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RAR RUS 8-19 57192180428 0000-0003-0443-4685 Iakoba Irina A. irina_yakoba@mail.ru Babik Alisa V. alice.b.k@yandex.ru Ecolinguistic methods of learning at university: students' opinion The issues of education quality are always relevant, the need to acquire new knowledge increases throughout life, and the teaching methods used differ in the degree of environmental friendliness: from manipulative and authoritarian to argumentative, dialogic and motivational. The purpose of the article is to identify the most effective teaching methods from the students' point of view. The study used a questionnaire-diagnostic method, generalization of pedagogical experience, mathematical and statistical processing of the results obtained during the study, and an interpretive method. The research included four stages: theoretical, preparatory, practical, analysis of results. The survey showed that the effectiveness of teaching is influenced by the personal and professional qualities of the teacher, individual approach to students, communication and information technologies, and eco-friendly methods of active learning. As a result of the study, conclusions were drawn on the more effective impact of eco-friendly, soft methods used in the learning process. 10.57769/2227-8591.12.1.01 371.3 educational methods ecolinguistics manipulation motivation survey https://tmhe.spbstu.ru/article/2023.31.1/ VMP-12-1_2023-8-19.pdf

RAR RUS 20-32 0000-0001-6107-7106 Sharko Mariia I. ivanova.mi@mail.ru Interactive lecture “plot in plot” with the use of story designer Based on the theoretical analysis of scientific sources, the article substantiates the need to transform a lecture as a form of education at a university, taking into account the characteristics of modern students, the so-called generation Z. The leading trends in the development of a lecture are considered: changing the priority of its functions, making the lecture interactive due to a system of tasks, gamification, organization of communication in the classroom. It also provides examples of different types of interactive lectures. The author summarizes her own experience of conducting a lecture "plot in plot", built on the basis of the story designer (created on the principle of V. Ya. Propp's cards and the game “Story Cubes” by Rory O’Connor). The goals of using this type of lecture are to update knowledge, intensify the educational activities of students, and build interest in the discipline. The article describes the conditions for the preparation of the story designer, its inclusion in the class, with an example given. In conclusion, a possible limitation of the “plot within a plot” lecture is indicated, and options for its application are outlined. 10.57769/2227-8591.12.1.02 37.01 interactive lecture student activation knowledge upgrading story designer situational tasks gamification. https://tmhe.spbstu.ru/article/2023.31.2/ VMP-12-1_2023-20-32.pdf

RAR RUS 34-41 0009-0008-9647-7554 Vessart Olga V. ovessart@yandex.ru Use of russian language resources in foreign language teaching at non-linguistic higher educational institution The use of the native (Russian) language resources in foreign language teaching is discussed with reference to the aims of its use in class, the level of student’s foreign language proficiency, the duration of the course, the technique of new language content presentation and the control of its acquisition by students. Attention is also given to the role of foreign borrowings, scientific and professional terms in teaching English. A conclusion is made about the role of the contrastive analysis and the relevant use of the native language in the improvement of foreign language learning efficiency. Along with communicative teaching methods a cognitive learning approach is necessary, which is well developed in the national teaching theory and practice. 10.57769/2227-8591.12.1.03 372.881.111.1 language teaching non-linguistic higher educational institution teaching english using russian vocabulary grammar translation oral speech loanwords professional terms learning efficiency https://tmhe.spbstu.ru/article/2023.31.3/ VMP-12-1_2023-34-41.pdf

RAR RUS 43-60 Peter the Great St. Petersburg Polytechnic University Lizan Ekaterina L. klatizan@gmail.com AAG-9777-2020 57190289370 0000-0003-0081-0604 Peter the Great St. Petersburg Polytechnic University Dashkina Alexandra wildroverprodigy@yandex.ru Foreign language textbook as a means of critical thinking formation with the help of integrative tasks The article highlights the ability to form linguistic students’ critical thinking as the main criterion for evaluating a textbook for teaching a foreign language. A model of the critical thinking formation is given, the need for self-acquisition of knowledge by students is emphasized. The principles that should be taken into account when creating a training manual, as well as the functions that should be implemented in it, are considered. The definition of integrative tasks combining various types of speech activity and their examples from specific textbooks are given. Comparative characteristics of three textbooks, one written by Russian authors and two authentic ones, with the critical thinking formation tasks are given: Listening Comprehension tasks for Linguistic Majors, Official Guide to the TOEFL iBT Test and Straightforward Advanced, and it is concluded that Straightforward Advanced best meets the criteria of a textbook focused on students' critical thinking formation. The least suitable textbook forming critical thinking is the Official Guide to the TOEFL iBT Test, since it is aimed at developing the communicative, sociocultural and linguistic competencies of students for testing. It is concluded that it is necessary to consider didactic manuals in terms of the requirements for them, as well as the advisability of taking into account students` opinions when comparing manuals for further study. 10.57769/2227-8591.12.1.04 372.881.111.1 education foreign language textbook integrated task critical thinking https://tmhe.spbstu.ru/article/2023.31.4/ VMP-12-1_2023-43-60.pdf

RAR RUS 62-75 0009-0007-6479-8612 Dmitrieva Galina A. Edinorog272@gmail.com Professionals and language students reflecting on the problematic issues of teaching translation This article discusses theoretical approaches to translation theory and practice, some generally accepted models of teaching translation, and also analyzes the data of a survey “The problems of practicing translators” – the answers of 150 practicing translators and language students who are taught translation and interpreting. The main purpose of the research is to identify the most relevant issues in today's new professionals' training in the field of translation. Using the survey and considering its results, the authors formulate and describe the challenges faced by students and graduates in the field of translation who have been trained according to modern methodologies. 10.57769/2227-8591.12.1.05 378; 372.8 translation teaching translation translation training foreign language and translator training teaching methodologies for translating https://tmhe.spbstu.ru/article/2023.31.5/ VMP-12-1_2023-62-75.pdf

RAR RUS 76-87 0009-0007-8353-6829 Penkov Ivan A. penkov.ia@edu.spbstu.ru 0009-0002-7614-146X Vyrodov Sergey S. vyrodov.ss@edu.spbstu.ru 0009-0002-1793-3686 Dyakova Daria D. dyakova.dm@edu.spbstu.ru Psychological and pedagogical aspects of online learning: manifestation of students' infantilism in remote mode The article describes the existing problems of teaching students, which are associated with the infantile behavior of certain students during classes in remote mode. The most pressing problems during online classes were: lack of motivation to complete tasks during class, cheating; detachment of students during extracurricular work; the reluctance of students to seek information in extracurricular work. In order to smooth out such manifestations of infantile behavior, the authors considered the functions of educational digital resources Kahoot! and Moodle. The functionality of these applications significantly reduces the number of infantile behavior manifestations in online classes. The following features of Kahoot! and Moodle! were found to be the most significant: a rating system and a virtual pedestal, the ability for a teacher to set deadlines for students, the provision of feedback by a teacher in real time, the ability to gain access to unique educational materials, accessibility from various electronic devices. The conclusion is made about the didactic use of these digital resources for teaching students in the contemporary educational practice, since the presented functions increase the interest of students in the educational process, stimulate their motivation to participate in classroom activities. 10.57769/2227-8591.12.1.06 378 infantilism digital technologies Kahoot! moodle functions remote mode psychological and pedagogical aspects https://tmhe.spbstu.ru/article/2023.31.6/ VMP-12-1_2023-76-87.pdf

MIS RUS 88-88 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/2023.31.7/ VMP-12-1_2023-88.pdf