48734 2227-8591 11 1 2022 1-94

RAR RUS 8-23 0000-0003-0367-8995 Financial University under the Government of the Russian Federation Tretyakova gvtretyakova@fa.ru

49, Leningradsky, Moscow, 125993, Russia

Concept of a new generation foreign language tutorial: traditions and innovations The article is a detailed review of the English tutorial “Science and Technology: Basic words and structures”. The existing trends in modern higher education are described, which must be taken into account when creating teaching aids in a foreign language. The most urgent requirement for a new generation textbook is the presence in it of computer linguodidactics elements, that is, tasks using digital resources for the use in classroom and students’ independent work. The textbook under review combines traditional, linguodidactic, and innovative digital aspects. In the first part of the English tutorial, which is an academic section containing texts on the history of science, the life of scientists, and text assignments, carefully designed exercises are given for the development and systematization of the general scientific vocabulary, assignments for the assimilation of Word Families, Confusables, Translator’s False Friends, etc. The most pronounced is the content visualization trend updated in the second part of the tutorial, which is illustrated by such task formats as an info poster, a mind map, an integrative video auditing task and a word cloud. The conclusion is made about the didactic benefits of such textbooks for teaching a foreign language in the modern paradigm, since the presented content visualization tools increase students' interest in a foreign language and stimulate their motivation. The tutorial can be used as the main or auxiliary educational material in teaching English to students of any specialty, which seems to be relevant in connection with the concept of lifelong education. The preparation of certain tasks of the tutorial by graduates of a linguistic profile is a good organizational and methodological approach to the creation of teaching aids in combination with the simultaneous training of future teachers of a foreign language. 10.57769/2227-8591.11.1.01 372.881.111.1 tutorial digital technologies visualization exercises infographics https://tmhe.spbstu.ru/article/2022.27.1/ VMP-11-1-2022-8-23-Tretyakova.pdf

RAR RUS 25-32 0000-0002-3745-8168, Institute of Education Development Strategy of the Russian Academy of Education Koloskova Galina galina_672@mail.ru Building competence of a modern teacher in web technology application The article deals with improving teachers’ competence in the use of web technology tools. The analysis of increasing teachers’ competence in the use of web technology tools at different levels is given.  The evaluation of the web technology effectiveness in the educational process is carried out. The authors point out that the introduction of web technologies in the educational process allows us to create a new educational environment aimed at the formation of general cultural, general professional and professional competences as reflected in the Federal state educational standard of higher education. Based on the theoretical research conducted by the authors, the pedagogical essence of web technologies and their role in building a modern teacher competence is revealed. The following web technologies are considered: Skype video conferencing tool, e-mail, blogs and wikis. The quality of the educational process aimed at building the competence of a modern teacher in the field of web technologies reflected in the Federal state educational standard of higher education, the achievement of higher learning outcomes will be possible if the didactic potential of the digital educational environment is realized in the educational process. The use of web technologies in the educational process is one of the most important conditions in digital education. The contribution of digital resources to the training of future teachers is determined by the fact that they are tools for achieving the competence necessary in the context of digital transformation of education. 10.57769/2227-8591.11.1.02 378.147 building competence educational process web technologies digital transformation of education e-learning distance learning https://tmhe.spbstu.ru/article/2022.27.2/ VMP-11-1-2022-25-32-Koloskova.pdf

RAR RUS 34-44 0000-0002-3154-783X The Hanoi branch of the Pushkin Institute of Russian language; Hanoi, Vietnam Nguyen thudat@vied.vn 57208756933 0000-0003-1032-5573 Derzhavin Tambov State University Dyakova larionova86@mail.ru

33, Internatsionalnaya, Tambov, 392000, Russia

0000-0002-0619-7225 Derzhavin Tambov State University Matveeva m-v-matveeva@mail.ru

33, Internatsionalnaya, Tambov, 392000, Russia

Linguistic and cultural summer schools for Vietnamese students as an effective means of popularization the Russian language The article is devoted to popularization of the Russian language and culture in Vietnam, in the context of epidemiological restrictions, through carrying out online linguistic and cultural summer schools. The purpose and idea of creating short-term Russian language courses and summer schools is the organization of a language developing sociocultural and living space for Vietnamese students during the summer holidays, the formation of students' ideas about the diversity and artistic originality of the peoples’ culture, instilling motivation to study the Russian language and desire to study at Russian universities. In the past 3 years, the Covid-19 epidemic has been spreading around the world. Under the conditions of forced restrictions due to the epidemiological situation, online linguistic and cultural summer schools have appeared as a factor of additional personal motivation of students. Linguistic and cultural summer schools include a set of activities aimed at supporting the linguistic and cultural needs of foreign students, getting to know the culture and history of Russia, and creating a positive image of the Russian Federation and Russian education. 10.57769/2227-8591.11.1.03 372.881.161.1 linguistic and cultural summer schools Russian as a foreign language digital technologies intercultural training sociocultural space https://tmhe.spbstu.ru/article/2022.27.3/ VMP-11-1-2022-34-44-Nguyen.pdf

RAR RUS 45-53 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

System of exercises for developing competences of an audiovisual interpreter The article discusses one of the important aspects of the methodology for teaching audiovisual translation, the development and use of a system of exercises aimed at developing the relevant competencies in future translators. So it is necessary to develop a specific integral system of exercises for teaching audiovisual translation. It is characterized by a single-line didactic orientation of the entire set of training tasks aimed at achieving a single goal, and following the principle “from simple to complex”. When developing a system of audiovisual translation exercises, it is necessary to focus on the three stages of translation activities: pre-translation, translation and editorial. The exercises of the pre-translation stage are exercises for mastering the principles of constructing a video sequence, a script, mastering and consolidating general cinematographic knowledge, as well as for the ability to identify elements and means of creating pseudo-orality in the original work. The tasks of the translation stage focus on the difficulties of translation associated with the difference in the language systems of the two languages under the restrictions imposed by the specific requirements of audiovisual translation. The main goal of the translation stage is to teach students to use the methods and techniques of translation necessary for translating audiovisual works from a foreign language into Russian. The exercises of the translation stage are aimed at developing the skills to critically analyze, evaluate and edit one’s own translation and the translation made by another person. The article indicates authentic audiovisual works as material for exercises. It is indicated to be methodically important to focus students’ attention on the priority of the visual series. The approaches proposed in the article can be used both in the development of audiovisual translation courses for universities, and in conducting advanced training courses and commercial training and retraining courses for audiovisual translators. 10.57769/2227-8591.11.1.04 378.147 audiovisual translation exercise system of exercises translation training pseudo-orality https://tmhe.spbstu.ru/article/2022.27.4/ VMP-11-1-2022-45-53-Stepanova.pdf

RAR RUS 55-63 0000-0002-5405-4050 Peter the Great St. Petersburg Polytechnic University Guzova evgeniya.guzova@gmail.com

29, Polytechnicheskaya, St. Petersburg, 195251, Russia

Training linguists in translation of economic discourse taking into account translation strategies The article describes the elements of the methodology of evidence-based translation practice teaching of linguistic profile students, devoted to the study of translation strategies using examples of translation from English into Russian. The methods used in writing the article are the analysis of scientific literature on the theory of translation and the linguistic cultural analysis of text translation options using translation strategies. The article discusses the meanings of the term "translation strategy" on the basis of Russian and foreign studies, and a comparative analysis of the existing definitions of this term is carried out. The problems of identifying the strategies themselves are studied, and an attempt is made to identify the most important strategies for their use in teaching linguists the practice of translation. The classifications of translation strategies by D. N. Shlepnev, M. Kh. E. Guerrero, I. S. Alekseeva, T. A. Kazakova and other scholars are considered. The main strategies noted in scientific works are microstrategy, macrostrategy, foreignization and domestication. The article explicates the essence of these strategies and gives examples of their use in the translation of economic discourse from The Economist using the methods of contextual replacement, semantic development, transliteration, etc. It is revealed that the foreignization strategy is the most pronounced when translating from English into Russian. The article also discusses the importance of teaching translation strategies to linguistic students. It is shown that training in translation strategies is a methodological aspect of the professional education of future translators, and it should be introduced in the translation theory discipline, deepened in the translation practice discipline and precede the consideration of translation techniques, which exemplify translation tactics in relation to strategies. 10.57769/2227-8591.11.1.05 372.881.111.1 training students translation strategy The Economist microstrategy macrostrategy forenization domestication https://tmhe.spbstu.ru/article/2022.27.5/ VMP-11-1-2022-55-63-Guzova.pdf

RAR RUS 64-73 0000-0001-7611-9452 Peter the Great St. Petersburg Polytechnic University Morina hair-215@mail.ru

29, Polytechnicheskaya, St. Petersburg, 195251, Russia

Integrative approach in teaching a foreign language for specific purposes using computer technologies The article considers an integrative approach to teaching a foreign language (FL) as a manifestation of interdisciplinary links. Computer technologies are a means of more effective assimilation of the material by students and allow studying a foreign language in accessible ways and means, using podcasts, interactive exercises and assignments, as well as electronic textbooks.  It is shown that the study of a foreign language for special purposes allows students to master the discipline from a professional point of view. They use FL for further professional growth, and not just for learning grammatical structures and vocabulary. Computer technologies help to study and improve those tasks that students have to master only through digital resources. The main aims of digital resources are the developing of critical thinking and communicativeness of professional, information processing and choice program of learning. The advantages of digital resources are training of different types of speech activity (speaking, reading, writing, listening), improving cognitive activity, motivation and knowledge. It facilitates learning activities due to the choice and using of computer technologies which comfortable for learning. As an example of the integrative approach implementation, the EnglishCentral online platform was chosen for learning spoken English and independent work of students. Studying the English for law course is also considered. 10.57769/2227-8591.11.1.06 372.881.111.1 English for specific purposes integrative approach integration information and communication technologies information technology competence https://tmhe.spbstu.ru/article/2022.27.6/ VMP-11-1-2022-64-73-Morina.pdf

RAR RUS 74-86 0000-0002-2225-7339 Peter the Great St. Petersburg Polytechnic University Moskovskaya moskovskayaks@mail.ru

29, Polytechnicheskaya, St. Petersburg, 195251, Russia

Training students of a linguistic profile in post-editing machine translation The article substantiates the need for professional translators to provide a high-quality result of work in the shortest possible time. Self-translation of the text in modern conditions is replaced by post-editing of automated translation, the increased importance of machine translation (MT) in the modern world is noted. The tasks that a translator will have to face when post-editing an automated translation text, namely, the tasks of a proofreader and an editor, are presented. It is shown that the collaboration of a machine and a person in the work on translation and certain requirements for a translator as a post-editor inevitably affect the didactics of translation. It is necessary to include tasks on the MT post-editing in practical translation training of linguistic profile students. An example of post-editing a machine translated text from the British online publication Mirror is given, and a comparative linguo-stylistic analysis of the machine translated and human-edited translation is given. The translation methods of semantic development, contextual replacement, lexical addition, etc. as used in MT post-editing are indicated. It has been determined that in order to successfully perform post-editing in the future, students at the training stage need to improve their knowledge of the native language and reflect it working on post-editing tasks proposed by the teacher. The didactic significance of exercises with MT post-editing in building translation competence is considered. The need to introduce MT post-editing into the curriculum of linguistic students, especially those for whom translation is a profession-oriented subject, is emphasized. 10.57769/2227-8591.11.1.07 372.881.111.1 machine translation systems post-editing translation didactics teaching native language linguistic students https://tmhe.spbstu.ru/article/2022.27.7/ VMP-11-1-2022-74-86-Moskovskaya.pdf

MIS RUS 87-87 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/2022.27.8/ VMP-11-1-2022-87-87-in-the-next-issue.pdf