to new content, methods and means), but students also influence the educational environment of the university: the teacher has to look for new methodological approaches and more advanced teaching methods. As a result, adaptive training has emerged in universities, which is designed to eliminate the main reason for the poor academic performance of students due to the low initial preparation of the applicant. Successful integration into the core curriculum and successful mastery of the curriculum of the university discipline in the future is the main criterion for the effectiveness of adaptive learning. The purpose of the article is to identify and describe the nature of the phenomenon of “adaptation learning”, to eliminate ambiguity of this term, and to present its proper scientifically grounded definition. The materials and methods of the study are the method of content analysis of definitions, analysis and comparison, classification, formal-logical method of concept definition. Results and discussion. A brief description of the development of the didactic approach to the concept of “adaptation” is presented. An analysis of the definitions of adaptation education available in the literature (adaptation training, adaptation workshop, adaptation course, adaptation work) and concepts related, but not identical to it (corrective training, corrective course, alignment course) are made. The conducted content analysis revealed the diversity of researchers’ approaches to the issue and emphasizes the uncertainty and inconsistency. In this regard, the need for a definition that will adequately reflect the essential characteristics of the issue has been identified. The result of formal-logical definition: adaptation learning is the training of specialists having initially different level of competence formation (from zero to low), in order to achieve in a certain period of time the required basic level (minimum necessary) for further training. Thus, basically, it can be concluded that the study contributes to the development of the phenomenon. The identification of differentiating features made it possible to separate the concept of “adaptation learning” from similar concepts. The constructed definition can become the basis for determining the content and developing programs of adaptation courses in different disciplines studied in universities. Keywords: adaptation learning, adaptation to higher education, initial training of students, formal-logical method, training of highly qualified specialists | 539 | |||||
| 6506 | Based on the study of the future teachers’ practical training quality, the article analyzes difficulties faced by young teachers at the beginning of their pedagogical career. The author examines the level of the teachers’ satisfaction with their pedagogical skills, their employers’ opinion on the improvement of pedagogical education. The goal of the research is to study teachers’ practical training quality and prospects of its improvement. A set of scientific research methods was used, presented by a theoretical analysis of psychological and pedagogical literature; questioning of practitioners of educational organizations, graduate students of pedagogical education and young teachers; the method of expert assessments used in discussions of the problems of the quality of practical training and prospects for its improvement; analysis of primary statistics. Results of the experiment research have confirmed the hypothesis about the difference between the levels of satisfaction with the practical training quality in each category of respondents. Opinions of employers, young teachers, and students have some common points. For example, all of them have noticed deficiency of skills tied to preparation of the school documents, use of knowledge of educational legal acts in the professional activity. Different ideas of students and young teachers about the professional activity are the reason for the difference. The article represents the main directions of improvement of the practical training quality: priority of the teaching practice as a form of practical training; involvement of practitioners (representatives of employers) in the creation and implementation of basic professional educational programs; the inclusion of practice-oriented technologies in the process of training a future teacher; individualization of the educational trajectory. Results of the research represented in the article may be used in the main professional education programs, additional education programs aimed at getting teaching skills. Changes to the basic educational programs were made at the stage of their updating and affected the following aspects: an extensive list of practice-oriented disciplines was included in the curricula; the content of disciplines and the logic of building educational and industrial practices aimed at practical training have been changed; the formation of digital competencies of future teachers is carried out when mastering the content of several elective disciplines. The allocation of the so-called “Core of Pedagogical Education” in the basic professional educational programs made it possible to to implement the principle of unity of subject, methodological and psychological-pedagogical training in the field of education, as well as to ensure uniform requirements for the content of educational programs of various directions, to the results and conditions of the implementation of pedagogical education programs. Keywords: pedagogical education, practical training, satisfaction with the training quality | 538 | |||||
| 6507 | Introduction. Through Byzantium, Ancient Russia turned out to be the direct heir of Ancient Greece. The study of the interaction of these cultures is the study of the history of the preservation of spiritual values that were significant in antiquity and perceived and rethought by Russian culture: beauty, harmony, kalokagatiya, eidos and many others. The focus of our attention is the phenomenon of kalokagatiya. The aim of the article is to analyse the traditions of ancient kalokagatiya in the poetry of A. Polezhaev. Material and methods. The material of the study was A. Polezhaev’s poems with anthological poetics, which made it possible not only to trace the general evolution of anthological poetics in Russian lyrics, but also to note the features of its use in the poet’s work. The following research methods were used: biographical, genetic, comparative typological. The biographical method is significant in that it helps to reveal the prerequisites for Polezhaev’s interest in the heritage of antiquity. With the help of the genetic method, it is possible to identify the sources, genesis and evolution of the leading concepts of the anthological tradition, including with a central focus on the ideal of ancient kalokagatia that interests us in the Russian poetic tradition of the 19th century. The comparative-typological method gives the analysis the opportunity to find and present in the system similarities and differences in the poet’s interpretation of the topic of interest to us. Results and discussion. Ancient culture and its values, perceived by Russian culture through the means of Byzantium, have long been entrenched and reflected in Russian literature. For the anthological tradition of Russian lyric poetry and for poets who were close to anthological poetics, the concept of beauty in the callocagation sense becomes important. We consider callocagation as one of the manifestations of the ancient phenomenon of ‘plastic beauty’, which is the quintessence of the combination of internal and external beauty. Later, in the European culture of the modern era, new concepts are assigned to this phenomenon – a phenomenon that arises at the junction of different arts, that is, ekphrasis. An important variation of pictorial ekphrasis is the phenomenon of an imaginary portrait, closely related to the anthological tradition, created by the poet in the poem ‘Kartina’. An analysis of the lyrics of A. Polezhaev, in a number of poems tending to antological poetics, shows the poet’s interpretation of the phenomenon of callocagation. Beauty is interpreted by him not as a manifestation of universal harmony, on the contrary, harmonious beauty only confirms the unattainability of happiness for the lying-down hero. Polezhaev creates an inaccessible and beautiful ideal to which the hero aspires, but he causes only confusion, torment and crisis in the hero’s soul. Conclusion. In our work, we explored the features of perception, reflection and transformation / reincarnation of ancient ideals in the works of Polezhaev with anthological poetics. The phenomenon of plastic beauty is closely linked in its history with the idea of callocagation – the harmony of external and internal content. Polezhaev’s lyrics are distinguished by the peculiarities of the hero’s perception of beauty in the callocagation sense, refracted through the features of the godless romanticism and the poet’s worldview. Keywords: Polezhaev, kalokagatiya, antiquity, anthological tradition, Russian romanticism | 537 | |||||
| 6508 | The role of media education and the need of forming media culture of users are incresing in the presence of intensive development of informational and communication technologies and growing of the Internet influence in the life of a modern person. One of the brightest demonstrations of the media culture of a language personality is the ability to create and adequately perceive media projects as a reflection of a person’s creative facilities in various fields: cultural, communicative, textual, technological. Insufficient knowledge of this issue determines the need for its development. The aim of the article – working out of the problem of organizing media project activities, elaboration of information about the features of a media project as a linguo-communicative phenomenon with relation to its form, content, function, determination of the methods for its creation and analysis. The article uses an expert description of the available sources on the history and theory of the issue, examination, analysis and generalization. In organizing media project activities, it is necessary to rely on a set of methods, including sociological methods, methods of analytical and critical thinking, discursive analysis, methods of effective teamwork; it is necessary to have the skills of text formation and stylistic editing of media texts, the skills of using computer technology. The media project as a form of communication between the creator and the addressee is defined in the article in terms of form, content and functions as a text product based on a combination of various audiovisual technologies, the author’s skills to create new relevant and original content, uniting people as a result of joint communicative activity for the sake of a common cause. Communicative activity involves the creation of media texts and their perception, interpretation and understanding. Media project as a linguo-communicative phenomenon solves problems connected with critical thinking, analysis and synthesis of multifold information and presentation of author’s ideas to the addressee. In the transmission of information, various means are important, including linguistic and non-linguistic ones (indices, symbols, icons). Their competent use determines the effectiveness of media project activities and characterizes its linguo-didactic potential in the field of education. The article describes the types of media projects identified by the author: by structure, genre features and related activities, as well as by the number of participants in educational activities. It is significant that the preparation of a media project includes the definition of its topic, goals and tasks, the factor of the addressee. To do this, according to a set of methods and existing competencies, it is necessary to identify a void; take into account the factor of integration into the general media context; write a script; prepare a presentation, video; determine the site for placement; to carry out cooperation within the framework of team and expert activities; to adapt and adjust the product; consider the distribution of the media project. The parameters of a comprehensive analysis of a media project as a linguo-communicative phenomenon include evaluation criteria 1) publisher; founder; owner; editor 2) goals and tasks of the project; 3) accounting for the reader / viewer audience (target / targeted, general, random); 4) staff of authors, team, directing; 5) internal structure (themes, problems, script, plot, composition, details); 6) genre and stylistic features (genre, type of speech culture of the author, style, vocabulary, syntactic constructions); 7) design (image, verbal/non-verbal, advertising, infographics, effects); 8) frequency of release (day/week/month/year); 9) volume, timing, plan; circulation, number of subscribers, likes/dislikes, comments, views (day/week/month/year); 10) assessment of placement on a particular resource / site / hosting (surveys and data). Media project activity is formed on the knowledge, skills and abilities of the person in the field of theory and practice of media communication, rhetoric, stylistics, media linguistics, as well as in the field of information and computer technologies. The preparation of media projects is complex and contributes to the development of creative thinking, general culture and media culture of the person. Keywords: media communication, media culture, media education, text activity, media project, methods for creating and analysis criteria for media projects | 536 | |||||
| 6509 | Introduction. The focus of this paper is the observation and comparison of several symbolic connotations of British and Slavic basic color terms. Aim and objectives. The paper’s aim is to discuss cultural and linguistic commonalities and peculiarities of a few color terms and prepare educational resource for different disciplines, such as English, Russian as a foreign language, ethnolinguistic and linguacultural studies. Material and methods. This paper observes British and Slavic idioms with the component ‘color’ in its connotative meaning. A cross-disciplinary approach helps identify the essential place of color terms in interpreting linguistic picture of the world and emphasizes the integrative role of culture. We consolidate with ideas of L. Bloomfield and J. Lyons concerning connotative meaning in linguistic semantics. Results and discussion. Connotative meanings of color terms often become cultural symbols and serve as signs of some abstract concepts. Since color perceptions relate to the sensory sphere, they are easily transferred to the characteristics of emotions, dignity of character, behavior, appearance. Interpretation of color terms in their connotative meanings will provide insight into the national mentality. Connotative meanings reflect individualized situations based on national cultural values and norms of social life. In provided examples the basic meaning of a color term is becomingusually narrower. Conclusion. The comparative analysis of connotations of five color terms leads to following conclusions: 1) color is able to evoke certain emotions traced in languages in the form of idioms containing a color component; 2) differences in the semantic structure of color connotations in English and Russian are due to national and cultural peculiarities; 3) etymology of color terms and historical facts sometimes make it possible to establish the dependence of a symbol on practice; 4) the main (perhaps the most universal) source of color terms are natural objects with a characteristic color. Keywords: color terms, symbolism, connotations, comparison, language and culture | 534 | |||||
| 6510 | Introduction. There exists a tendency for distinguishing objective and subjective matters in the Russian sentence meaning contents aspectual zone. The latter area includes interpretive meanings, such as visibility, surprise, distance between interlocutors, social and other types of status differences between interlocutors, elimination of responsibility for action, etc., identified in recent years by Russian and foreign aspectologists. However, in this perspective, the high-speed interpretation of the action displayed in the statement has not yet been investigated. The article is devoted to the interpretive function of the verb aspect in its new speech manifestations, not included in the pragmatic potential of the verb aspect – retardation and acceleration of the depicted action. Retardation is understood as an artificial slowdown in the image of the development of an action and is based on the concept of an action phase. The acceleration of the action is understood as the inducement of the interlocutor to the accelerated start of the commission of the named action or the early signaling of the end of the action that has not actually completed. The Slavic languages as such differ to a large extent from the languages of other groups in the subtle elaboration of the phases of the implementation of the action. Specifically, the Russian language has a variety of linguistic means of designating phaseness, both morphological and syntactic. The aspect of the verb is also involved in this semantic sphere, and the change of aspect tense forms can lead to individual modeling of the situation and certain types of influence of the speaker on the interlocutor, which are considered in this work. Material and methods. The work is based on real colloquial dialogues of so-called replying type including the above-mentioned phenomenae as having the most solid internal semantic and compositional links. The data was analysed semantically and syntactically with using some modeling principles. The main goal is revealing and representing the psycholinguistic conditions for appearing and forming the above mentioned senses as well the frame for their use in modern discourse. Results and discussion. Analysis of structure and varying internal links of real colloquial dialogues allowed to reveal the main list of typical situations for expressing the senses of Action Retardation and Acceleration taking semantic preposition and postposition into consideration. Thus, their inclusion into Verbal Imperfective Pragmaticon has been substantiated. The analysed meanings’ forming the binary opposition makes the sideline result. Conclusion. The research resulted in widening the Imperfective verb’s pragmatic sphere boundaries. Keywords: verbal aspect interpreting function, action retardation, action acceleration, colloquial dialogue | 533 | |||||
| 6511 | Introduction. The genre of idyll, which has been developing in world literature since Antiquity, is crucial for the poetics of Russian literature in the first third of the XIX century. The aesthetics of Romanticism helped it develop, and thus a romantic idyll arose. A great contribution to the development of idyll in Russia was made by V. A. Zhukovsky, the founder of Romanticism in Russian literature. The scale of the poet’s work was quite large and influenced the works of his contemporaries, among whom was N. V. Gogol, who showed considerable interest in idyllic themes in his youth. Aim and objectives. In this regard, the purpose of the article is to determine the features of V. A. Zhukovsky’s idyllic model implementation in N. V. Gogol’s early poem “Ganz Kuchelgarten”. Material and methods. The material of the study is the idyllic poem by N. V. Gogol “Ganz Kuchelgarten”, as well as the works of V. A. Zhukovsky that influenced it, including an idyll “The Village Watchman at Midnight”, “pavlovian poems”, the poems “Theon and Aeschines”, “Anguish” (“toska”), “Lalla-Rookh”, “There the heavens and waters are clear!”, the elegies “Slavyanka” and “Evening”, the romance “Desire”, the song “Traveller”, the article “About a simple and decorated style”. Biographical and comparative research methods are used in the work. Results and discussion. The genre of idyll is very close to V. A. Zhukovsky. An idyllic worldview exists organically in his poetic consciousness. The period of the poet’s strong interest in idyll is synchronized with his youth. In his youth, he draws new poetic forms mainly from European idylls. In them Zhukovsky is attracted by images of simple, everyday life, focus on rural nature, patriarchal mores. The poet is especially inspired by the natural philosophical aspects. The distinctive features of Zhukovsky’s works created in this genre are descriptiveness, an abundance of static natural paintings, free verse. In addition, we will separately highlight the author’s aim at reproducing the natural dynamics of life. The poet acts as a painter who strives to convey in his paintings the smallest details of the inner nature life. However, this is only an explicit part of Zhukovsky’s idylls. Their implicit part is much more important. By it we mean the sacred, the religious and the mystical. We see a certain evolution of Zhukovsky’s idyll. From the glorification of landscapes and the depiction of human life in the bosom of nature, the poet consciously moves to a more complex creative stage, focusing on the mystical and listening to his religious feeling. As for other features of the idyll genre in Zhukovsky’s work, like contrast or two-worldness of romanticism, the works of this genre translated by him are an alloy, a synthesis of the beautiful and the enigmatic in the world. It is no coincidence that many of them open with night landscapes. These were the features of the idyll genre implementation in Zhukovsky’s creative system. It was under their influence that N. V. Gogol wrote his first work, the poem “Ganz Kuchelgarten”. Zhukovsky’s idyllic model in Gogol’s poem “Ganz Kuchelgarten” is identified almost immediately. This is confirmed, firstly, by the topos of the poem (rural hinterland). Secondly, by the fact that the reader is shown pictures of pastoral life. It is also important that at the beginning of the poem there is an image of the family (patriarchy is an important aspect of the idyll). In addition, Gogol’s poem reveals other traditional topos for idyll (house, garden). Following the example of Zhukovsky, Gogol uses the motifs of food, sleep and music in the work. They are widely represented in the text and emphasize the idyllic moments of the poem. The heroic series can also be considered traditional for the idyll (the canons of which in Russian literature were first laid by Zhukovsky), since the author’s detailed representation of Louise’s family is following an idyllic orientation to the fullness of life, which here is the integrity of the family. The poem shows the desire of the characters to achieve happiness, they dream of an idyllic life. However, romantic features are more visible in the main character of the poem. And yet it lacks the passion of Byron’s heroes. At the end, Ganz rather follows the line of behavior of Aeschines, embodied by Zhukovsky. Conclusion. Thus, Gogol, when working on his youthful poem “Ganz Kuchelgarten”, was guided by the idyllic model of Zhukovsky. This is indicated by the traditional elements of the poet’s idylls, which are clearly present in Gogol’s text (the image of a family, pastoral landscapes, natural cycles, the motif of food, sleep and childhood). However, Gogol ignores some important elements inherent in Zhukovsky’s idylls. So, Gogol’s main character demonstrates the features of a romantic hero rather than an idyllic one. In addition, there is no pronounced mystical veil in Gogol’s poem. And finally, dissonance (the substratum of the romantic and idyllic) is certainly felt in it. The reason for it lies in the insufficiently thought-out compilation of leading European and Russian writers’ artistic techniques. Keywords: N. V. Gogol, V. A. Zhukovskiy, “Ganz Kuchelgarten”, idyll | 532 | |||||
| 6512 | Introduction. The dialogue of Russian and Western European literature, translations of foreign texts and their assimilation in the host culture, the creation of national world images – all these issues are relevant in modern literary criticism, translation studies, and country studies. The aesthetic principles of S. Ya. Marshak in translating the poetry and prose of the Italian writer J. Rodari correspond to his concept of translation-portrait and organically fit into the history of Russian and Italian literature for children in the middle of the 20th century. The purpose of the article is seen in the disclosure of the relationship between the principles of Marshak-translator and their refraction in translations of poetry and prose by J. Rodari, addressed to the child reader. Material and methods. The material of the study is critical articles by S. Ya. Marshak, poems by G. Rodari “What do crafts smell like?”, “Venice” and the prose story-tale “The Adventures of Cipollino”, translated by Z. M. Potapova and edited by S. Ya. Marshak. The work uses receptive and imagological approaches, comparative-typological, comparative-historical and comparative-comparative methods, as well as contextual and content analysis of Rodari’s original works and their Russian counterparts-translations. Results and discussion. There are different types of translations – “address” translation by K. I. Chukovsky, “translation-portrait” and translation-editing by S. Ya. Marshak. In accordance with the poetics of Italian poetry for children and the Italian literary fairy tale, S. Ya. Marshak’s translations of G. Rodari’s poems and the translation-retelling of the story “The Adventures of Cipollino” are analyzed. The folklore origins of Italian children’s literature are revealed, the connection of the fairy tale about the onion boy with the traditions of “commedia dell’arte” and with a fairy tale, the features of the reader’s perception of the child are revealed, the “double” aesthetic position of the author writing for children is comprehended: “adult” consciousness, resurrecting in itself the consciousness and worldview of the child. The translation principles of S. Ya. Marshak-poet and S. Ya. Marshak-prose writer are considered and compared. The role of the works of G. Rodari in the formation of Russian-Italian literary and cultural relationships and in the formation of Russian literature for children is emphasized. Conclusion. The closeness of the translation principles of J. Rodari and S. Ya. Marshak is analyzed, the correlation of the translation strategies of the Russian author with the traditions of Russian translated literature is clarified. The role of S. Ya. Marshak and M. Gorky in the opening of the State Publishing House of Children’s Literature in 1933 is revealed. The circle of writers who laid the foundations of Soviet literature for children in the first half of the 20th century is determined. The connection between the translation principles of S. Ya. Marshak and the concept of modern adaptive translation by G. M. Kruzhkov is revealed. For the completeness of the reception of Russian literature for children, the article by M. I. Tsvetaeva “On the new Russian children’s book” is used. Keywords: S. Ya. Marshak, G. Rodari, translation, poetry, prose, The Adventures of Cipollino, literature for children, reception, Russian-Italian literary relationships | 531 | |||||
| 6513 | Introduction. This paper discusses the features of the use and semantics evaluation of verbs from the microfield “regular consumption of alcohol in large quantities” (one of the microfields that make up the semantic field “binge drinking”). The goal is to analyze the evaluation value of the verbs of the selected microfield. Material and methods. The article is written on the material of the National Corpus of the Russian Language and various explanatory dictionaries. The methods of continuous sampling, contextual and definitional analysis were used. Results and discussion. The evaluative component of the verb «пить» ‘drink’ (the core lexeme of the microfield) can be reconstructed only from the surrounding context, the range of evaluative values of this verb is very wide. The verb “употреблять” ‘use’ and“злоупотреблять” ‘abuse’ have a negative rational assessment (as a rule, these verbs do not have an emotional assessment). The verbs “пить” ‘drink’ and the expression “глушить водку” ‘to hit vodka hard’ have a negative rational and a conflicting emotional assessment (sympathy). Within the selected microfield, a group of verbs of argot origin is distinguished: they are characterized by a common seme ‘excessiveness’ and a similar contextual environment. Another separate group is composed by verbs with the common potential semes ‘animal’ and ‘loss of human appearance’. These semes are often actualized with the surrounding context. Conclusion. The lexical meaning of the verbs of the selected microfield can contain various evaluative components. Some verbs express both rational and emotional judgment. New paradigmatic connections are formed within the microfield and some verbs acquire interesting syntactic features. Keywords: Russian language, semantic field, binge drinking, alcohol | 530 | |||||
| 6514 | Introduction. The article analyses English translations of Anton Chekhov’s The Steppe (1888), the first major work of the writer’s mature period. The central spatial landmark in the story is the steppe, whose image is of great importance for translation studies in terms of the dialectics between the national and the universal. Aim. The author aims at studying the multiple representations of the steppe in English translations in two interrelated aspects: as a nationally marked geographical space and as a “mood landscape.” Material and methods. Six English translations of The Steppe at the various stages of reception: by Adeline Kaye (1915), Constance Garnett (1919), Ronald Hingley (1980), Alex Miller (1989), Ronald Wilkes (2001), Richard Pevear and Larissa Volokhonsky (2004). The author employs a comparative approach for analysing the recurring meaningful elements (motifs) embedded in the image of the steppe (“prostor”, “dal’”, “toska”, “odinochestvo”). Results and discussion. The main spatial feature of the steppe is its infinity expressed through the motifs of “prostor” and “dal’”, which are peculiar for the perception of the steppe by native Russian speakers. The motif of “prostor” is central for Chekov’s interpretation of the steppe. “Prostor” is something that deprives people of reference points and becomes disproportionate to human aspirations. This concept most clearly manifests an indissoluble connection of the steppe infinity with the national mentality. The analysis of its English translations shows two simultaneous tendencies: while in some cases the translators specify universal components of spatial semantics (“space”, “room”), in others they seek to convey the specific properties of the Russian “prostor” through such equivalents as “spaciousness”, “wide (vast) expanse”, and “vastness.” The Russian “dal’” is mainly translated into English as “distance”. However, there is an obvious difference between “distance” and the original “dal’”: the former is more about length and directed motion, while the latter correlates with the latitude of space. The most frequent translation equivalents of “dal’” are the lexemes with the semantics of boundary (“end”, “horizon”, “limits”). The image of the steppe in Chekhov’s story demonstrates a close connection of the landscape with the characters’ state of mind. The steppe acts as a projection of people’s inner world, with its infinite vastness and endless monotony evoking all-encompassing melancholy and loneliness. These feelings become the key motifs in the image of the steppe as a “mood landscape.” Nationally and culturally determined, the motif of “toska” does not have a universal translation, producing a broad range of equivalents that shape new semantic fields for English-speaking readership. The most foregrounded concepts of grief and suffering (“to grieve”/“grief”, “misery”/“miserable”/“miserably”, “anguish” etc.) are followed by those of longing for something (“longing”, “yearning”/“yearn”), i.e. the translations primarily promote universal emotional associations. In Hingley’s translation, however, the original motif acquires a unique rendition, since the translator explicitly links melancholy with death. Similar transformations can be found in translation of the motif of loneliness. The translators mainly choose equivalents to match the emotional colouring of the original (“lonely”/“loneliness”, “solitary”/“solitariness”, “solitude”). Conclusion. Chekhov’s image of the steppe demonstrates an inextricable link between the Russian national and the writer’s pictures of the world. Since the motifs constructing the image of the steppe are deeply embedded in the national culture, their translatability into other language mentalities is limited. Various equivalents are used to adapt the image of the steppe for other cultural contexts. As a rule, the translators foreground the universal component and reduce the national specificity, adding individual accents in their renditions. At the same time, due to such an obviously inevitable cultural adaptation, the “resonance” principle of constructing the text of the story, implemented by Chekhov through the system of repetitions, was not preserved in the considered translations. Keywords: Anton Chekhov, The Steppe, English-language reception, image of the steppe, comparative analysis, literary translation | 530 | |||||
| 6515 | The purpose of the paper is to consider the key trends of the society transformation into a digital environment and the current conditions that the contemporary reality dictates. The contemporary environment determines the organizational changes within a modern university by searching for new mechanisms and methods for educational process managing when teaching a foreign language to non-linguistic students with an enhanced professional component that can promote forming a new infrastructure and consequently a new language environment via professional interpersonal communication. The research ambition is to explore the conditions for the formation and development of a new infrastructure within a multicultural educational environment; how this educational environment responds to newly emerging challenges and what makes us rethink the paradigm of the existing educational language environment in the university. Therefore, it follows that the concept of creating a new favorable intercultural educational environment is important for modern universities, particularly in a multilingual and multicultural university environment. The main task for finding mechanisms to manage the process of teaching a foreign language in a modern university is their subsequent transformation and, as a result, the formation and development of a new special language environment, which can be formed under specially created conditions in order to increase the efficiency, reliability and quality of professional education. Moreover, the formation of a language environment within the university context in the process of teaching a professional foreign language to non-linguistic students on a new basis allows us to change the logic of learning processes. It makes us to move to new forms of learning, including online learning, based on the introduction of digital technologies, taking into account personal and professional development and interdisciplinary features. In the paper, the authors propose to consider the conditions for the development of a favorable educational environment within the concept of “Big University”, where the key element is the linguodidactic urban environment with active language practice. There is an assumption that the digital transformation, taking place in education as part of a change in the philosophy of foreign language teaching will somehow increase the professional component of students, including their skills and abilities, due to accessibility with the help of the use of professional interpersonal communication within a foreign language urban environment. The paper provides a number of examples of successful projects that encourage attracting both domestic experts, including the current faculty, and foreign professors as well as students of bachelor’s, master’s, and postgraduate degrees. Keywords: language environment, educational environment, Big University, intercultural environment, students’ professional development | 530 | |||||
| 6516 | The article describes the English advertising discourse for women, the texts of which were present in the 30-s and 40-s of the twentieth century. The purpose of the study is to analyze the arsenal of expressive linguistic means, both verbal and paralinguistic, to influence the female readership in order to enhance the pragmatic effect of the texts about the advertised product. The material of the study are texts of British and American magazines for women, presented on the websites of archival publications (vintageadbrowser.com, etc.), using the methods of linguistic description, classification, linguistic-stylistic and contextual analysis and translation. The analysis of expressive means in the English discourse of advertising texts for women made it possible to assume that advertising texts of this chronological period are polycode messages containing various means of verbal and non-verbal, paragraphemic expressions, such as various rhetorical devices (epithets, euphemisms, puns), visual images – drawings, photography, font variation, punctuation variation, implications, etc. Obviously, for the female readership, the greatest persuasiveness of the advertising text lies in the visual effect, therefore, visualization plays a central role in the set of expressive means of advertising discourse, i.e. drawings and photographs that, through a set of appropriate implications, cause a predictable psychological effect - the conviction of the need to purchase a product. The meaning of the actual verbal component of the text is not the leading one, since the gender characteristics of this readership are due to the motive – to imitate higher standards and more successful and beautiful people, whose images are present in advertising. The polycode nature of the advertising text is a necessary condition for achieving the pragmatic function of advertising aimed at persuading the target audience, and it consists in the mandatory combination of means of various language codes: verbal (graphemic proper) and paragraphemic (punctuation, graphics, drawings) means of discourse. Keywords: polycode, discourse, advertising, expressive means | 530 | |||||
| 6517 | At this stage of the terminology development, terminologists are particularly interested in studying the terminology of special fields of knowledge using a cognitive approach. The use of frame analysis in terms of this approach makes it possible to present the terminology model of any professional field most successfully. The purpose of the paper is to build a cognitive-frame model of the Russian term system of the field “Open architectural space design” as a fragment of the architectural and design terminology of the professional sphere “Design of architectural environment”. The material for the analysis is more than 680 lexical units of the field “Open architectural space design”, selected using a continuous sampling method from texts of educational, scientific and Internet sources of the specialty “Design of the architectural environment”, architectural design and linguistic dictionaries and reference books. The research methodology is based on general scientific and linguistic methods and techniques: descriptive, comparative methods, methods of classification and linguistic modeling, as well as definitional, contextual and frame analysis. The basic concepts within the framework of the cognitive approach are defined. The interpretation of the terms frame, subframe, slot is presented. The theoretical foundations of frame modeling are highlighted, the frame structure used in the study is justified. A hierarchical cognitive-frame model of the term system “Open architectural space design” is constructed, consisting of three frames: “Urban environment design”, “Landscape design”, “Lighting design”. Within each frame, units of lower levels such as subframes, slots and micro-slots are allocated. Interframe processes have been studied: the relations of intersection within the macroframe “Open architectural space design”, including between units of different levels, as well as the relations of intersection with the macroframe “Interior Design” are revealed. The special role of the frame “Lighting Design” is defined, consisting of general terminology for the macroframes “Open architectural space design” and “Interior design” and specific terms for each of them. The frame model of the term system “Open architectural space design” makes it possible to present a hierarchically organized system of the terminology and identify its intra-system relationships. The results of the research can be useful for terminologists, specialists in the field of architectural environment design, for teaching practice in universities. Keywords: design of architectural environment, Open architectural space design, architectural and design terminology, the Russian language, frame, cognitive-frame modeling | 526 | |||||
| 6518 | Introduction. The study of the concept “life” has been carried out lately from the point of view of different linguistic stances (linguoculture, cognitive linguistics, rhetoric, etc.). The abundance of papers which explore the above-mentioned concept is justified by the fact that it is existentialistically important for the whole nation and for each individual. The aim is to reveal the peculiarities of the concept “life” in the belles-lettres world picture of the Siberian writer G. I. Klimovskaya. Material and methods. The study of the short novel “Onka” by G. I. Klimovskaya is carried out from the point of view of regulativity theory which is one of the directions of communicative text stylistics. Moreover, with the aim of revealing the peculiarities of the concept “life” the theory of V. I. Karasik was taken into account according to which the imaginative, notional, and axiological components in the concept structure are differentiated. Results and discussion. It is stated that the concept “life” in the short novel “Onka” by G. I. Klimovskaya is represented by such words as “life”, “live” and their derivatives, by the lexemes “alive” and “tenant”. It is established that in the notional component of the concept under study the prevalent are the semes ‘duration’ and ‘quality’, for the imaginative component the metaphor “life/death” – “scales” is characteristic which is not singled out while describing the Russian language world picture. The explicit connection of the concept “life” with the concepts “illness”, “love”, “death” is noted; the concept “life” is implicitly connected with the concept “God”. It is shown that the concept “life” in the short novel “Onka” is a hyper-concept that is formed on the basis of the through consecutive-comparative-synthesizing linguocognitive mechanism. This linguocognitive mechanism of the stimulating in the reader’s consciousness of the hyper-concept “life” is provided by the strong explicit regulative strategy of the consecutive-comparative type. Repetition and contrast are the predominant ways of regulativity that create the singled-out strategy and ensure the efficiency of the dialogue between the writer and the reader. Conclusion. The carried-out analysis lets us come to the conclusion that the concept “life” is not only of great value for G. I. Klimovskaya but also holds a valuable place in the belles-lettres world of the Siberian writer. Keywords: communicative stylistics, theory of regulativity, concept “life”, regulative strategy, world picture, prose text | 525 | |||||
| 6519 | Keywords: linguoculturology, linguoconceptology, the concept of LAUGHTER, the value component of the concept, connotation, evaluation, semantics | 524 | |||||
| 6520 | The problem of professional training of students of a direction “Pedagogical education” profile “Music” with respect to the standards of the second generation of basic school education “Art”. The article analyses the programs and textbooks of standards of the second generation of the primary school on academic subjects “Music” and “Art”, on the basis of which are new approaches to the training of students of the corresponding profile higher schools, among them the inclusion of new subjects in the curriculum, development of teaching materials, the use of the project as an effective way to expand the content of vocational education students. Keywords: professional training, state educational standards, content of musical education, project method | 523 | |||||
| 6521 | Introduction. Self-education is for an adult a skill necessary for a full-fledged life in conditions of constant uncertainty. This type of activity is inextricably linked with the subject position, the author’s attitude to his education and life in general. The stage-by-stage formation of subjectness includes the school and university period, the further construction of an individual educational path depends on the formed readiness for self-education, the availability of relevant experience. Support in the development of self-education skills can be obtained in formal education, in non-formal education communities, as well as in educational informational resources. These practices of these types of continuing education constitute the space of adult education that implements the variability of support. The aim of the research is to analyze the resources available in the space of adult education to support the development of self-education skills, as well as deficits in this area. Material and methods. The material was the theoretical sources and practices of teaching self-education and the development of the ability of self-education, interviews with part-time adjuncts of St. Petersburg University of the Ministry of Internal Affairs of Russia. Results and discussion. The topic of teaching self-educational activity has been sufficiently studied. In the Soviet period, the methods and techniques of appropriate teaching during the school period were described. Currently, secondary education solves the problem by engaging children in research activities, so it leads to the progress of personalized education development. However, progress on this issue remains unsatisfactory. The preparation of teachers for self-educational activity is problematized, because without such skills, it is impossible to organize the development of students. In organizations of higher education, the revealed underdevelopment of self-educational activity can be compensated by appropriate programs of psychological and pedagogical support. Teachers need special pedagogical skills. In the field of non-formal education, an adult has the opportunity to develop the ability of self-education by joining self-organizing communities when the need arises to renew knowledge. However, the intensity of his life activity often prevents this. The resource of informal education (educational content) is not quite relevant. Live offline interaction with a mentor, consultant, a strategy for quick support of the resumption of educational activities are in demand. The aspect of psychological support is important. Conclusion. The problem of developing the ability to self-educate adults is seen as being solved by implementing the trinity of formal, non-formal and informal types of lifelong education as a structure that reveals options for eliminating the deficit of knowledge and skills: from practice-oriented modules in educational programs of formal education, mutual learning in self-organizing communities of non-formal education before navigating informal sources. Keywords: lifelong education, adult education space, self-educational activity, psychological and pedagogical support of self-education | 521 | |||||
| 6522 | With the increase in the number of Chinese students all over the world, the teaching of Chinese as a foreign language as an independent subject has formed its own subject system. Teaching Chinese as a foreign language is a specialized subject or a complex applied subject, which determines the need for research on teaching Chinese as a foreign language in accordance with these characteristics. The research objects of teaching Chinese as a foreign language are mainly to study the principles and methods of teaching Chinese as a second language, discover the laws of teaching Chinese as a second language, and use these principles and laws to guide specific teaching practice. The purpose of the study is to identify the main problems that students face when learning the Chinese language and to determine ways to solve them. The material of the study was scientific literature, web pages, official documents of the official websites of Chinese universities. The study uses experimental research work carried out on the basis of the Department of Foreign Languages and Translation of the Ural Federal University named after the first President of Russia B. N. Yeltsin, and students of the School of Foreign Languages “Language for Success” studying Chinese as a second foreign language with a total of 124 people. When working with the material, the following tasks were set: to conduct a comparative analysis of scientific literature on the problems of learning and teaching Chinese, to analyze the content of educational materials in the field of theoretical and practical aspects of teaching Chinese as a foreign language in universities and schools. Results and discussion. This article discusses the current problems of teaching Chinese as a foreign language, the difficulties faced by teachers and students in the process of teaching and studying phonetics, grammar and bilingual translation. For people with Russian cultural background who are learning Chinese, it is important to know how to learn Chinese effectively. After long-term research and practice, the difficulties of teaching pronunciation in teaching Chinese as a foreign language have been identified. In the course of the study, the analysis was made of the difficulties of teaching on the part of the teacher, as well as the difficulties of learning Chinese on the part of students, recommendations were made to make it easier for students to master the Chinese language. Conclusion. As a teacher or researcher in the field of teaching Chinese as a foreign language, a person must understand the disciplinary features and focus of teaching Chinese as a foreign language, understand the goals and objectives of teaching Chinese as a foreign language, and improve their own theoretical knowledge. knowledge in relevant disciplines. Teaching Chinese as a foreign language is mainly aimed at developing the language skills of students, and the focus of teaching is on teaching skills. In teaching Chinese as a foreign language, a large share is always occupied by teaching students language skills. Teaching language knowledge is also a preparation for improving language abilities. The purpose of learning language knowledge is practice and application. Therefore, the focus of research on teaching Chinese as a foreign language is how to combine the theory of language knowledge with practice so that students can quickly master the ability to use Chinese for language communication. Keywords: problems of teaching Chinese, modern problems of teaching Chinese, difficulties with pronunciation, characters of the Chinese alphabet | 520 | |||||
| 6523 | In clause features of becoming and development of professional music education in various educational establishments of city of Tyumen reveals. Problems of music education at a modern level are considered Keywords: Professional music education, educational establishments of music education, problem of modern music education | 518 | |||||
| 6524 | Introduction. The article determines the potential of the sources involved in the study of the nominations of Russian folk clothing in the linguoculturological aspect. The dialect language is directly related to the cultural tradition of the Russian peasantry. Dialect linguoculturology reveals the ability of linguistic signs to represent the cultural identity of the people. The study of lexical units, nominations of objects of material culture, expands the scientific understanding of how the worldview attitudes of the Russian peasantry and their ideas about the world order are attached to the word. The nominations of Russian national clothing have always been the object of attention of various scientific areas. The relevance of the work lies in the search for reliable and adequate sources of research for linguoculturological works. The purpose of the work is to determine the potential of sources involved in the study of the nominations of Russian folk clothing in the linguoculturological aspect. Firstly, the research identifies the range of cultural characteristics assigned to the nominations of clothing in the dialects of the Middle Ob region, based on the data of the Tomsk dialect dictionaries and the Tomsk dialect corpus. Secondly, the article presents the actual cultural components of the meaning of the word, extracted from dictionaries and the base of the corpus: this is gender, seasonality, material of manufacture, features of wearing, etc. of traditional Russian clothing. It is the first time when the materials of the Tomsk dialect dictionaries and the Tomsk dialect corpus are considered from the point of view of their informativeness and reliability as sources of linguoculturological study of the nominations of material culture objects of the rural inhabitants of the Middle Ob. Material and methods. The research materials represent the dialects of the Middle Ob, recorded in the dictionaries of the Tomsk dialectological school and the database of the Tomsk dialect corpus. The main method of the research is continuous sampling. In addition, the authors used the methods of scientific description, contextual analysis, and linguoculturological commentary. Research and discussion. The analysis of the involved sources revealed their potential in terms of the possibilities of their use for linguoculturological research. The materials of the dictionaries and the Tomsk dialect corpus include the following groups: nominations for men’s, women’s, outerwear, underwear, headwear and footwear. The study showed that the cultural component of the lexeme is already manifested in the zone of interpretation. The illustrative material that accompanies the article clarifies and expands the cultural layer of the meaning of the word due to the actual functioning of the word in speech. The textual realization of the same word further expands the cultural representations attached to the word. Taken together, the data of these sources constitute a real picture of the existence of words denoting objects of material culture, even those that are outdated. The total number of studied nominations is 1 237; the studied lexemes realize in 5 279 text passages. Conclusion. The dialect lexicon contains an extensive layer of culturally specific units, nominations for items of clothing, shoes, jewelry, etc. Their linguocultural content is consistently traced in the works of the Tomsk dialectological school, both in the interpretation of meaning and in the illustrative part. The actual material demonstrating the functioning of the word in speech may contain information about the age of the carrier, his gender, status, financial condition. Lexical units denoting the color and material of clothing are also representative indicators. The materials of the Tomsk dialect corpus significantly expand the range of characteristics that make the nomination a cultural phenomenon. As a rule, the corpus materials make it possible to form an idea of the cultural realities indicated by the word. Keywords: traditional culture, nominations of Russian folk clothing, dialect unit, linguoculturological commentary | 518 | |||||
| 6525 | Despite the requirements of the updated FSES LEO and FSES OOO, which point out formation of the ability to learn as the most important educational result, teachers of secondary schools have difficulties in developing such universal competence as learning independence. The problem of analyzing the different quality of educational independence and different ways of its formation is posed. The aim and objectives are to analyze the formation of the student’s educational independence in the context of the concept of pedagogy of joint activity and to substantiate the idea that its quality may be different depending on what positions the participants in joint activity occupy. Methods of theoretical analysis: the study of the history of the issue, analysis of modern challenges of the development of educational independence, pedagogy of joint activity. Learning independence is considered in the context of the pedagogy of joint activities (G. N. Prozumentova), different models and types of joint activities are analyzed, as well as different methods for the formation of independent learning. As a result of the analysis, various qualities of independence and its different types are distinguished: educationalfunctional, educational-cognitive, educational. Different types of independence of a student are associated with different positions that he occupies in educational activities (performer, co-executor, partner), as well as different types of actions carried out without the help of an adult (reproductive, constructive, creative). In addition, the different nature of independence, which is formed in the process of school education, affects the subject’s acquisition of different experiences: educational (experience of solving typical educational tasks), cognitive (experience of selfrealization of the action of cognition and discovery of a new one), educational (experience of setting and solving actual personal tasks in the field of education). It is concluded that the teacher consistently forms these different types of independence, thanks to which the student masters various ways of organizing amateur activity (reproductive, partially exploratory, personal) and leads to the development of agency as a person’s ability to act as an actor. Keywords: uncertainty, amateur activity, joint activity of a teacher and children, models of joint activity, teaching methods, involvement, different quality of independence | 515 | |||||
| 6526 | The article points to the research deficit in the content decomposition of the heterogeneous structure of schoolchildren’s digital literacy profiles and a specific analysis of the process of schoolchildren’s digital literacy formation in an ecosystem educational perspective. In the described study of digital literacy of schoolchildren, the use of qualitative methods prevailed: a number of interviews were conducted with students from the Tomsk region of secondary and high school. The interviews were supplemented by a pilot standardized survey of respondents from grades 2 to 11 and a mirror assessment of the digital literacy of schoolchildren by expert teachers. The study showed that, in addition to school, digital literacy training is implemented within the framework of an informal digital educational ecosystem, which includes communication and gaming practices in social networks, various online platforms and blogs, and information exchange with peers. “Academic” digital literacy is brought up at school and includes searching for information on the Internet and fact-checking, creating presentations, using spreadsheet editors, web-conferencing services for distance learning; extracurricular activities contribute to the development of communicative, content-generating and, in part, security-related components of digital literacy (communication in social networks, blogging, anti-hacking practices and recognition of fake accounts, participation in streams and gaming). In the process of the evolution of digital literacy of schoolchildren, three key stages are distinguished, characterized by the predominance of various profiles of digital literacy, depending on priority tasks. The study allows us to state a clear imbalance in the development of key digital competencies of schoolchildren: while possessing the skills to use general user digital services to solve everyday problems and ensure cybersecurity, students show low skills in searching and critically evaluating information, creating new digital products/content, active broadcasting and self-presentation in within network communication. The role of general education institutions in the formation of digital literacy, in comparison with informal distribution channels, is contradictory, various competencies develop unevenly in it, and the learning practices themselves are often clearly delayed. Keywords: digital literacy, competencies, digital educational environment, cybersocialization | 514 | |||||
| 6527 | Introduction. Achieving qualitatively new results in the system of general education requires introducing more effective approaches to the management of the entire educational process and the specific educational organization. As a tool for the development of an educational institution, this paper considers the methodology of project management which allows, in a vertically built management system of an educational organization, expansion of its horizontal branches to achieve more active involvement of teachers in co-management. Aim and objectives. The aim of the article is to describe a model for project methodology integration into the school administration system based on the technology of management of ethnocultural projects in an educational organization. Materials and methods. The authors rely on scientific works in the field of project management and project management in education and several regulatory documents relevant to this area. The synthesis of data obtained by the documentary analysis of scientific literature and the experience of the educational organization enabled the authors to show the specifics of including project management in the project management system in the educational sphere and reveal its potential for the development of educational systems in general. Results and discussion. A comparative analysis of system models for managing an educational organization has shown the significant advantage of flexible management systems due to their “adaptability” to changes in the external environment and more efficient management of the internal environment. The optimal management has a matrix structure. It is focused on the development of interaction between different services. Pronounced horizontal lines in the management model, while maintaining vertical integration, allow timely and organic regulation of processes at various levels. In this study, the experience of inclusion of project management in the linear-functional model of school management is analyzed, using as an example, ethnocultural projects of the MBEI (municipal budget educational institution) pre-gymnasium “Kristina” in the city of Tomsk. Conclusion. The proposed model of project management in an educational organization can be applied in any educational organization. The reliability of scientific results and the validity of the conclusions of this study are informed by modern achievements of research knowledge, as well as positive practical experience of introducing the elements of a flexible management system into the activities of the specific educational organization. Keywords: educational organization management, project management methodology, ethnocultural projects | 513 | |||||
| 6528 | Introduction. The scientific heritage of the Russian philosopher and culturologist M. M. Bakhtin is a significant and independent object of interpretation in modern humanities. It seems interesting to consider the meanings embedded in the works of the scientist in the aspect of identifying the specifics of their reception on the part of the carriers of a specific national picture of the world. In modern China, there is an expansion of interest in the study of the creative discourse of M. M. Bakhtin, which makes it necessary to try to systematize the accumulated research experience. Aim and objectives. The purpose of the article is to systematize the idea of the key provisions in the interpretation of meanings in the doctrine of symbols and the theory of dialogue by M.M. Bakhtin, contained in the works of Chinese philologists, taking into account the specifics of the national scientific picture of the world and the universal interpretation options that exist in the minds of representatives of the world community. Material and methods. The material of the study was the texts of M.M. Bakhtin as a primary source for the author’s interpretation, as well as scientific sources representing the understanding of the scientific heritage of M. M. Bakhtin in Chinese Humanities. The research methods are textual, comparative analysis, systematization, categorization and generalization of scientific information, introspection. Results and discussion. Generalization of the results of the interpretation of scientific texts by M. M. Bakhtin, available in Chinese humanities today, allows us to identify a certain model of interpretation. It is based on the core of universal meanings that are revealed in the context of the functioning of various and numerous interpretations of Bakhtin’s teachings in modern world science. The category of key universal meanings in the field of interpretation of Bakhtin’s doctrine of signs-symbols includes the interpretation of a sign in relation to the understanding of its meaning in the context of a specific communicative-speech situation. In the theory of dialogue, the majority of world scientists recognize the position of dialogue as a form of deployment of communication of any type, a means of intercultural interaction and the formation of a sense of self-identification. The specifics of understanding the concept of M. M. Bakhtin in Chinese philology consists, first of all, in the desire to combine interpretation options that exist in line with both Western and European science. The core and essence of Bakhtin’s academic thought, according to most researchers from China, is the theory of dialogue, the main goal of which is to emphasize a positive humanistic spirit that upholds individuality and is oriented towards equal participation. Conclusion. The core and essence of Bakhtin’s academic thought, according to most researchers from China, is the theory of dialogue, the main goal of which is to emphasize a positive humanistic spirit that upholds individuality and is oriented towards equal participation. Dialogical thought passes through his linguistic and semiotic thinking. The results of the generalization of the experience of studying the ideas of M. M. Bakhtin by Chinese scientists demonstrate the presence of deep reception in the audience of Chinese philologists in relation to the discourse of the great Russian thinker. Keywords: scientific heritage of M. M. Bakhtin, the doctrine of signs-symbols, the theory of dialogue, Chinese Bakhtin studies, text | 512 | |||||
| 6529 | Introduction. Rapidly growing amount of crimes committed using information and telecommunication technologies, which has been observed lately both in Russia and all over the world determines the need in internal affairs employees capable of solving professional tasks with the help of modern software and hardware within minimal period of time, mastering new skills and abilities promptly and finding nonstandard solutions. Aim and objectives. Basing on statistical data analysis, opinions of scientific community, current internal affairs employees and cadets of educational organizations of the Ministry of Internal Affairs of Russia (the MIA of Russia) the purpose is to analyze and reveal pedagogical contradictions in field in question in order to suggest possible ways of removing them in future. Material and methods. Material of research was statistical data on the results of internal affairs bodies of Russian Federation counteraction to crimes committed with the use of information and telecommunication technologies (ITT), domestic and foreign publications on cybercrime and educating specialists in the field of countering it, and also the results of interview with current internal affairs employees and cadets of educational organizations of the MIA of Russia. The research methodology is based on qualitative and quantitative analysis of statistical data, content-analysis, comparison and generalization of data and documents of theme in question, ranging of interviewing results, and also method of expert evaluations. Results and discussion. As a result of analysis for statistical data from the Main Information and Analytical Center of the MIA of Russia the thesis about negative dynamic of amount of crimes committed using ITT was confirmed, unsatisfactory results of counteraction cybercrimes were marked. The reasons of indicated situation are revealed, including insufficient competence in the field of information technology, both for current internal affairs employees and graduates of educational institutions of the MIA of Russia. The representatives of scientific community agree that problems exist in the system of educating specialists in the field of information security, and that a “platform” must be created for the successful development of special knowledge in the field of ITT and their implementation in the practical activities of law enforcement agencies. Pedagogical contradictions in the field of educating specialists in cybercrime counteraction are revealed and formulated in this work. As one of possible ways to overcome these contradictions, Omsk Academy of the MIA of Russia experience in integrating modern problem-oriented software tools into the educational process, and in developing a methodology for their application is examined. Conclusion. The revealed pedagogical contradictions indicate existing problems in the sphere of educating future specialists in crimes counteraction in the field of ITT. Software tools reviewed in the article and the proposed method of their use in the educational process are aimed at developing competencies in cadets, thus letting the cybercrime counteraction activity to be the most effective and to overcome revealed issues and contradictions. Keywords: cybercrimes, informatization of education, information and analytical support system for the activities of the MIA of Russia, specialized problem-oriented software, professional competencies of future internal affairs employees | 510 | |||||
| 6530 | Introduction. The high speed of technological progress requires changes in the traditional model of education towards a model that addresses the challenges of the prologue digital era of the university community transformation. Within the traditional model of education, graduates become labor recruitment outsiders when they enter the labor market due to the existing divide between the real economy and the innovation market. This is largely due to the fact that the existing paradigm of perceiving the educator as a “talking head”, whose main role is to transfer explicit knowledge to students, is becoming flawed in the 21st century. The main added value in the formation of a qualified professional falls on the real economy enterprises. An educator that does not produce new scientific knowledge and is out of touch with the ongoing technological revolution in the real economy becomes a natural barrier to the formation of a qualified professional. The innate digital literacy of Generation Z and their descendants will seamlessly change the educational architecture of the university of the future, transferring the teaching of general Bachelor and Master’s degree courses into the digital educational environment and replacing the traditional teacher with artificial intelligence. Results and discussion. Within the framework of this article, the authors propose a model of the University 4.0 Version 2, focused on shifting the emphasis of interaction between all participants of the educational process towards intra-university formation of a Unique Professional, who is trained by a Researcher – an innovator acting as a frontier of advanced technologies. Within the framework of the declared model, the university becomes the center of the space for introduction of innovations and regional development, a system of new business generation, new markets and high-tech jobs. Conclusion. The departure announced today from the “bachelor–master’s degree” level of education and the “2+2+2”, is of a debatable nature and will undoubtedly be stretched over time. At the same time, the model proposed by the authors can be shifted to a specialty, when a basic specialist is formed in the first three courses, and a unique one is formed in the senior ones. Keywords: university, model of University 4.0 Version 2, outsider, unique professional, professional with basic education, qualified professional, highly qualified professional | 506 | |||||
| 6531 | A short story “Bobok” by F.M. Dostoevsky is regarded to be one of the most complicated works of the writer not only from the point of the number of issues being discussed, but also in terms of genre identification. The scholars believe that it is possible to consider the story as an example of the synthesis of genres. The purpose of the article is to reveal the peculiarities of the reception of “Bobok” in the USA by identifying the genre shifts in the English translation of the story. The material of the study is a short story “Bobok” and its English translation made by Boris L. Brazol in 1949. The original and translated texts are analyzed within the philological approach including the bases of comparative analysis. Additionally, the study uses the findings of Russian and foreign Dostoevsky scholars, as well as the works on genre theory, reception theory, and fiction translation. Compared to the original text, the English version of “Bobok” demonstrates formal and issue-related transformations that are primarily induced by the peculiarities of the literature in the USA in the middle of the 20th century: emergence of black humor as one of the most adequate forms of creative writings in the context of cultural crisis. The translator focuses on conveying those story’s features that coincide with the key characteristics of black humor genre, i.e. satirico-humorous effect, borderline condition of character, overlapping of reality and unreality. The complex narrative structure is not preserved; there is no iconic linkage in conveying the words that constitute the logical gradation and are directly connected with the main issues of the story. The absence of the complex structure of the story in the translation, including the ignorance of iconic linkage in conveying the key concepts of the original, blurs out the genre diversity of “Bobok” and results in issue-related transformations. The complicated story “Bobok” is perceived in English version as a black humor writing, which in its turn identifies the stage of “passive saturation” of American culture with such texts followed by the stage of blossom (“active transmission”) of black humor poetics in 1950–70th. Keywords: F. М. Dostoevsky, short story “Bobok”, translation interpretation, genre shifts | 505 | |||||
| 6532 | Speech as a multidimensional phenomenon still remains relevant in linguistics studies. It is known that verbal communication evolved later than non-verbal one, however, a multimodal approach to language communication modeling based on spontaneous dialogues is only gaining momentum in Russian linguistics studies. The aim of the article is to provide data on principles of verbal and non-verbal correlation at times of difficulty during the development of spoken discourse between two speakers, as well as to systematize them in the most frequent multimodal patterns. The material of the article is 16 video clips of spontaneous dialogues of Russian native speakers, the total timing is 1.5 hours. The annotated video materials are students’ spontaneous dialogic discourse. The topics of dialogues can be divided into two groups – communication between friends/colleagues and communication between the client and service staff. Each video clip is annotated in ELAN v.6.2. The presented results are based on general linguistic methods of description and comparison, as well as a method of analyzing a cognitive event. Analyzing cognitive events and providing statistics on the subject, we describe the main multimodal patterns, which have been classified by the frequent nature of some speech disfluencies and non-verbal response to them. Our study is based on the gestural repetition concept. As a result, the most common speech disfluencies have been identified and divided into five large blocks. Each of the blocks is accompanied by the main multimodal patterns, implemented in different channels – manual channel, gaze channel and cephalic channel. The number of speech disfluencies recorded at the external level directly depends on the topic and not always on the level of competence of the speakers, since all dialogues are improvised by students who only have presuppositions regarding the deployment of discourse depending on the given role. Speech disfluencies and the principles of their compensation in different multimodal channels depend on both internal (cognitive) and external factors (overlapping and interruptions), which represent an interpenetrating indivisible system. Keywords: multimodal pattern, speech disfluency, manual channel, gaze channel, cephalic channel, cognitive event, overlapping | 504 | |||||
| 6533 | In recent years, COVID-19 encourages medical organizations to intensify informing the population to stop the spread of the infection. A health poster is one of the most popular educational tools for the mass, therefore it is necessary to pay attention to linguistic and extralinguistic aspects of poster which have a big impact on people. The aim of the article is to identify the main strategies and tactics used in COVID-19 posters to prevent the infection, and to compare verbal and visual features of a health poster in Russian and English. The material for the study is health posters aimed at COVID-19 prevention in the English and Russian languages, posted on the official websites of various medical and healthcare organizations. The main method used in the study is multimodal discourse analysis. The article presents a comprehensive analysis of the main aspects of verbal and nonverbal impact in COVID-19 posters in English and Russian. Using multimodal discourse analysis, we distinguished the main strategies and tactics of COVID-19 posters impact, as well as their common and distinctive features in English and Russian. The main strategies used in the COVID-19 poster include the draw attention strategy, the informing strategy, the call for protection strategy, and the prohibition strategy. There are four strategies of the COVID-19 poster to impact the audience. Each strategy implements particular tactics using language, images, composition and other features. Moreover, there are some differences in posters in English and Russian from a cultural point of view, which can be explained by different context of communication between the two cultures, according to E. Hall’s research. Keywords: medical poster, COVID-19, multimodal discourse analysis, impact, strategies, tactics | 502 | |||||
| 6534 | M. Voloshin’s special interest in color naming is caused both by the peculiarity of the era (Silver Age), and his passion not only for the poetic word, but also, equally, for fine art. The color picture of the world of M. Voloshin’s poems is distinguished by a variety of colors that convey shades of one color or another, and the unusualness of the created color images, in which the features of the author’s perception of the world are revealed. The article presents data on the study of the semantics and symbolic meaning of frequency colors found in the lyrical texts of M. Voloshin, data on the analysis of individual poems containing color symbolism in order to determine the meaning of color painting for understanding the poet’s worldview and the features of his creative manner. In the course of the study, methods of semantic-stylistic, contextological, and motive analysis were used, which make it possible to reveal the features of the embodiment and the meaning of M. Voloshin’s color picture of the world. The variety of color embodiment of the lyrics of M. A. Voloshin is associated with the peculiarity of the worldview of Voloshin the artist, who gave himself the attitude “to absorb all forms, all colors into oneself with the eyes”. In addition, the poet’s passion for Symbolist and Impressionist teachings influenced the multicoloredness of his poetry. Color painting, being one of the main means of expressing the author’s intentions, helps to convey the subtlest color shades and the symbolism of the feelings of the lyrical hero. The most frequent colors used by M. Voloshin: red in its many variations, gold, gray, purple – often contain metaphysical symbolism. To convey color, M. Voloshin also uses lexemes denoting plants (flowers), as well as mineralogical designations. The study of M. Voloshin’s lyrical tests for the use of color in them led to the conclusion that the color picture of the poet’s world is rich and diverse incarnations: colorful epithets, unusual metaphors, comparisons, synesthetic images, mineralogical designations – an incomplete list of the means and techniques used by the author. The significance of the conducted research lies in the reflection of the author’s worldview through the comprehension of the symbolic meanings of the image embedded in the color names. Keywords: M. A. Voloshin, color picture of the world, color names, color painting, color image, symbolism, impressionism, Silver Age | 501 | |||||
| 6535 | On the basis of the works of domestic philosophers, sociologists, teachers, culturologists, the concept of «ethnocultural identity» is considered and the relevance of the study is substantiated. Experimental work on the formation of the ethno-cultural identity of students was carried out on the material of the South Russian folk costume. Due to its brightness, symbolism, constructive simplicity, the South Russian folk costume is accessible and understandable for younger schoolchildren and can be used in the practice of a modern school, since the skill of creating and decorating a costume was transferred from older younger members of the family in the process of direct contact in the form of joint activity. The conducted ascertaining experiment showed that if students have a certain civic position and moral feelings, their ethno-cultural identity, as a quality of personality, is at an insufficiently high level of formation. At the formative stage of the study, the experimental group conducted classes that were aimed at the formation of ethno-cultural identity among students of primary school age under the program of extracurricular activities “I live in Russia”. In the control group, educational and extracurricular activities were carried out in accordance with the curriculum and the plan of educational work. The implementation of the program of extracurricular activities “I live in Russia” is based on a system-activity approach, which involves social and pedagogical support for the process of formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia; transition to a strategy of social design and construction based on the development of the content and technologies of education that determine the ways and means of achieving the socially desired level of personal and cognitive development of students, taking into account their age, psychological and physiological characteristics. An important function of traditional art is that it is a unique way of conveying the universal and individual human experience. The South Russian folk costume gives students a unique opportunity to join the experience of previous generations, analyze, participate in the creation of a material result, come to an understanding of the beauty and originality of the costumes of different peoples living in Russia. As a result of the successful use of the material of the South Russian folk costume, interest is developing in the study of the history of the country, region, native city; the amount of work in the classroom gradually increases as a result of increased attention and good performance; the desire to learn new things increases, children are waiting for creative tasks, they themselves take the initiative in their search, help each other by creating collective projects in the classroom. As a result of the study, the indicators of the formation of ethnocultural identity in the experimental group increased in comparison with the results of the ascertaining stage of the study. This was facilitated by conducting classes with students on the extracurricular activity course “I live in Russia” introduced into the educational process of elementary school, built on the material of the South Russian folk costume. Keywords: additional education, personality, primary school age, student, basic general education, traditional culture, ethno-cultural identity, South Russian folk costume | 501 | |||||
| 6536 | Introduction. The purpose of this research is to analyze the educational practices of foreign private universities of human capital’s formation. With the main focus on such countries as Great Britain, Germany, China, India, Singapore and the United States, a comparative analysis and key features of educational practices of the world’s leading private universities of human capital’s formation are presented. Material and methods. The research material was English-language sources, official websites of the world’s leading private universities: University of Massachusetts, Stanford University, University of Pennsylvania (USA), Jacobs University of Bremen and Zeppelin University (Germany), National University of Singapore (NUS), etc. Analysis of leading private universities’ educational practices, which made it possible to reveal and substantiate the educational practices’ key characteristics in human capital formation. Results and discussion. The educational practices’ key characteristics of the world’s leading universities as a tool for realizing human capital are the following: – autonomy of a private university, characterized by its own independent design of the university management’s strategy and policy and educational process – knowledge interdisciplinary synthesis based on the various scientific research’s integration and the widespread use of modern educational technologies. Creation of interdisciplinary institutes and multi-university programs; – high concentration of talents of all educational process’ subjects, where the main factor in the human capital formation in a private university is the privilege of selective selection of students with high academic performance, attracting famous scientists to research; – universities network interaction with the industrial sphere in the light of personnel training. The main form of networking is the corporate universities creation; – universities consortium, which is a single university that forms a unified brand with a centralized structure; – effective fundraising system that ensures the productive human capital formation. The main source is income from own scientific and practical developments carried out on a contractual basis by public and private firms; – research reputation. Advanced scientific and practical developments, characterized by productivity. Research developments directly depend on the universities autonomy, the greater of a university`s autonomy, the freer it is in choosing research areas. Conclusion. The modern education system acts as an integrator of the interests of the individual and society, predetermining the development of mankind for many years to come. The experience of a foreign private higher school shows that educational practices are an effective mechanism in the formation of human capital. The human capital acquired in the process of learning changes the quality of a person’s life, has a direct impact on his intellectual, creative and cultural level. Keywords: educational practices, human capital formation, private university | 500 | |||||
| 6537 | The existing studies of techniques and strategies of text creolization prove the interest of scientists in semiotically complex objects that combine the principles of verbal and visual coding of information. However, the creolized prose miniature for children is a little-studied phenomenon, although it occupies a significant place in the history of children’s literature and the modern literary process. The aim is to analyze the features of creolized prose miniatures for children created by modern writer Arthur Givargizov and illustrator Victoria Semykina. The research material is prose miniatures from the book “Transition” by Arthur Givargizov. The research is carried out in line with the semiotic approach to text analysis, based on literary works on prose miniature, including in the works of modern children’s writers, as well as on techniques and strategies of text creolization. The creolized prose miniature for children is an integral verbal-visual phenomenon that incorporates the properties of various sign systems. Its characteristic features are a laconic plot and (or) figuratively completed verbal text that makes up a figurative and semantic unity with visual elements. Prosaic miniatures can go back to a variety of genre matrices. Artur Givargizov turns to the genres of anecdote and fiction. The absurdist poetics of the texts also determines the specifics of the illustrations: they show the artist’s play with proportions, onomatopoeia is used as elements of illustration, etc. Thematically, the miniatures of Givargizov’s book “Transition” beat the title of the book. In general, they are about the rules of a child’s existence in social and fantasy-game realities, about the possibilities and difficulties of transition from one to another. Another meaning of the title of the book is the comprehension of the difficulties of transition from the language of traffic rules symbols to the language of the game, which cause communicative failures in the relations of children and adults. When creolizing miniatures of the book “Transition”, different strategies are used: in most cases, the image frames the text, creating additional semantic accents and bringing the artist’s interpretation into the ideological and thematic field of the work. But in a number of A. Givargizov’s miniatures, the visual appearance of the printed text created by V. Semykina is turned into part of the illustration: the font and its location completes the image, which, in turn, complements or reinforces the associative and ideological-thematic content of the verbal text. The figurative-semantic fusion of the verbal and visual components in the book “Transition” allows us to talk about a creolized text. Through the strategies of croelization by Arthur Givargizov and Victoria Semykina, the author’s game is realized with the reader/viewer, who is invited to grasp the semantic relationship of the verbal and visual components of the text. Keywords: creolized text, children’s literature, prose miniature, game, A. Giargizov, V. Semykina | 498 | |||||
| 6538 | The article raises a problem concerning young people’s low employment caused by insufficient career guidance and professional self-determination for individual career building, it concerns in particular young people getting professional education. In connection with it, what seems necessary is implementing mechanisms of assisting professional selfdetermination, career building and employment that are currently important for modern young people. The aim of the article is designing, applying and analyzing the results of an additional general developmental program in career building and preparation for going to the employment market of students who have difficulties in professional self-determination and have an unclear idea of their career trajectory. Theoretical analysis of the terms “youth” and “young students”; questioning Tomsk State Pedagogical University senior students (years of 2020–2022), singling out the target group, i.e. those students who have difficulties, designing and applying the program. There presented the main content idea and specific peculiarities of the general enriching program for additional education “Basics of effective employment in education”. Implementing the comparative analysis of initial and final questionnaires of students with difficulties (participants of the program), we’ve traced positive dynamics in the parameters “plan employment in education” and “identify themselves with professional pedagogical activities”. The results of monitoring employment of the program participants show that on average 67 % of the participants have got employed due to the completed pedagogical education. It has revealed that applying the additional general enriching program “Basics of effective employment in education” causes students’ motivation towards building their professional pedagogical career, has a positive impact on the formation of professional pedagogical identity and can be used as a mechanism of assisting students’ professional self-determination and employment in the regional educational system. Keywords: occupation, employment, contribution, young students, program of additional education | 495 | |||||
| 6539 | Introduction. The modern level of convergence of sciences and technologies leads to changes in the content of school subjects and their new synthesis in the educational process. In regional school practice, new interdisciplinary connections and integrated courses are emerging, partially provided with methodological materials. The conditions and results of the development of convergent education in the region should be taken into account when preparing future teachers. The opening of pedagogical quantoriums and technoparks on the basis of higher pedagogical education organizations as a condition for the material and technical support of the educational process contributes to the formation of a broad natural science worldview of students-teachers. The analysis of research in the field of convergent education will allow us to form an idea of a new educational paradigm, to determine ways to transform the process of training a school teacher. Aim and objectives. To study the practices of implementing convergent learning in the general education process, as well as requests for training teachers with new qualities that allow the teacher to introduce these technologies into the educational process. Material and methods. The research methods were: a survey containing questions with a choice of one or multiple answers, and with free answers; grouping of answers; clustering of opinions, judgments and assessments; generalization and analysis. Results and discussion. Based on the conducted research, a rating of specialized education and integrated courses was established in 19 schools. The continuity of integration education between primary and high schools, opportunities and deficits for development has been established. Respondents see the best opportunity to implement convergent education in the implementation of project-based learning. Courses and events are equally evaluated. Conclusion. The conclusions obtained on the basis of the analysis of the research results allow us to assert that there are deficits: experimental activities in existing convergent school courses; carriers of interdisciplinary knowledge; integration of such school subjects as Technology – Robotics, Physics – Biology; equipping with teaching materials. At the same time, the positive trend that has emerged in the region in displaying the convergence of natural and exact sciences in school and university education, revealing the relationship of these sciences with technologies on the example of megaprojects, allows us to assert the possibility of solving problems. The results obtained will enrich future teachers with additional knowledge and universal competencies. Keywords: convergent education at school, profile training, teacher training, integration of science and technology, integrated course, interdisciplinary approach | 492 | |||||
| 6540 | Introduction. The article deals with the problem of perception of the canonical Russian literature texts by contemporary readers. The 200th anniversary of N. A. Nekrasov is a significant occasion for reflection on the place of the poet’s heritage in the cultural memory and linguistic consciousness of the contemporary Russian native speakers. ‘Winged’ words and expressions from Nekrasov’s works have been an important part of the intertextual thesaurus of the native Russian speakers for many decades. Largely, it is due to unchangeable place of the poet’s works in school literature programs. The aim of the article is to show the changes in the intertextual thesaurus associated with the perception of winged words from t Nekrasov’s works. Material and methods. ‘Winged’ words from Nekrasov’s works are a significant part of the precedent phenomena corpus resented in the consciousness of a linguistic personality. The lexicographic sources and the Russian National Corpus evidence this. The data was also taken from a survey of contemporary writers and critics carried out by the Central Universal Science Nekrasov Library for the poet’s 200th anniversary. The results of a mass survey in which about 1,000 people participated were used to study the dynamic processes characterizing the differences in the cultural memory of young people. The respondents had to determine the authorship of the expressions written by several writers and poets, including Nekrasov, and continue some of them. Results and. discussion. The analysis of the questionnaires of famous contemporary writers and Nekrasov’s legacy still has a significant place in the modern cultural space. At the same time, the article results confirm the opinion that Nekrasov’s works have mainly form of the clichéd phrases in the thesaurus of youth. Conclusion. The conducted mass survey indicates a clear change in the cultural code of a young contemporary reader, a noticeable poverty of the intertextual thesaurus. This may be an obstacle to the cultural dialogue of different generations representatives, as well as to the adequate perception of texts. Keywords: classical canon, cultural code, intertextual thesaurus, citation, precedent names | 491 | |||||
| 6541 | Introduction. The article indicates the relevance of the problem of changes in the process of teachers’ training for intercultural interaction in a region. The authors identified the key tasks, the solution of which will help in the further design of a predictive model for the development of the teacher training system. The aim of the research is to substantiate the stages of designing a predictive model for preparing teachers for intercultural interaction. Material and methods. The leading methods of the current research is the analysis of theoretical literature. The choice of such research approaches as structural and structural-functional make it possible to characterize the process of preparing teachers for intercultural interaction as multicomponent, multilevel and multistage in the context of interaction between the regional education system and the system of higher education in the Russian Federation. Results and discussion. The stages of designing a predictive model for preparing teachers for intercultural interaction are proposed, the essence of the concepts of “training teachers” and “changes in training” is substantiated, strategies for organizing the training of teachers for intercultural interaction are indicated (overcoming the existing linearity, practice orientation and continuity and strategies for advanced learning). Moreover, the authors of the current research analyze the role of the factors that affect the process of teachers’ training for intercultural interaction. Thus, socio-political factors determine a new understanding of the strategy for the development of higher pedagogical education in the context of strengthening ethno-cultural processes (legislation in the field of regional policy development, the position of the state in the field of regulating ethnic processes and the dissemination of ideas for the preservation of ethnic cultures; growth of ethnocultural processes). Regional factors determine the specificity of the region development (the demographic structure of the population, social mobility, dynamically changing requirements of the labor market). Personal factors explain the necessity of correction and the new aims development in higher pedagogical education within the specificity of ethno-cultural diversity (the readiness of teachers for intercultural interaction; pedagogical initiatives, a framework program for teachers’ training to intercultural interaction). Conclusion. Based on the study, it was suggested that the result of the next study should be the development of components of a predictive model for preparing teachers for intercultural interaction. Keywords: regional education, intercultural interaction, changes in teachers’ training, the strategies of educational process development, comparative researches, predictive model | 489 | |||||
| 6542 | Introduction. One of the main semantic features of a state situation is perceptivity, which can appear in the text as an independent event proposition, and as a property of an emotional state. The presence of a sign of perceptivity in research of fiction makes it possible to distinguish between the types of subjects of perception, the key of which is the narrator (observer). Aim and objectives. The main purpose is to determine the connection between the perceptual attribute and the key differential-semantic attributes of the state and the influence on the semantics of the statement as a whole. The tasks of the research include the analysis of images of sensory perception. Material and methods. The material for the study was the stories of L. Petrushevskaya from the collections “Two Kingdoms”, “Stories about love”, “Black Butterfly”. More than 800 statements with the semantics of the emotional state are highlighted. The work uses the method of scientific description, including the collection of material, observation and systematization, semantic analysis of the statement and linguistic analysis of the text. Results and discussion. Based on the analysis, it was found that the perceptual sign is characteristic of most statements with the semantics of the emotional state. The main subject of perception in a literary text is the narrator (observer). The position of the observer makes it possible to interpret the emotional state both in terms of external signs (external perception) and internal (internal perception). Conclusion. The perceptual feature affects other semantic features, including the statement that represents the situation of the emotional state. The representation of perception within the framework of an emotional state emphasizes the specificity of L. Petrushevskaya’s work. Keywords: semantics of the state, Petrushevskaya, emotional states, perceptivity, semantic attribute of the state | 484 | |||||
| 6543 | Introduction. Due to the fact that the modern world is changing almost at lightning speed, many researchers, comparing the competencies formed in educational institutions and necessary later in practice, seeing the gap between them growing, try to predict in advance the “professions” and the corresponding “competencies of the future”. The list of competencies is being modified, refined and supplemented constantly. For the formation and development of competencies, it is possible to adapt the educational process to the needs and requests of each student by improving the existing information system for supporting the educational process. The aim is to identify the features of the information system for supporting the educational process university, aimed at forming students’ competencies of the future. Material and methods. To solve the tasks set, the following research methods were used. studies: theoretical (study and analysis of literature, comparative analysis of existing E-Learning systems (Moodle, WebTutor, Sakai, IBM, Competentum, Prometheus, Mirapolis), modeling, generalization definition and concretization); empirical (observation, questioning, testing, analysis of products of educational student activities); mathematical methods for processing the results of experimental work. The study was conducted in the 2019–2021 academic year at the Tyumen State University. Students from the Institute of Social Sciences and Humanities took part in the experimental work, Institute of State and Law, Institute of Psychology and Pedagogy, students studying in individual evocative trajectories. Results and discussion. The result of the work was the definition of the basic requirements for the information system for the support of the educational process: the possibility of studying disciplines at several levels of development, which is essential for the implementation of the concept of individual educational technologies; filling the system with holistic educational content that takes into account interdisciplinary connections and the logical sequence of the presentation of the material, its practical orientation; a wide range of mechanisms (indicators) that determine the quality of learning of educational material and the dynamics of the formation of competencies, based on the impulse (clip, fragmented) transfer of knowledge; the presence of constant, maximally informative feedback that allows the teacher to respond promptly to the process and results of students’ work by changing the ways of presenting the material and its content; possibility of communication between all participants of the educational process; increasing motivation and involvement of students by providing a comprehensive mechanism of immersion in the educational process using elements of gamification, activation of reflexive processes, social interaction, intersection with “live practice”. Conclusion. The work carried out made it possible to identify some ways of developing the capacity of existing information systems for supporting the educational process of the university to build individual educational trajectories of students and the formation of “competencies of the future”. Keywords: information support system, digital educational technologies, education of the future, competencies of the future, individual educational trajectories, modeling, E-Learning, human capital | 484 | |||||
| 6544 | Introduction. The Russian scientific community is faced with the task of integrating domestic research into the global publication space. Today in Russia the culture of using foreign databases is at the stage of formation, while abroad it is at a fairly high level. With the expansion of the globalization of socio-economic processes, possession of over-professional skills in working with the Web of Science and Scopus databases becomes a necessary condition for Russian science to enter the world scientific space. Therefore, an integral part of the system of measures aimed at improving the indicators of Russian science in international citation indices should be training activities for working with foreign information resources. One of the important educational problems is the lack of training of young researchers to work with foreign databases. Consequently, in the context of globalization and digitalization, specially organized educational support for young researchers in working with foreign information resources is needed. The support of researchers should be aimed at the formation of over-professional skills in working with Web of Science, Scopus and their analytical tools, the formation of “scientometric literacy”. The aim is to substantiate the effectiveness of the model of organizational and methodological support for the entry of young researchers into the global publication space. Material and methods. Theoretical – abstraction, analysis, specification, generalization; empirical – included observation, questionnaire, survey, reflective interview, experiment, focus group. Results and discussion. The structure of competencies of young researchers for working with foreign databases Scopus, Web of Science and the analytical tool SciVal has been developed, including motivational, cognitive, behavioral and reflective-evaluative components. A model of organizational and methodological support for the entry of young researchers into the global publication space was created to form these competencies. The proposed model of support was tested in Tomsk Polytechnic University. Conclusion. The diagnostic results showed that the model of organizational and methodological support for the entry of young researchers into the global publication space contributes to the formation of over-professional skills of working with foreign databases and their analytical tools, the formation of “scientometric literacy” of students, graduate students and young scientists. Keywords: Scopus, Web of Science, publication activity, young researchers, global publication space | 483 | |||||
| 6545 | Introduction. Teaching Russian in secondary school, speech development and the formation of spelling and punctuation skills is an important task that involves a number of difficulties. Effective study of the Russian language in a secondary school is often hindered by factors such as poor perseverance, lack of interest in the subject, bilingualism, and more. Russian Russian spelling rules algorithmized representation method is considered in this paper, which allows to improve the quality of teaching Russian to middle and senior school students. The purpose is to substantiate the effectiveness of the algorithm method in teaching the Russian language to children of secondary schools, to consider approximate models of training algorithms. Material and methods. Theoretical methods (modeling, analysis, synthesis) were used in the work; empirical methods (observation, comparison, experiment). Results and discussion. Simple memorizing of the rules does not always lead to increased literacy of students. The algorithm method provides for the joint compilation of algorithmic schemes of various types with students, which illustrate the rule being studied, allow you to work out the mechanism of reasoning step by step when performing spelling and punctuation tasks. This approach contributes to the achievement of a high quality of knowledge through the systematic development of practical skills with the help of schemes adapted to the needs of each child. The training algorithm can have different types: from a clearly formulated scheme (similar to a mathematical example) up to a colorful illustration that will be understandable to children with creative abilities. Conclusion. The algorithm method can be applied to study almost any rule of Russian spelling and punctuation. In the scheme created jointly with the students, there should be a place for exceptions and for examples that the child will enter independently. When creating a training scheme, the student is an active co-author. A circuit is never a closed system. It is being refined and improved in the process of practical activity of students. For children from the same class, the schemes can be completely different, as they have been improved and finalized independently. Keywords: methodology, algorithm, teaching, Russian language, interactivity, secondary school | 481 | |||||
| 6546 | Introduction. Translator’s linguistic knowledge operates under conditions which are different from ordinary language use, i.e., under increased psychological and cognitive load. For this reason, it should possess some professionally oriented characteristics which will ensure its effective functioning in the translation process. One of such characteristics is the mobility of translator’s linguistic knowledge. Aim of the paper is to identify and analyse factors which influence the degree of mobility of translator’s linguistic knowledge and to give some recommendations as to what approaches and activities can be used to increase it when teaching foreign languages to trainee translators. Material and methods. The material of the research included theoretical and practical works of national and foreign researchers in the field of translation studies, bilingual lexicon, code-switching, foreign language teaching. The following theoretical and empirical methods were used: analysis of scientific and methodological literature, generalization of experience, analysis and synthesis, comparison, modeling, extrapolation, analysis of pedagogical experience. Results and discussion. Based on the analysis of literature the following factors influencing the degree of mobility of translator’s linguistic knowledge have been identified: 1) the type of lexical representations in the bilingual lexicon (word association vs concept mediation); 2) the type of connections between languages and the conceptual store in the bilingual lexicon, and more specifically, the degree of independence of a foreign language and the existence of a direct connection between this language and the conceptual store; 3) conditions required for the creation and functioning of interlingual connections (connections within one vs across different subject areas, connections between semantic systems in a foreign and native language,); 4) psychological readiness for using linguistic means determined by the task. The following approaches and activities can contribute to increasing the degree of mobility of linguistic knowledge: 1) specifically targeting words and phrases which cause mobility to decrease; 2) increasing the frequency of occurrence of newly and previously learnt vocabulary; 3) strengthening the connection between the foreign language and the conceptual store through varying contexts and types of activities (cognitive operations with vocabulary, information- gap tasks); 4) ensuring vocabulary practice within one or across multiple subject areas; 5) ensuring the use of vocabulary determined by the task and strengthening the connection from L1 to L2 (pushed output tasks). Conclusion. Bearing in mind the factors which affect mobility of linguistic knowledge and using appropriate activities, it is possible to create preconditions for prompt functioning of translator’s linguistic knowledge in the translation process. Keywords: language teaching for translation, mobility of linguistic knowledge, bilingual lexicon, code-switching | 480 | |||||
| 6547 | Creative pedagogical activity implies continuous professional development of the teacher. The digital educational environment has ample opportunities for self-development and self-organization of the teacher. In the process of self-development, the teacher actualizes theoretical knowledge and gains new practical experience. This allows him to rationally choose the means for pedagogical actions, effectively, technologically, valeologically carry out pedagogical activities. There is a need to form a teacher’s value orientations for self-development and self-determination. The purpose of the study is to scientifically substantiate the possibility of using the resources of the digital educational environment to develop value orientations for continuous self-development and self-organization among teachers. The methodology and research methods are based on the characterization of pedagogical activity as a creative process, the analysis of the effectiveness of pedagogical activity in the characteristics of activity from the standpoint of a praxeological approach, the use of reflective self-assessment to form the teacher’s value orientations for self-development. The teacher’s value orientations towards continuous self-development and self-organization contribute to the creative self-realization of the teacher and the improvement of the quality and awareness of pedagogical work. Reflective assessment of actions allows the teacher to find deficiencies in the implementation of labor functions and ways to eliminate them. It is concluded that the formation of teacher’s value orientations for self-development and self-organization is an important task of pedagogical education. The theoretical significance of the study is determined by the model of the process of creative solution of a cognitive task by a teacher in a digital educational environment based on a praxeological approach. The practical significance is the range of possibilities of the digital educational environment for the teacher’s selfdevelopment and self-organization. Keywords: professional development, pedagogical creativity, value orientations, digitalization of education | 479 | |||||
| 6548 | An important task of domestic pedagogy is the search for technologies that allow the development of a personality not only in the cognitive, but also the motivational-usual and emotional-volitional spheres. It is proved that, depending on the type of virtual reality (VR) as a special teaching method, it is required to revise the role of the teacher and the conditions of interaction between the teacher and the students in order to master the latter educational content. A review of domestic and foreign experience in applying virtual reality technologies in educational practice is presented. By the means of historical and pedagogical analysis, it has been proved that to date in the scientific literature there are no longitudinal studies that allow us to assess the influence of forced cognitive development on the harmonization of the personal development of children and the intensive development of the school curriculum, especially in preschool and primary school age. The article reveals the concept of an immersive educational environment, its influence on the development of the personality of the student at various levels of general education is noted. The thesis is justified that virtual reality as an educational technology and a special educational environment can be programmed and reproduced using a computer program and stimulate schoolchildren to perform certain educational actions according to a pre-planned scenario. Based on the analysis of the experience of teaching children in immersive environments, the authors note the possibilities of their application for the cognitive development of the personality of schoolchildren at various levels of education. The ideas of teachers of the primary and basic school on the developmental capabilities of VR are described. The advantages of the application in the educational process of such immersive technologies as virtual excursions, virtual quests and virtual laboratories are disclosed. Conclusions have been drawn about the possibilities and restrictions of cognitive development of the student’s personality in immersive educational environments. It has been proven that in virtual immersive environments can be successfully applied to teaching and developing children of different ages. The virtues of the use of VR in training, such as visualization, the possibility of visualizing complex processes and phenomena, interactivity and the possibility of gaming the educational process, etc. Establish various types of VR with rich capabilities in various fields of personality development. Keywords: immersive approach in education, immersive educational environment, virtual reality, personal development in learning, virtual laboratories, virtual quests | 477 | |||||
| 6549 | A relevant social ideal in the modern era in the context of national cultural and historical memory is the legendary personality of D. M. Karbyshev. His most important qualities, which influenced not only his life and activities, were: a high desire to serve the Motherland, a focus on victory, integrity and uncompromising, aggravated – a sense of truth and justice, courage and bravery. In this regard, the social ideal of the personality of D. M. Karbyshev is considered in the context of domestic cultural historical memory. The goal is to analyze the pedagogical potential of forms of patriotic education of student youth on the basis of means of memorializing cultural and historical memory. The research material was open Internet sources, as well as materials of a sociological survey conducted in April 2022 among students of the Omsk Pedagogical University on the basis of a random sample. The study used methods of comparative and systemic analysis, as well as methods for developing design technologies. The theoretical significance of the results of the study consists in the systematization of the forms and methods of patriotic education of student youth by means of memorialization of historical memory. Lacunae were discovered in the youth’s knowledge of means of perpetuating the memory of D. M. Karbyshev, which was the basis for the development of innovative forms and means of patriotic education. The methods of sociological survey, systematic and comparative analysis show the reflection of the means of memorialization of the feat of D. M. Karbyshev in the forms and means of patriotic education. The practical significance of the study is as follows. The social ideal of the personality of D. M. Karbyshev in the context of domestic cultural historical memory. Forms of patriotic education are distributed in project technologies by age groups of children and youth and certain loci – places of patriotic actions. Using the method of sociological survey, traditional and innovative forms of patriotic education proposed by students were identified. A set of forms of patriotic education is distributed in project technologies by age groups of children and youth and certain loci – places of patriotic actions. The structure of the developed technologies includes means of patriotic education. Along with immersion in the atmosphere of patriotism, military romance and conviction in the greatness of the feat, his visual museum and excursion display is carried out, built on the inclusion of various objects of cultural and historical memory in the route of excursions. To work with young people, seven main active forms of patriotic education in the context of project technologies have been developed. It is determined that for student and working youth, along with common excursion routes, there are seven other loci: special cultural institutions for youth, as well as citywide libraries, museums, the Cinema House, the space of the Immortal Regiment. As a result of the development of technologies, the pedagogical potential of these patriotic actions was revealed: their continuity, taking into account the lessons of history, and the sacred essence of military-patriotic exploits in the name of life, visibility, spectacular effect, dispersion among audiences, brightness, significance of cultural and historical memory, emotional saturation of impact. Keywords: pedagogical potential, patriotic actions, design method, forms and means of patriotic education, student youth, cultural and historical memory of the feat of D. M. Karbyshev | 475 | |||||
| 6550 | Socialism is one of the key ideas that make up the socio-historical, philosophical and moral worldview of F. M. Dostoevsky in the 1860s – 1880s. The problem of “Dostoevsky and socialism” was posed by researchers already at the beginning of the 20th century, literary critics and philosophers noted the special attitude of the thinker to this system of society. As part of the study of Dostoevsky’s geopolitical ideas about Europe in the 1860s – 1881. it seems necessary and logical to study the problem of socialism in journalistic texts and letters of the thinker. The purpose of the article is to study and reconstruct the position of Dostoevsky in relation to socialism in the 1860s – 1881s. The material of the study was journalistic texts, notes, unfinished articles, letters from Dostoevsky in 1860–1881. The empirical base of the study was formed using the method of continuous sampling of the concept of “socialism”. The study uses biographical, cultural-historical, imagological methods. As part of the study, all available texts of the period under study, including the concept of “socialism”, were considered. As a result, it was revealed that in the 1860s – 1881 the problem of socialism was very relevant for Dostoevsky. The thinker discusses both European and Russian socialism, but first of all it is more important for him to understand the essence of socialism. European socialism, based on laws, requirements and science, according to Dostoevsky, leads to the destruction of the West. The writer formulates his understanding of socialism, contrasts the artificial construction of society (European or Western socialism) with love, morality, brotherhood (Russian socialism). The peculiarity of Dostoevsky’s socialist ideas is their identification with equality and social justice under the leadership of boundless sincere faith in the teachings of Christ. Since the 1860s Dostoevsky reflects on socialism and contrasts two definitions of this concept: the form of government and fraternal unity based on the moral feelings of society. Based on these definitions of socialism, he contrasts European (Western) socialism and Russian socialism. The writer was convinced of the possibility of implementing socialist theory to create a just social order, he believed that this could be achieved without revolutions, but thanks to the internal change of man and society. The chronological reconstruction of the writer’s position towards the socialism of the period under study helps to reveal the dynamics of changes in Dostoevsky’s views in this regard. Reflecting on socialism in Europe and Russia, the thinker turns to the problems of science, education, youth, writes about the activities of European leaders, the development of European states. Socialism turns out to be the connecting link of many questions that concern the thinker. Keywords: F. M. Dostoevsky, European socialism, Russian socialism, “Diary of a Writer” | 474 | |||||