48734 2227-8591 9 32 2020 1-116

RAR RUS 2-22 Vedeneev All-Russia Research Institute of Hydraulic Engineering Ivanova Tatyana IvanovaTV@vniig.ru Vedeneev All-Russia Research Institute of Hydraulic Engineering Samoilenko Tatyana samoylenkotg@vniig.ru 2377-2018 56542653500 0000-0003-3058-7386 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Popova Nina Experience in building a model of scientific research education of graduate students 10.18720/HUM/ISSN 2227-8591.32.01 378.048.2 postgraduate studies research institutes competences discipline blocks practice research work interdisciplinary links matrix https://tmhe.spbstu.ru/article/2020.19.1/ 1_---8-22---T_V_-Ivanova%2C-T_G_-Samoylenko%2C-N_V_-Popova.pdf

RAR RUS 23-32 Peter the Great St. Petersburg Polytechnic University Ioyleva Galina iojleva_gv@edu.spbstu.ru Subject modeling in teaching humanitarian disciplines and fostering students' thinking culture It is stated that in the modern world of education there exist and are actively applied diverse methods, techniques, techniques and learning tools aimed at innovations – the processes of improving pedagogical technologies. This study presents an innovative methodology of «subject modeling», aimed at developing a logical culture of thinking and the formation of a professional style of students’ thinking activity. Models of specific subject topics created by students during the educational process, can purposefully shape the practical orientation of their consciousness towards the rational solution of problem situations. The purpose of this study is the development, analysis and presentation of the innovative method of «subject modeling», aimed at further pedagogical and practical implementation in the study process. The paper analyzes the modeling process as a multicomponent process aimed at the development of logical and creative thinking among students. The scientific and practical significance of this work lies in the cognitive accumulation of research processes for the study and practical implementation of subject modeling in the educational process. 10.18720/HUM/ISSN 2227-8591.32.02 37.02 model modeling thinking consciousness education teaching methodology scientific knowledge experiment logics script https://tmhe.spbstu.ru/article/2020.19.2/ 2_---23-32---G_V_-Ioyleva.pdf

RAR RUS 34-46 Konstantin Preslavsky University of Shumen Georgieva Snezhanka D. s.dobreva@shu.bg Interactive strategies in forming a student, future teacher in Bulgarian as a successful communicator Explanation of the key definitions of the article–strategy, effective communicator. Some statements about the value of content and technological models in an interactive space in university education, in order to form the future teacher as an effective communicator. The focus of the article is not on theoretical aspects of the term interactive strategies but on the nature of activities, the effect of certain interactive practice in university education of future teachers in Bulgarian. In the context of different ways for making the university learning up to date the article explains the need in forming a relation of competence in future teachers in Bulgarian-academic, pedagogic, communicative. We suggest analysis of approbated during two academic years 2017/2018, 2018/2019 in University of the Town of Shumen Bishop Konstantin Preslavski tree types of interactive methods empirical (presented as a project and theme; solving problems and researching problems), situational (role play, simulations), discussion (participation in seminars with a lector or moderator). The efficiency of interactive techniques in university education is a way to stimulate academic, social, pedagogic adaptation, the terms of right professional communication during education and future practice as a teacher. 10.18720/HUM/ISSN 2227-8591.32.03 378+37.03 discussion communicator pedagogic communication interactive strategies interactive methods https://tmhe.spbstu.ru/article/2020.19.3/ 3_---34-46---S_D_-Georgieva.pdf

RAR RUS 47-58 0000-0002-9904-6732 North-Western State I.I. Mechnikov Medical University Lipatova Ekaterina Ekaterina.Lipatova@szgmu.ru Formation of future doctor’s professional communication culture within the competence-based approach The article deals with the formation of future doctor’s professional communication culture within the competence-based approach. The author determines the current changes that have caused the introduction of new requirements to the results of future doctors’ training at the present stage. Based on the achievements of Russian and international academics the author defines the concept of professional communication culture in relation to the medical field, describes its component composition, highlighting the communication knowledge, skills and personal qualities, specific to key communication situations in the field of healthcare. The author reveals the communicative and humanitarian potential of the discipline «Foreign Language», which determines, along with other humanitarian disciplines, the effectiveness of the professional communication culture formation process. The article offers methods and principles of training, methodological tools and conditions for the most productive process of professional communication culture formation. The validity of the proposed pedagogical and methodological conditions of the learning process is confirmed by the qualitative and quantitative results of the experiment on the future doctor’s professional communication culture formation, conducted at the Foreign Languages Department of Mechnikov North-Western State Medical University in the 2017-2018 academic year. 10.18720/HUM/ISSN 2227-8591.32.04 378.016 communication culture model of future doctor’s communication culture communication culture formation foreign language discipline competencebased approach https://tmhe.spbstu.ru/article/2020.19.4/ 4_---47-58---E_G_-Lipatova.pdf

RAR RUS 60-67 0000-0003-4150-6596 Peter the Great St. Petersburg Polytechnic University Katalkina Natalia nat-vassiljeva@yandex.ru 0000-0002-8604-7306 Peter the Great St. Petersburg Polytechnic University Bogdanova Nadezhda nvbogdanova.imop@mail.ru Sustainable development in the process of teaching foreign language The article analyzes the works of leading Russian and foreign experts in the field of pedagogy and methods of teaching foreign languages, devoted to the problem of sustainable development in the educational process. Currently, sustainability is one of the key characteristics of the education process, because the volume of knowledge in the modern information society is growing very rapidly, which leads to the need for its constant replenishment. By comparing different points of view, the ways to organize the process of teaching foreign languages as a sustainable one are identified. Sustainable development in the educational process implies the possibility of students to independently determine the motives, goals and prospects of their own cognitive activity, the application of its results in practice for a long time, as well as the ability to transfer existing knowledge to new areas. The teaching of foreign languages as a sustainable process can be ensured by students mastering educational and cognitive competences. The presented model of learning also correlates with the tenets of the philosophy of education regarding the nature and content of instruction in the modern information society. 10.18720/HUM/ISSN 2227-8591.32.05 378.147 sustainable development foreign language teaching individual learning biography learning and cognitive competence https://tmhe.spbstu.ru/article/2020.19.5/ 5_---60-67---N_A_-Katalkina%2C-N_V_-Bogdanova.pdf

RAR RUS 69-73 Umm Al Qura University Cameron Derrick dicam.ops@gmail.com A Personal Framework of Adult Language instruction This article discusses the lack of a unified framework of adult education and of adult language learning and instruction specifically. Despite this current state of affairs in the fields of education and adult language instruction, it is possible to derive context-specific frameworks for divergent adult educational needs. The article first distinguishes younger learners from adult learners then proposes Malcolm Knowles’ six assumptions of adult learning as a foundation for formulating context-specific frameworks of adult instruction. Inspired by Knowles’ six assumptions, the author articulates his own framework of adult learning specific to language instruction. This framework is a result of synthesizing both past professional experience as well as extensive reading into applied linguistics and adult education theory. 10.18720/HUM/ISSN 2227-8591.32.06 378 English as a second language adult education adult language learner andragogy Malcolm Knowles’ adult learning theory https://tmhe.spbstu.ru/article/2020.19.6/ 6_---69-73---D_-Kameron.pdf

RAR RUS 74-84 0000-0002-8604-7306 Peter the Great St. Petersburg Polytechnic University Bogdanova Nadezhda nvbogdanova.imop@mail.ru Peter the Great St. Petersburg Polytechnic University Dziova Angelina angelinochka.dziova@yandex.ru Сontrastive method in polylingual teaching foreign languages on the basis of modern training and methodology complex This work is devoted to the use of the contrastive method: a comparative analysis of three language systems in modern teaching materials that meet the requirements of multilingual education with the example of German, English and native languages. The relevance of multilingual education is determined by the trend towards integration in the economic, cultural and political spheres. Multilingual education, consisting of the same knowledge of several languages, arises in those cases when the perfect mastery of foreign languages is not accompanied by the loss of the native language. This is important when choosing a teaching material for learning a foreign language. Contrastive exercises are a prerequisite for teaching a second foreign language both at the level of teaching writing, spelling, grammar, mastering vocabulary, and at the level of teaching listening and speaking. The main research methods are the analysis of the scientific literature in the field of teaching foreign languages, psychology and pedagogy on the research problem, the study and generalization of the experience of multilingual teaching of foreign languages at the Higher School of International Relations of the Institute of Humanities at St. Petersburg Polytechnic University, as well as pedagogical observation, questionnaires and conversations. The materials of the article are of practical importance for teachers of a foreign language, as they contain recommendations on the use of the system of contrastive exercises. 10.18720/HUM/ISSN 2227-8591.32.07 378.147 multilingual education contrastive method comparative analysis training and methodology complex https://tmhe.spbstu.ru/article/2020.19.7/ 7_---74-84---N_V_-Bogdanova%2C-A_R_-Dziova.pdf

REV RUS 86-97 Institute for Linguistic Studies, Russian Academy of Sciences Krasnoshchekova Sofia V. ndhito@mail.ru Overview of presentations on the functional grammar held at the 7th International scientific conference «Text: Problems and perspectives. Aspects of research with the purpose of teaching Russian as a foreign language» This publication is a review of reports made at the section “Functional Grammar and Text in the Aspect of Teaching Russian as a Foreign Language” at the conference “Text: Problems and Prospects. Aspects of Learning to Teach Russian as a Foreign Language”, which was held on November 28–30, 2019 at the Faculty of Philology of M.V. Lomonosov Moscow State University. Reports presented the conference were related to the development and methods of teaching Russian as a foreign language. The reports were devoted to both theoretical and practical issues. The presenters examined specific lexical and grammatical phenomena of the Russian language (verbal aspects, locative constructions and constructions with substitute verbs, indefinite pronouns, saturative verbs, interrogative sentences) both in theoretical aspect and with regard to teaching practice; discussed general language categories (referentiality, communicativeness); described linguistic theories (generative grammar, construction grammar, functional-communicative approach), proposed complexes of exercises for teaching certain linguistic phenomena and gave methodical guidelines. They analyzed the phenomenon of linguistic interference and language didactic methodology. The Russian language was compared with genetically close (Serbian) and typologically distant (Lezgi, Chinese) languages. Particular attention was paid to the text in various aspects: as an object of study (texts generated by foreign students), an object of teaching/learning (development of educational texts, textual exercises), a linguistic phenomenon (grammatical phenomena at the text level). The reports presented at the conference contributed to the development of the theoretical principles of the functional grammar, enriched the practical potential of the theory and methodology of the Russian as a foreign language teaching, and proposed solutions to widely discussed problems. 10.18720/HUM/ISSN 2227-8591.32.08 378.1+802/801.1 Russian as a foreign language functional grammar text language acquisition methodology https://tmhe.spbstu.ru/article/2020.19.8/ 8_---86-97---S_V_-Krasnoshchekova.pdf

PER RUS 99-103 Lomonosov Moscow State University Bykova Stella japanph@iaas.msu.ru Irina Isaevna Bass – Japanologist, Scholar, Educator The article is dedicated to the anniversary of the Doctor of Philology, Head of the Department of Foreign Languages and Linguistics of the St. Petersburg State University of Culture, a famous Japanologist, Irina Isaevna Bass. The author is her colleague, an honored lecturer of Moscow State University, who was awarded the prestigious award of Japan – the Order of the Rising Sun with Golden Rays, recalls joint meetings with the hero of the day. The article contains a brief overview of scientific publications by I.I. Bass, as well as the grateful memories of her former students. 10.18720/HUM/ISSN 2227-8591.32.09 378.12 Saint-Petersburg state university of culture leaders of science and culture national Japanese studies Irina Isaevna Bass japanologist anniversary https://tmhe.spbstu.ru/article/2020.19.9/ 9_---99-103---S_A_-Bikova.pdf

CHR RUS 104-107 Russian Christian Academy for the Humanities Boloshina Marina boloshina_marina@mail.ru Sensei, Curu, Teacher An article by a graduate of the Library Faculty of the Leningrad State Institute of Culture, who became a Japanese language guide-interpreter, is dedicated to her grateful student memories of the peculiarities of learning the Japanese language with Irina Isaevna Bass, the creator of the original School of Japanese Language and Culture. The text is accompanied by quotes from Confucius. 10.18720/HUM/ISSN 2227-8591.32.10 378.12+372.881.1 Leningrad state institute of culture Japanese language traditions of Japanese culture Confucius discipleship practical experience of intercultural communication Irina Isaevna Bass https://tmhe.spbstu.ru/article/2020.19.10/ 10_---104-107---M_S_-Boloshina.pdf

MIS RUS 108-108 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/2020.19.11/ 32-108-in-the-next-issue.pdf