No 2 (2016)

This article deals with the methodology of interactive exercises, which are aimed at supporting and strengthening pedagogical interaction of educational activity participants. The authors consider the so-called copyright systems or cloud programs which provide teachers with a wide range of methods for creating interactive training and text assignments and exercises using the Internet resources involving text, graphical and video information that can be carried out without deep knowledge of programming languages and specialists in this field. The article is written on the basis of teaching Russian as a foreign language.

The article aims at pointing communicative needs of Mongol non-philologists studying Russian as a foreign language. It shows the results of Mongol students’ communicative needs.

In this article we consider how research using spoken and written corpora, including learner corpora, can assist in addressing the problem of what to include in an advanced syllabus. When we come to truly advanced level of teaching, we have to remember that at this point our students are already independent users. So this, obviously, has implications for methodology at the advanced level. It is important to remember that the advanced level is not just a higher version of the upper-intermediate level. The advanced level requires a qualitative, as well as quantitative, change in teaching and learning.Mike McCarthy, a Professor of Applied Linguistics at the University of Nottingham, states that the teaching of the advanced grammar can be structured, useful and directed towards academic and professional needs, if it is based on the evidence of spoken and written corpora, using both native-user and learner corpora, as well as specialized corpora such as spoken and written academic corpora. Thus, advanced-level grammar teaching should include: rare and difficult items, which are less frequent in the corpus, but which learners will be exposed to in academic/professional texts; grammar that is common but which is not often taught, or which students don’t use in their writing; grammar already known but with new meanings, new functions; meanings and functions already familiar to students but with new or different structures; key differences between spoken and written grammar; grammar that enhances style and promotes academic success.

There isn’t an aspect of social policy or experience that is not deeply caught up in disability issues. Disability is one of the great issues, like race, class and gender. In the studies of the contemporary social and political discourse there is a new, little known and topical direction, it is the analysis of conceptual metaphors modelling the image of a person with disability. The article deals at length with the cognitive, discursive and contextual analysis of the metaphoric model “DISABILITY IS NATURE” within the comparative aspect (based on the examples of Russian and American mass media discourse). In the analysis the natural metaphor has proved to possess a huge emotional potential for describing problems of people with disabilities. Russian Mass Media admit discriminatory ideas of ableism to such an extent that it shows little attention and misunderstanding of disability issues in Russian society in comparison with the American one.

The article presents a picture of the lexical components of the process of self-organization of text and discourse, functioning hub of meaning in text and discourse. The process of self-organization of text and discourse in Russian and Senegalese language cultures is extremely complex and not yet entirely understood. It passes through the actualization of cultural values shades of lexical hub of cultural meaning. The operation of the hub of meaning in the process of self-organization of text and discourse are almost endless variations of the new values produced a cultural environment in which there are these text and discourse.

This article touches upon the issue of teaching methods in preparing group presentations in a foreign language as a special tool of public speaking. The article defines this tool, gives a proof of practicability and usefulness of some selected methods, systematizes successful scenarios, gives methodological recommendations, describes organizational and pedagogic conditions favouring positive dynamics of future specialists presentation skills development.