Vol 15, No 4 (2017)

This article is devoted to the problem, which has not yet been investigated in relation to the field of foreign language (including Russian) of education, namely, the problem of convergence of education as a phenomenon and methodology as a science. To solve this problem in the first part of the article deals with education as a phenomenon.Proposes a new interpretation of the education hierarchy and the principles of its construction. The author puts forward the idea that the education system needs to be designed as isofunctional model of the socialization process. In the second part it is argued that the technique is essentially the arch-Tector of the education system for what it is from a certain application of the science of language training needs to developing the theory and technology of education. The author presents the main characteristics of the new methodology. The main message of the article is to prove the following statements: No new me-codici basically impossible to build an effective education system. It is therefore necessary to the transition from essence to due.

The article discusses the concepts of a genre-oriented approach to teaching speech activity, genre awareness and genre competence as categories of linguistic didactics. The author defines the genre-oriented approach as the focus of linguistic education on mastering communicative activities in a genre aspect, through a focused exploration of genre forms of everyday, public and/or professional speech based on models of speech genres relevant to a particular student body. The process of mastering genres of speech includes a consistent achievement of the level of genre awareness and genre competence. Genre awareness is understood by the author as the linguistic persona ability to perceive and correctly use texts/utterances of a range of genres, awareness of norms, rules and scripts for speech behaviour in typical situations of communication. It is a set of basic genre knowledge, skills and competencies that allow a person to participate in everyday and academic communication. Genre competence is understood by the author as the ability of a linguistic persona to consciously predict the genre organization of speech, understand and generate texts / statements of different genres depending on the situation of communication, to manage the situation of communication. Genre competence is a quality of an individual that determines the ability and readiness for professional (including scientific) communication. The achievement of genre awareness and genre competence levels is viewed by the author as successive stages of genre thinking development of a linguistic persona. The transition from genre awareness to genre competence is characterized by increasing the level (depth) of comprehension of the genre aspect of speech activity. Methodological support of this process is one of the important tasks of the methods of teaching Russian as a native, non-native and foreign language. The development of genre competences of a student body has its own peculiarities and requires the creation of special genre-oriented teaching methods.

The author of the article suggest a conceptual and frame approach to the description of a family of words. The author study the concept of PR. The concept of PR includes 114 derived words. All vocabulary is structured according to the levels of logical classification. The upper tier of the superframe includes semes: 1) the material world; 2) the organic world; 3) the person; 4) a person in society; 5) work activity rights. On the lower tier, we select 6 subframes: 1) action, PR activity; 2) association, the structure that carries out the activities of public relations; 3) characteristics, inherent, characteristic for PR; 4) event, PR event; 5) the situation of PR; 6) relations in the field of PR.