48734 2227-8591 8 28 2019 1-120

EDI RUS 9-10 M-3408-2018 56245378400 0000-0002-9284-5734 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Almazova Nadezhda Chief Editor’s Introduction Message from the Editor-in-Chief to readers. announcement https://tmhe.spbstu.ru/article/2019.15.1/ 28-s_9-10_Kolonka_Gl_red_VMP-28_2019.pdf

RAR RUS 12-21 Peter the Great St. Petersburg Polytechnic University Zagoruyko Anna O. annzagoruiko@gmail.com Peter the Great St. Petersburg Polytechnic University Efremova Maria A. maryefremova88@gmail.com The Value of Internet Memes as a Teaching Aid The article is devoted to the use of Internet memes as a teaching method. At present, Internet memes are a continuously evolving social and cultural phenomenon. Internet meme is a complex unit consisting of verbal and non-verbal components, therefore, it seems possible to study Internet memes in terms of linguistics. Using Internet memes as a visualization tool in language learning is increasingly becoming more popular due to such processes as globalization and the widespread integration of modern communication means and Internet into everyday life. Thus, the relevance of the study lies in the fact that educational process needs modernization in accordance with current trends and interests of students. Modern students daily deal with Internet memes, which are one of the most popular types of entertaining content on the Internet and, in their turn, can be successfully used in the educational process. In the course of work various research methods were used, both theoretical (theoretical review on the given topic, synthesis, categorization) and practical (sampling, analysis, questionnaire). As a result, we developed a scheme for Internet memes analysis, conducted a linguistic analysis of the verbal component of Internet memes, and conducted a survey for students from linguistic departments of three universities. The survey showed that at least half of the students considered it possible to include Internet memes in the educational process. Based on this result, we developed sample exercises using Internet memes. 10.18720/HUM/ISSN 2227-8591.28.01 372.881.1 visualization language learning internet-meme linguodidactics stylistics creolized text https://tmhe.spbstu.ru/article/2019.15.2/ 28-st_1_s_12-21_Zagoruyko-Efremova_VMP-28_2019.pdf

RAR RUS 23-31 ADE-6859-2022 57216908551 0000-0003-3590-3384 Peter the Great St. Petersburg Polytechnic University Andreeva Antonina A. andreeva9689@mail.ru X-5199-2019 57205456546 0000-0003-0829-6195 Peter the Great St. Petersburg Polytechnic University Barinova Darina darina-bgtu@mail.ru lended learning technology of training foreign language in non-linguistic Masters Programs The article discusses the transformation of existing practices of foreign language professional training of future engineers, with the active use of modern information and communication technologies (ICT) hardware and software; transition to blended learning as a form of organization of the educational process; application of the principles of content and languageintegrated learning (CLIL), communicative-activity and competence-based approaches. The authors consider the possibility of synergistic use of modern ICT hardware and software, the organization of the educational process as blended learning, the application of the principles of subject-language integrated learning, communication, activity and competence approaches. The pedagogical technology of foreign language integrated blended learning is described, which makes it possible to adapt to the goals of professional foreign language training of both undergraduates of non-linguistic programs of the humanities and technical sciences. A hypothesis that the developed pedagogical technology improves building competence basis of foreign language communication for undergraduates of a non-linguistic Master programs is experimentally proved. 10.18720/HUM/ISSN 2227-8591.28.02 372.881.111.1 foreign language training non-linguistic education higher school blended learning CLIL ICT communicative approach competence approach foreign language professional communication https://tmhe.spbstu.ru/article/2019.15.3/ 28-st_2_s_23-31_Andreeva-Barinova_VMP-28_2019.pdf

RAR RUS 33-41 0000-0003-1992-3668 M.T. Kalashnikov Izhevsk State Technical University Ponomarenko Ekaterina P catpep@mail.ru Peculiarities of forming linguistic personality of student in the framework of foreign language training at technical universities This paper is devoted to theoretical analysis of the problem of forming the linguistic personality of a student at technical universities. It is shown that this problem is relevant now. Linguistic, psychological and pedagogical aspects of linguistic personality formation are considered. It is proved that the linguistic aspect of the existence of a linguistic personality reveals a number of provisions that are fundamental to the methodology of teaching a foreign language, contributing to the development of more effective pedagogical learning models. The psychological aspect assumes that each student possesses peculiar communicative behavior manifested in specific situations of communication. This aspect also affects the conditions for the development of speech creativity in students including the creation of a creative environment for foreign language communication and learning and speech activities. The pedagogical aspect is aimed at developing in students a personal attitude to the content of language education, a readiness to carry out intercultural interaction and practical application of a foreign language. The article lists the basic principles of education aimed at the formation of the linguistic identity of technical university students. It is concluded that a methodologically well-organized foreign language environment contributes to the development of the student's linguistic personality in a non-linguistic university. 10.18720/HUM/ISSN 2227-8591.28.03 378:811 (045) linguistic personality linguistic education foreign language training technical university https://tmhe.spbstu.ru/article/2019.15.4/ 28-st_3_s_33-41_Ponomarenko_VMP-28_2019.pdf

RAR RUS 42-51 AGQ-6346-2022 57215434411 0000-0003-4041-9394 Peter the Great St. Petersburg Polytechnic University Burakova Darya Ark. dolly_ivanova@mail.ru Experience of video monologue use in teaching foreign languages in non-linguistic universities This article discusses the use of one of the means of information and communication technologies, a video monologue, as an opportunity to optimize the process of learning a foreign language in a non-linguistic university. The article proves the relevance of the use of information and communication technologies in teaching a foreign language at the university, and the importance of maintaining a person-centered approach in education. In particular, video monologue is considered to be a special type of out-class activities monitoring information and communication technologies, which helps to maintain individual approach and at the same time promotes the rational use of classroom time in foreign language teaching. The article contains a description of the peculiarities of monologic utterance as a type of control of communicative skills in general, and the specific features of a video monologue, in particular. Special attention is paid to the advantages of this type of control, to the problems of its use in practice and the ways to overcome these problems. The most important part is the description of the experiment, which the author conducted in the process of teaching a foreign language at St. Petersburg Polytechnic University of Peter the Great. The article analyzes the data obtained during the experiment, the results of the survey, which the author conducted in the experimental group. On the basis of the research and the results obtained during the experiment, the author concludes that the use of video monologues in the process of teaching a foreign language is highly promising. 10.18720/HUM/ISSN 2227-8591.28.04 378.147 foreign language teaching information and communication technologies learner-centred approach organization of individual activities out-class activities monitoring self-control self-correction overcoming of linguistic barriers videomonologue https://tmhe.spbstu.ru/article/2019.15.5/ 28-st_4_s_42-51_Burakova_VMP-28_2019.pdf

RAR RUS 53-60 Herzen State Pedagogical University of Russia; St. Petersburg, Russia Eremin Yuri Review of the study guide «Productive Communication Practice», written by Prof. A.V. Rubtsova Review of the study guide, written by Anna Vladimirovna Rubtsova “Productive Communication Practice” contains description of the main characteristics and analysis of chapters, structure and functional aspects of the English language productive learning. The author analyzes a number of textbooks and teaching aids in the field of professional and contextual teaching of the English language, developed in recent years in Russia and abroad; compares and summarizes the results of methodological analysis in the context of comparison with peer-reviewed textbooks. 10.18720/HUM/ISSN 2227-8591.28.05 372.881.111.1 professional learning foreign language study guide textbook linguistics master's degree program method approach https://tmhe.spbstu.ru/article/2019.15.6/ 28-st_5_s_53-60_Eremin_VMP-28_2019.pdf

RAR RUS 62-68 Peter the Great St. Petersburg Polytechnic University Belik Alyona A. alyonabelik96@mail.ru Peter the Great St. Petersburg Polytechnic University Huang Xuefeng Xuefeng.ru@yandex.ru Difficulties in teaching reading in Russian language at the stage of pre-master programs This article is devoted to methodological problems, which occur in teaching reading in Russian at the stage of pre-master programs. The review of basic kinds of reading is given. The number of methodological issues arising in the process of education are 1) lack of knowledge about basic kinds of reading; 2) giving a lot of time for reading techniques; 3) the problem of choosing the text is analyzed. The article contains recommendations for the work with the text in order to increase the effectiveness of teaching reading, and in order to increase interest and motivation of students in their pre-master programs. The stages of work with the text are given. Methodological criteria for controlling the text comprehension by foreign students learning Russian language are reviewed. 10.18720/HUM/ISSN 2227-8591.28.06 378.147.88 pre-master programs Russian as a foreign language teaching reading methodological problems work with the text https://tmhe.spbstu.ru/article/2019.15.7/ 28-st_6_s_62-68_Belik-Huan_VMP-28_2019.pdf

RAR RUS 69-76 Peter the Great St. Petersburg Polytechnic University Bykovskaia Iuliia R. bykovskaiayu@gmail.com Peter the Great St. Petersburg Polytechnic University Wang Linpeng wanglipeng@yandex.ru Features of pragmatics and the study of modal words depending on the type of discourse (with lexeme “of course” as an example) The present paper deals with the pragmatics and semantics of modal adverbs in Russian and their frequency in modern academic and mass media discourse. Modality as a language category is a complex phenomenon that can be seen from the grammatical, functional, semantic or cognitive points of view. The semantics of modal expressions reflects a subjective world of the speaker and are closely connected with the extra linguistic factors such as communicative situation, linguistic personality of the speaker, etc. This issue is relevant when teaching Russian to foreigners and preparing them for master programs, in particular. The ability to understand semantics and pragmatics of modal words in academic and mass media discourse is a key component of a communicative competence that enables a person to perform successfully in terms of Russian professional and day-to-day communication. The features and frequency of modal adverbs functioning were identified in the course of research as well as the difficulties foreign students may face when studying Russian modal adverbs, with the lexeme “of course” as example. The study analyses research papers in law and science disciplines as well as subtitles for modern YouTube and radio programs. The methods used include the continuous sampling method to choose the contexts where modal words are used as well as statistical and comparative analysis of the chosen contexts. The results of the given study may be used when developing or improving existing preparatory master programs for foreigners as well as for creating independent courses for studying Russian as a foreign language. 10.18720/HUM/ISSN 2227-8591.28.07 811.161 modality pragmatics and semantics of modal adverbs frequency of modal adverbs studying Russian as a foreign language https://tmhe.spbstu.ru/article/2019.15.8/ 28-st_7_s_69-76_Bikovskaya-Van_VMP-28_2019.pdf

RAR RUS 77-83 0000-0002-4283-5810 Peter the Great St. Petersburg Polytechnic University Gavrilova Irina V ir.gavrilova@yandex.ru Peter the Great St. Petersburg Polytechnic University Sadudi Sabrina sabrinasadoudi15@gmail.com Peter the Great St. Petersburg Polytechnic University Zhang Xuan 870677863@qq.com Development of Academic style in foreign students at the stage of preparing for Master Degree Program This paper provides solution to the methodological problem of teaching Russian language to foreigners in Russian universities. A low level of academic style awareness, lack of professional vocabulary, absence of mixed-group learning experience are the main aspects analyzed by the authors. The authors designed a questionnaire „Difficulties that foreign students face in Russian university“ to conduct research on the above mentioned issue among the students of different educational programs in Peter the Great St. Petersburg Polytechnic University. The results of the study formed the basis for the main language difficulties classification. According to the authors, the implementation of the pre-master program is a solution to the problem. The program is aimed at building all the skills and abilities of using academic style, creating ready-made matrix portfolio, professional vocabulary, and a set of professional competences. The given program is designed for linguists, based on a productive approach, has practical value and motivates students to learn Russian as a necessary tool for a teacher of Russian for foreigners. The main content, tasks, learning patterns, and methodological possibilities are introduced. 10.18720/HUM/ISSN 2227-8591.28.08 378Е70 Russian as a foreign language academic style vocational studying premaster program productive approach https://tmhe.spbstu.ru/article/2019.15.9/ 28-st_8_s_77-83_Gavrilova-Sadudi-CHzhan_VMP-28_2019.pdf

RAR RUS 84-89 Peter the Great St. Petersburg Polytechnic University Zemlyacheva Elena E. elena.zemlyachev@mail.ru Peter the Great St. Petersburg Polytechnic University Wang Dan 1250095294@qq.com Cultural and educational projects as basis for social and cultural adaptation of foreign students (pre-master training) The problem of foreign students adaptation in Russia is quite relevant, since this group of students has to adapt not only to a new level of education, but also to a foreign language and socio-cultural environment. An important stage in the adaptation of students is studying at one-year pre-master training programs, but those are primarily aimed at eliminating linguistic difficulties and acquiring academic skills. Much less attention is given to the study of new culture, traditions, rules of behavior. Subsequently, this may lead to psychological discomfort and fear of participating in the social life of the university or developing as a young scientist precisely because of the lack of social reality understanding. This problem arises due to poor sociocultural adaptation. Since the adaptation of foreign pre-masters cannot but include the sociocultural component, this article discusses ways to facilitate this direction of adaptation. Method of cultural and educational projects in relation to socio-cultural adaptation is also proposed. The project in this case includes a term paper on cultural and architectural monuments of the city where a university is located, a report with a presentation and their public assertion. The advantage of this approach is that it prepares students for writing and asserting term papers and final master paper in advance. The method of cultural and educational projects is also convenient because it can be used both for pre-master training programs and for the adaptation of first-year graduate students who did not have the opportunity to study at the preparatory department or take an undergraduate degree course in Russia. 10.18720/HUM/ISSN 2227-8591.28.09 378.147.88 project-based technology sociocultural adaptation culture-oriented linguistics Russian as foreign language preparation for graduate education https://tmhe.spbstu.ru/article/2019.15.10/ 28-st_9_s_84-89_Zemlyacheva-Van_VMP-28_2019.pdf

RAR RUS 90-96 Peter the Great St. Petersburg Polytechnic University Sadykova Alina Z. alina-sadycova@mail.ru Peter the Great St. Petersburg Polytechnic University Ma Qiuyang maqiuyang000815@gmail.com Topicality of linguistic and cultural studies in teaching russian as a foreign language The article includes a detailed analysis of the term “culture-oriented linguistics” and proves the relevance of this technology as a form of teaching Russian as a foreign language. The authors describe the problems of students' insufficient knowledge of social sciences in the study of a foreign language. The necessity of building sociocultural competence as part of communicative competence is investigated. This article contains methodological recommendations which should be taken into account in the process of introducing culture-oriented linguistic material in the course of teaching Russian for foreign students. A method of building linguistic and cultural competence based on the use of excursion technology is proposed. The article describes the relevance of using the excursion to form linguistic-cultural competence and gives a plan for developing a study tour in relation to teaching Russian as a foreign language as well. The methodological recommendations given in the article can be used in the process of teaching Russian as a foreign language in instructing bachelors and masters of the respective major. 10.18720/HUM/ISSN 2227-8591.28.10 378.147.88 guided tour technology culture-oriented linguistics sociocultural competence Russian as a foreign language communicative competence intercultural competence https://tmhe.spbstu.ru/article/2019.15.11/ 28-st_10_s_90-96_Sadikova-Ma_VMP-28_2019.pdf

RAR RUS 97-103 Peter the Great St. Petersburg Polytechnic University Semennikova Ksenia D. ksyuxeniya@gmail.com Peter the Great St. Petersburg Polytechnic University Yang Lesi nastyarebecca@gmail.com Teaching communicative reading to foreign students at the stage of pre-master training This paper deals with the peculiarities of teaching communicative reading to foreign students in Russian as a foreign language course at the stage of pre-master training. The relevance of this topic is due to the fact that the ability to speak a foreign language is the key to successful communication with a native speaker. The information obtained when reading in a foreign language allows you to expand your statement, make it more meaningful and interesting. When working with this type of reading, the work should be done interactively: it is necessary to constantly involve students in the discussion, encourage them to ask questions in case of ambiguities and express their opinions. Thus, not only the communicative competence will be formed, but also the degree of understanding the Russian language. When teaching communicative reading, it is necessary we divide the lesson into 3 stages: pretext, textual and after-text tasks. Each of the stages plays an important role in learning. In the framework of practical activities, a system of tasks for the formation of communication skills in the process of learning communicative reading was developed. The tasks are focused on the basic level and are intended for bachelor students preparing to enroll in master programs. This system focuses on the lexical and grammatical aspects of speech to enhance the students' communicative activities. Due to the fact that one of the important aspects in teaching Russian as a foreign language is building linguistic and cultural competence, the tasks were built on the basis of texts on the history of St. Petersburg. These tasks are aimed at checking the reading comprehension, the formation of speech competence, the accumulation of knowledge on the culture and traditions of Russia. Grammar tasks will allow to repeat the language material studied in the framework of the main course. 10.18720/HUM/ISSN 2227-8591.28.11 378E70 communicative reading learning Russian as a foreign language text reading communicative competence https://tmhe.spbstu.ru/article/2019.15.12/ 28-st_11_s_97-103_Semennikova-Yan_VMP-28_2019.pdf

RAR RUS 105-113 Y-2937-2019 57205625731 0000-0003-1868-3359 Gavrilova Anna gavanna2002@mail.ru 0000-0001-9992-1851 St.Petersburg State University of Culture Devel Liudmila A. miladevel@gmail.com H-2015-2018 56244681400 0000-0002-7519-2161 Kogan m_kogan@inbox.ru Mosaic of interdisciplinary links in Prof. Popova’s life The article is devoted to the jubilee of Professor Nina Vasilievna Popova, Doctor of Pedagogy, professor of Peter the Great St. Petersburg Polytechnic University. The authors consider Popova’s research interests covering business English, English for specific purposes, CLIL, CALL, foreign language teaching, interdisciplinary links through some biographical facts. 10.18720/HUM/ISSN 2227-8591.28.12 378.113 Popova Nina Vasiljevna Peter the Great Saint-Petersburg Polytechnic University master programs SPELTA historical and cultural heritage https://tmhe.spbstu.ru/article/2019.15.13/ 28-st_12_s_105-113_Gavrilova-Devel-Kogan_VMP-28_2019.pdf

MIS RUS 114-114 Editorial staff of the "Teaching Methodology in Higher Education" scientific journal voprosy_metodiki@spbstu.ru In the next Issue Announcement of articles planned for publication in the next issue. announcement https://tmhe.spbstu.ru/article/2019.15.14/ 28-V_sled_vipuske_VMP-28_2019.pdf