Teaching Methodology in Higher Education

RAR RUS 8-22 U-7051-2017 57210912692 0000-0002-0573-0980 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Rubtsova 0009-0003-7804-1187 Zheleznyakova Olga LINGUISTIC AND METHODOLOGICAL SYSTEM OF DEVELOPING PROFESSIONAL COMPETENCE IN INTERPRETER AS SPECIALIST IN INTERCULTURAL MEDIATION Abstract. The paper discusses the peculiarities of the linguistic and methodological system of training interpreters as specialists in intercultural mediation. The authors analyze the main components that are the basis for the linguistic and methodological system that contributes to improving the interpreter training. The article describes the content component of the developed system. The study reveals the need for further improvement of translation training methodology in view of intercultural mediation and demonstrates the importance of relying on mediation competence in translation training. The paper emphasizes the importance of further development of educational programs aimed at integrating interdisciplinary approaches, as well as active use of modern technologies in the course of interpreter training. 10.57769/2227-8591.13.4.01 372.881.1 INTERCULTURAL MEDIATION INTERPRETING LINGUISTIC AND METHODOLOGICAL SYSTEM PROFESSIONAL COMPETENCE CONTENT COMPONENT INTEGRATION https://tmhe.spbstu.ru/article/2024.38.1/ Rubtsova.pdf

REV RUS 23-42 Katz Nora Gerasimova Anastasia INSTRUCTIONAL STRATEGY FOR TEACHING TRANSLATION OF AUTHENTIC MULTIMODAL TEXTS Abstract. The article discusses the issue of teaching audiovisual translation for dubbing at the university. Audiovisual translation (AVT) is a special type of translation activity that focuses on the reconstruction and sociolinguistic adaptation of various multimodal texts with respect to the cultural context, audience, and linguistic peculiarities of the target language. Despite the existing body of research in the field, at present, the training of audiovisual translators at universities is hampered by the lack of systematic scientific views on the nature of AVT and its key characteristics. Therefore, the methodological foundations for teaching audiovisual translation at the university have not been sufficiently developed. The study elaborates on the essence of AVT from discursive and activity-based perspectives, analyzes the concept of an authentic multimodal text, and defines the key discursive, pragmatic, and genre characteristics of a historical film text. The article proposes an instructional strategy aimed at teaching AVT for dubbing. It includes the learning stages and various types of tasks that contribute to mastering the necessary skills for effective audiovisual translation. 10.57769/2227-8591.13.4.02 372.881.1 AUDIOVISUAL TRANSLATION AUDIOVISUAL DISCOURSE MULTIMODAL TEXT FILM TEXT AUDIOVISUAL TRANSLATION TEACHING TRANSLATION PEDAGOGY https://tmhe.spbstu.ru/article/2024.38.2/ Gerasimova.pdf

RAR RUS 43-55 Peter the Great St. Petersburg Polytechnic University Kukushkina Maria D. 0000-0002-0376-4028 Kiseleva Natalya 0000-0003-0910-8029 Savina Anastasiia PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SAFE ENVIRONMENT IN HIGHER EDUCATIONAL INSTITUTIONS Abstract. The objects of the study are the structure of the educational environment of the university and the ideas of first-year students of the psychological and pedagogical direction about a psychologically safe educational environment. The relevance is due to the need to form educational environment that promotes the emotional well-being of students and the lack of data on the most significant components of the educational environment for them in terms of psychological safety. The main research methods are questionnaires and frequency analysis of students' associations with the concept of psychological safety of the educational environment. We carried out a frequency analysis of associations and divided the most frequent of them into semantic clusters corresponding to the components of the educational environment. The analysis showed that the pedagogical conditions contributing to the formation of a psychologically safe educational environment of the university include communicative and mediation competencies of teachers, an effective system of interaction between the administration and all subjects of the educational environment and forms and methods of teaching aimed at self-actualization and disclosure of the students’ personal potential. A conclusion was made about the possibility of using the research results to develop programs for supporting teachers, including diagnostic, informational and formative blocks. 10.57769/2227-8591.13.4.03 378.178 STRUCTURE OF THE EDUCATIONAL ENVIRONMENT PEDAGOGICAL CONDITIONS PSYCHOLOGICAL SAFETY EMOTIONAL WELL-BEING HIGHER SCHOOL EDUCATIONAL ENVIRONMENT https://tmhe.spbstu.ru/article/2024.38.3/ Kukushkina(2).pdf

RAR RUS 57-70 Zolotarev Mikhail ARTIFICIAL INTELLIGENCE AS FEEDBACK GENERATOR IN ACADEMIC WRITING INSTRUCTION Abstract. The integration of AI-powered tools for providing feedback on academic writing is considered an innovative approach in university language education. This method requires teachers to write structured texts, known as prompts, which can be interpreted and understood by generative models of artificial intelligence. These prompts are being developed by many Western universities. This research is based on AI prompts created by professors of British and American universities to provide AI-generated feedback on students’ academic texts. The prompts were specifically designed for Chat GPT-4, which is a large language model. This study involved a content analysis of these prompts to identify common characteristics in their communication content and to examine how these characteristics relate to the ideas expressed by their authors. The analysis revealed that the authors of the prompts seem to be aware of generative artificial intelligence’s limited capabilities to process students’ academic texts. They view artificial intelligence as a tool allowing students to prepare multiple drafts of their texts before submitting the final version for teacher assessment. Despite the modern research trend advocating for a model that emphasizes student engagement with various forms of feedback, the content of the prompts still reflects a teacher-centered feedback model. 10.57769/2227-8591.13.4.04 372.881.1 FEEDBACK ACADEMIC WRITING ARTIFICIAL INTELLIGENCE TECHNOLOGIES GENERATIVE ARTIFICIAL INTELLIGENCE AI PROMPTS LINGUODIDACTICS CONTENT ANALYSIS https://tmhe.spbstu.ru/article/2024.38.4/ Zolotarev.pdf

RAR RUS 72-84 Fedotova Nina Nersisian Kristina PROBLEMS OF ORAL SPEECH SKILLS DEVELOPMENT WHEN TEACHING RUSSIAN AS A FOREIGN LANGUAGE Abstract. The article deals with the main problems of teaching speaking in a foreign language. Four groups of factors influencing learning outcomes are identified: linguistic, methodological, psychological, socio-cultural. This study is based on the key provisions and experimental data of the methodology of teaching Russian as a foreign language and the experience of working with students from different countries. The aspects that require special attention when teaching oral foreign language communication are described. Recommendations on the use of modern technologies, in particular, artificial intelligence and neural networks for the development of oral skills are given. The necessity of taking into account individual and psychological characteristics and cognitive styles of foreign students learning Russian is emphasized. Possible ways to overcome the identified groups of factors and the format of the speaking club as a kind of extracurricular activity for foreign students are proposed. 10.57769/2227-8591.13.4.05 37.013 TRAINING SPEAKING ORAL-SPEECH SKILLS LANGUAGE BARRIER PSYCHOTYPE COGNITIVE STYLES RUSSIAN AS A FOREIGN LANGUAGE https://tmhe.spbstu.ru/article/2024.38.5/ Nersisyan.pdf

REV RUS 86-101 0000-0001-9992-1851 St.Petersburg State University of Culture Devel Liudmila A. miladevel@gmail.com 0009-0002-6024-9564 Rodionova Elena STUDENT TRANSLATION CONTEST AS AN ESSENTIAL COMPONENT OF PROFESSIONAL TRAINING Abstract. The purpose of the study is to consider the possibilities of translation competitions for students, to note the important aspects from the standpoint of anthropocentrism, to conditionally "measure" the development of motivation to obtain high-quality professional education as a translator. The main research methods are comparison, generalization, surveys. The relevance of the study is that from the standpoint of developing and supporting motivation to participate in student translation competitions, the experience of holding translation competitions is summarized, examples of competitions in our country and abroad with their brief characteristics are given. Based on the idea of the main characteristics of the anthropocentric model of pedagogy by goals, principles, criteria, content, means and methods, student motivation to participate in competitions is positioned. The article describes the experience of selecting materials for translation, ways of assessing the quality of translation, translation expertise based on the ideas of erratology - the theory of errors and translation inconsistencies. Traditionally, the criteria allow for an objective assessment of the work of participants with a balance between the accuracy of the original text and a creative approach. The need to prepare students for the competition in the direction of translation didactics is noted. The results of the survey of respondents demonstrate an increase in students' motivation to participate in competitions. The presented materials demonstrate the prospects of research and accumulated experience in conducting translation competitions. 10.57769/2227-8591.13.4.06 378.147 STUDENT TRANSLATION CONTEST ANTHROPOСENTRISM HUMANIZATION MATERIALS ERRORS EXPERTISE QUESTIONNAIRES https://tmhe.spbstu.ru/article/2024.38.6/ Devel.pdf

RAR RUS 102-117 0000-0002-1246-2224 Plekhanova Marina THE PRACTICE OF APPLYING THE PRINCIPLE OF ACTIVATION IN TEACHING FOREIGN LANGUAGE COMMUNICATION OF STUDENTS OF NON-LINGUISTIC FIELDS Abstract. Increasing the level of student engagement and motivation in learning foreign language presents a significant challenge for educators in a non-linguistic university. The key to successful implementation of this process lies in ensuring active student involvement in the learning experience. The implementation of the activation principle in teaching foreign language communication requires the creation of specific conditions and the utilization of various teaching techniques and methodologies to stimulate students' educational, cognitive, and active speech activities. The aim of this study is to analyze how the activation principle is implemented in the process of foreign language instruction for students in non-linguistics fields of study. The author attempted to identify and describe the conditions and factors that contribute to increasing the level of student engagement in the learning process of a foreign language, considering various aspects of lesson planning based on a didactic analysis model, including goal-setting and reflection on goal achievement, organizing student activities in different social and organizational settings, teaching materials and resources, and the role and activity of the teacher. Drawing on this, specific methodological recommendations have been formulated for designing both the overall course on foreign language learning and separate lessons, as well as for planning lessons and their various aspects, based on the principle of activating educational and cognitive engagement. 10.57769/2227-8591.13.4.07 372.881.1 ACTIVATION PRINCIPLE ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS DIDACTIC ANALYSIS MODEL TEACHING FOREIGN LANGUAGE COMMUNICATION NON-LINGUISTIC FIELDS OF STUDY https://tmhe.spbstu.ru/article/2024.38.7/ Plehanova(1).pdf

RAR RUS 118-130 0000-0002-2847-4000 Petrozavodsk State University Shemanaeva Maria

33, Lenina, Petrozavodsk, 185910, Russia

000-0009-0005-2866-353X Yakovleva Anastasia ORGANIZING RESEARCH ACTIVITIES FOR STUDENTS IN PEDAGOGICAL TRAINING PROGRAMS THROUGH GRANT PROPOSALS Abstract. The article describes the experience of a student research group in developing a research project for a grant application to the Head of the Republic of Karelia. It presents the specifics of the region, which negatively affect motivation to learn English in rural schools. The project is based on the following approaches: teaching English as a foreign language, a productive approach, and the potential of a foreign language as an academic discipline to develop universal competencies, particularly intercultural competence. To confirm the principles developed during the theoretical foundation of the project, a questionnaire was created for the target groups of the project (English teachers in the districts of Karelia, students in grades 9-11 from rural schools in Karelia, and international students studying at Petrozavodsk State University). The analysis of the responses confirmed that English is considered a language of international communication by all target groups, and the educational materials used do not meet the requirements set by researchers for teaching English as a language of international communication. More than 90% of English teachers and international students, and approximately 70% of students from rural schools in the Republic of Karelia expressed interest in participating in the project. 10.57769/2227-8591.13.4.08 378.33 ENGLISH AS AN INTERNATIONAL LANGUAGE EIL GRANTS OF THE HEAD OF THE REPUBLIC OF KARELIA INTERCULTURAL COMPETENCE STUDENTS SCIENTIFIC RESEARCH https://tmhe.spbstu.ru/article/2024.38.8/ Shemanaeva(1).pdf

UNK RUS 131-131 Akupova Viktoria 56285891100 Peter the Great St.Petersburg Polytechnic University Fersman Natalia G. natdia@list.ru 57195761018 Peter the Great St.Petersburg Polytechnic University Zemlinskaia Tatiana Ye. zem-tat1@yandex.ru Chicherina Natalia chicherina_nv@spbstu.ru Parshina Tatiana Institute for Linguistic Studies, Russian Academy of Sciences Krasnoshchekova Sofia V. ndhito@mail.ru Shalamova Darya IN THE NEXT ISSUE Akupova Viktoria V., Fersman Natalia G., Zemlinskaya Tatiana Ye. Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia ANALYSIS OF MACHINE TRANSLATION ERRORS AS MEANS OF DEVELOPING CRITICAL THINKING IN LINGUISTS Chicherina Natalia V., Parshina Tatiana V. Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Admiral S.O. Makarov State University of Marine and River Fleet; St. Petersburg, Russia THESAURUS OF LANGUAGE PERSONALITY IN THE STRUCTURE OF MODERN SPECIALIST’S PROFESSIONAL COMPETENCE Krasnoshchekova Sofia V., Shalamova Darya D. Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia PROJECT BASED LEARNING IN THE FRAMEWORK OF TEACHING SCIENTIFIC STYLE OF SPEECH TO FOREIGN STUDENTS OF ENGINEERING AND TECHNOLOGY MACHINE TRANSLATION ERROR ANALYSIS CRITICAL THINKING LINGUIST STUDENTS LANGUAGE PERSONALITY THESAURUS STRUCTURE OF PROFESSIONAL COMPETENCE MODERN SPECIALIST https://tmhe.spbstu.ru/article/2024.38.9/ V-sleduyushchem-vipuske.pdf