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RAR RUS 8-22 Ivanova Nataliya nataliya.ivanova.73@list.ru Klets Tatyana kte63@yandex.ru Interdisciplinary approach in teaching english for professional purposes The article discusses the possibilities of implementing an interdisciplinary approach in the system of language training for law students. According to the authors, interdisciplinarity reflects the integrative nature of modern scientific knowledge and actualizes the search for the most effective ways to solve both scientific and practical problems in the system of social and humanitarian training at the university. The organization of the teaching process of professionally oriented English in accordance with an interdisciplinary approach makes it possible to simultaneously deepen knowledge in the specialty and develop communication skills in a foreign language, allowing students to improve their theoretical and practical training. The experience of interdisciplinary foreign language training of future lawyers through the practice of carrying out a professionally oriented project in the form of a business game is summarized, and the feasibility of using an interdisciplinary approach for the formation of students’ professional, linguistic, communicative and information competences is shown. The effectiveness of organizing foreign language education on an interdisciplinary basis was confirmed during a pedagogical experiment, which allowed the authors to come to the conclusion that practice-oriented foreign language education, in which students are involved in quasi-professional activities using English as a means of communication, contributes to the formation of professionally significant competences in students and significantly increases the effectiveness of language training at the university. law students english for specific purposes interdisciplinary approach project method business simulation game competences https://tmhe.spbstu.ru/article/2024.36.1/ 01_Ivanova_Klets.pdf

RAR RUS 23-37 56512246700 0000-0002-0442-4180 National Research Tomsk Polytechnic University Rozanova Yanah V. ioannastar@list.ru Pedagogial conditions for research competence development among students of technical master’s programs Master's degree graduates are considered to be specialists with the subject-specific competence and, as employers require, should demonstrate a high level of soft skills which go beyond the scope of professional activity as well. The key component of the content in master's programs studies is conducting research activities. The article is concerned with the pedagogical conditions aimed at developing research competence among undergraduates of technical specialties in accordance with a subject-specific competence and soft skills. The purpose of our study is to select pedagogical conditions that contribute to the development of the research competence of undergraduates and soft skills at the same time. New educational technologies, centered on the task-based approach, act as a tool to achieve this goal. The materials for statistical analysis used in the current study are as follows: statistical reference books, surveys among the students and the university staff, employers, and the Federal State Educational Standard. Treatment of quantitative data obtained during the empirical part of the study was carried out based on the method of mathematical analysis, namely, the Friedman criterion, which proved the effectiveness of the selected conditions in accordance with the purpose of the study. The main conclusion of this work is to create pedagogical conditions of a didactic, organizationalpedagogical and psychological-pedagogical nature, affecting the motivational and personal aspects of students, developing the subject-specific, soft and research skills. master’s degree technical education pedagogical conditions research competence soft skills https://tmhe.spbstu.ru/article/2024.36.2/ 02_Rozanova.pdf

RAR RUS 39-50 57196048735 Peter the Great St. Petersburg Polytechnic University Tsimerman Evgenia Al. evgeniatsimerman@gmail.com Introduction of augmented reality into foreign language training of university students to enhance their lexical skills This article is a pilot study devoted to methodological issues of introducing immersive augmented reality technology into foreign language training for students at a multidisciplinary university. The relevance of the study is argued by its compliance with the strategic directions of modernization of domestic education in the digital educational environment. The author lists the key problems, advantages and limitations of this technology, which determined the lack of an adequate number of scientific works devoted to methodological and didactic issues of introducing augmented reality tools into the educational process. Based on the analysis of the literature, it is concluded that augmented reality can be effective in developing students’ lexical skills. The article provides a corresponding lesson plan, consisting of three stages, and proposes organizational forms and assignment options, in accordance with the functionality of the augmented reality application chosen. The effectiveness of the lesson plan and the exercises presented is confirmed by the results of the pedagogical experiment conducted in three institutes of Peter the Great St. Petersburg Polytechnic University. augmented reality digital tools digital transformation foreign languages vocabulary skills eon-xr professionally oriented interaction https://tmhe.spbstu.ru/article/2024.36.3/ 03_Tsimerman.pdf

RAR RUS 52-60 0009-0008-9647-7554 Vessart Olga V. ovessart@yandex.ru Teaching english grammar to students of non-linguistic higher educational institution Teaching English grammar at a non-linguistic university may have some problems connected with the heterogeneity of groups, low language proficiency of most students and the fact that foreign language is not the main subject for learners. The article outlines possible approaches to teaching students English grammar and proposes a combined approach, which should be based on the principle of developing communication skills in oral and written speech. The presentation of grammatical structures can be illustrated with different tables, charts and symbols supplied with the examples of sentences in the foreign language. The difference between the grammatical features of oral speech and professionally oriented texts is emphasized. It is concluded that studying grammar at a university is of paramount importance for communication both in everyday life and in the professional sphere. non-linguistic higher educational institution teaching english grammar class work oral speech communication skills professionally oriented texts https://tmhe.spbstu.ru/article/2024.36.4/ 04_Vessart.pdf

RAR RUS 61-76 Marinskaya Alexandra a.marinskaya@mail.ru Formation of linguistic and self-educational lexical skills: content-related study Nowadays self-directed language learning is considered to be an important goal of higher school as well as a tool to improve the efficiency of learning material acquisition. It also assists in solving a number of tasks related to the formation of communicative foreign language competence, and lexical competence, in particular. At the same time, students of non-linguistic universities do not have a practical readiness for self-directed learning. The article states the relevance of both linguistic and self-educational skills formation in the field of vocabulary teaching\learning. Drawing on the analysis of literature and practical experience, the author describes a wide range of self-educational lexical skills. The paper also provides a level-based system of multifunctional tasks and exercises (receptive-informational, reproductive-mnemic, communicative-practical and reflexive-evaluative), implemented within the framework of individual educational tracks. The effectiveness of the proposed task system has been proved in the course of experimental training. seld-directed learning second language vocabulary competence self-educational vocabulary skills self analysis multifunctional tasks https://tmhe.spbstu.ru/article/2024.36.5/ 05_Marinskaya.pdf

RAR RUS 77-95 Makhrakova Aleksandra alexa.makhrakova@gmail.com Kubekin Danil kubekin.dm@gmail.com Bopp Marina marina.bopp@gmail.com Methods of corpus linguistics in the japanese language teaching This article explores the use of linguistic corpora in teaching the Japanese language. Given the active use of corpora in contemporary linguistic research, there is a compelling need to integrate them as a tool in foreign language education. The authors provide an overview of several existing linguistic corpora for the Japanese language and discuss potential methods for employing these corpora in lexical acquisition. The student research highlighted in this article examines terms of abuse in the Japanese language, with a focus on racist and sexist expressions. Key benefits of corpus-based learning, such as the authenticity of data, interdisciplinary approaches, and the enhancement of students’ independent study skills, are unveiled. Findings from students’ engagement with the corpora challenge the perceived offensiveness of the term SHINA, which some sources claim as derogatory, and offer new interpretations of the word YARO. The tasks suggested by the authors for conducting linguistic research using the corpus not only provide students with the opportunity to engage with the «living» language, enrich their vocabulary, and experience the role of a researcher but also aim to optimize and diversify the foreign language teaching process for educators. foreign language education the japanese language corpus terms of abuse lexical acquisition authentic texts independent study skills interdisciplinary approaches https://tmhe.spbstu.ru/article/2024.36.6/ 06_Mahrakova_Kubekin_Bopp.pdf

RAR RUS 97-119 57193084207 0000-0003-0084-6551 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Kruglikov Viktor kruglikov_vn@spbstu.ru Practice of applying psychological and pedagogical principles of active learning The main requirement for higher education teachers over the past decades has been the transition to subject-subject relationships in the educational process. This requirement meets the needs of society, the innovative economy, the state and employers who need young personnel having not only a set of knowledge, but also a complex of soft competences, to become initiative, creative specialists. The transition to subject-subject relationships requires the teacher to use active pedagogy technologies, in particular, active learning methods (ALM). However, the implementation of these methods, as research shows, is hampered, first of all, by the reluctance or inability of university teaching staff. Another difficulty is poor elaboration of practically significant approaches and principles for developing active-type classes. The purpose of the research was to develop a scientifically based list of principles of active learning with a practical orientation. The study included the survey of the beginning teachers, an analysis of the guidelines they developed for conducting classes using ALM, as well as the results of defending the works prepared by them. As a result, a number of ideas were identified that were formed in the pedagogical environment as a result of the global dominance of the subject-object approach to learning for several centuries. This made it possible to formulate the principles of active learning with a practical orientation, which can be considered as support in the development of classes using active learning methods and, in general, practice-oriented classes. active pedagogy traditional pedagogy active learning interactive learning principles of active learning active learning methods subject-subject relationships practiceoriented learning professional culture of a teacher https://tmhe.spbstu.ru/article/2024.36.7/ 07_Kruglikov.pdf

RAR RUS 120-128 Leonteva Lidia leontievalidi@yandex.ru Mnemonics as methodology and technology of teaching russian as a foreign language The article is devoted to the definition of mnemonics as a technology and methodology in pedagogical science. The author of the article aims to show the difference between the concepts of methodology and technology of mnemonics, as well as to determine the criteria of technology and methodology in pedagogy. The study reveals a contradiction in the use of the term "mnemonics" in pedagogical science due to the lack of differentiation of "methodology" and "technology" concepts. The methodological basis of the research was the study and analysis of scientific works by the researchers of the Russian pedagogical school. It is revealed that the pedagogical technology of mnemonics and the pedagogical methodology of mnemonics have absolutely different bases. The practical significance of the research lies in the fact that the currently developed methods and technologies must meet certain criteria that determine their significant organizational, methodological, legal and conceptual differences. mnemonics mnemonics methodology mnemonics technology pedagogical methodology pedagogical technology theory and methodology of teaching and personal development https://tmhe.spbstu.ru/article/2024.36.8/ 08_Leonteva.pdf

RAR RUS 129-147 Maltseva \ Gayane maltseva_g@bsu.edu.ru Cheremokhina Daria cheremohina@bsu.edu.ru Practice of organizing and conducting university course «Academic writing (in Russian language)» The article describes a new discipline for Russian universities, «Academic Writing (in Russian)», which aims to achieve a high level of academic literacy. The authors propose a form of organizing a practical course in the discipline “Academic writing” based on the model of a five-paragraph essay by I.B. Korotkina. The realities of a modern Russian university with short deadlines for mastering this discipline (about 36 hours) are taken into account. Focusing on text-centric and interdisciplinary approaches in choosing the fundamental principles of discipline organization allows us to organize work based on the creation of an original academic product – a scientific article of students, integrating the acquired competences within the core area of student training. As a text underlying practical work and providing an opportunity to get familiarized with the features of academic communication, the authors propose the format of a scientific article as a relatively small genre of scientific style. academic communication academic writing research competence text-centric model scientific article https://tmhe.spbstu.ru/article/2024.36.9/ 09_Maltseva_Cheremokhina.pdf

MIS RUS 148-148 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/2024.36.10/ V-sleduyushchem-vipuske.pdf