Foreign Language Teaching Methods Research Articles

Translation Technology for Foreign Language Teachers and Improvement of Translation Teaching Competencies

The rapid development of translation technology has profoundly impacted traditional foreign language teaching methods, providing extensive support for both teachers and students. This paper explores the influence of translation technology on foreign language teaching, analyzing the current status, attitudes, usage habits, and needs of teachers in relation to technology application. The swift advancement of technology has enriched foreign language teaching support and transformed traditional teaching models. The paper focuses on analyzing the types and applications of translation technology, its functions and roles in teaching, including classroom instruction, instructional design, and assignment assessment. Additionally, it examines the core elements of translation teaching competence, pathways for development, and strategies for enhancement, with a particular emphasis on technology-driven innovation models and the application of intelligent tools. Finally, the paper proposes future research directions, such as in-depth exploration of technology integration and data-driven teaching decisions, aiming to provide references for the development of translation teaching.

Methodological model for teaching residents of foreign language professional communication based on an integrated approach

Importance. The widespread use of foreign language education in non-linguistic universities is due to a number of factors that determine the development of professional activity in various industries. Medicine and healthcare are among the key areas of human activity that require regular updating of knowledge and improvement of professional skills of a specialist in the context of scientific and technological progress. Medical professionals are required to keep abreast of the latest achievements of science and technology, to study new methods of diagnosis, treatment and prevention of diseases in order to provide patients with better medical care. Using the example of the COVID-19 pandemic, the world community realized that the emergence of such threats requires rapid response and cooperation between various countries and organizations. Only through the experience of interaction between scientists and medical professionals from different countries, it was possible to jointly normalize the epidemiological situation around the world. The World Health Organization has played a key role in coordinating international efforts to combat coronavirus infection by providing all the necessary information in foreign languages, mainly English and French. In view of this, there is a social demand in the labor market for medical workers who speak English perfectly, and in higher educational institutions there is a demand for language courses from students of residency. The main purpose of the study is to develop a methodological model for teaching residents of foreign language professional communication based on an integrated approach.Research Methods. To achieve the main goal, theoretical and empirical research methods are applied, which make it possible to study and analyze existing theories and concepts on the topic of developing a methodological model for teaching residents of foreign language professional co mmunication based on an integrated approach. Based on the analysis of the academic literature on the research topic, the regularities of the construction of the methodological model, its functions and component composition are revealed. Modeling of the educational process makes it possible to create an effective methodological model for teaching residents of foreign language professional communication based on an integrated approach.Results and Discussion. The conducted research makes it possible to identify the didactic functions of the methodological model: 1) orienting; 2) regulatory; 3) formative; 4) controlling. Based on the identified didactic functions, a methodological model for teaching residents of foreign la nguage professional communication based on an integrated approach is developed, which is structurally presented in the form of five consecutive blocks: 1) prerequisites; 2) goal setting block; 3) content block; 4) operational and activity block; 5) evaluation and performance block.Conclusion. The developed methodological model for teaching residents of foreign language professional communication based on an integrated approach allows creating a simulation of the educational process in order to identify the strengths and weaknesses of the proposed teaching met hodology. The obtained research results are supposed to be used in the methods of foreign language teaching in medical universities in the training of residents.

Modern technologies and subject content of a foreign language course for future media specialists

Importance. The subject-language integrated approach is relatively new in the field of foreign language teaching methods. It pursues a dual goal related to the formation of professional communication skills in a foreign language (the formation of communicative and professional competencies). The application of the subject-language integrated approach faces several challenges related to both teachers and students. Firstly, the level of training of students should correspond to the B1B2 level. Secondly, the level of teacher training should combine the foreign language teaching with the specialized content teaching. The potential of the subject-language integrated approach in teaching foreign languages has already been applied and evaluated in the future doctors training, lawyers, and agricultural specialists.Research Methods. The subject-language integrated approach can be incorporated into the language training for future professionals in the media sphere (areas of training “Journalism”, “Advertising and Public Relations”, “Media Communications”). The professional component of the course is related not only to the thematic content of the classes, but also to the possibility of using modern technologies (for example, the artificial intelligence capabilities, virtual and augmented reality technologies) in the media products development within the framework of the training course with their subsequent discussion in the language being studied.Research Results. The subject-language integrated approach has obvious potential in the language training of future media specialists (areas of study “Journalism”, “Advertising and Public Relations”, “Media Communications”). The specialized subject content of the course, as well as the technologies and tools used in the practice of media specialists in the media products and advertising products development, along with language competencies, allow the formation of professional competencies.Conclusions. The aim of the research is to further investigate the potential of an integrated approach to the training of future media professionals. Of particular interest to the study is the identification of specific speech skills required for effective foreign language communication in the speech interaction professional sphere.

The Potential of Neural Networks in Teacher Preparation for Foreign Language Classes and Educational Content Creation

Artificial intelligence (AI) technologies are now being extensively used in various fields of human activity, including science and education. Neural networks, which are AI algorithms, are widely used in language learning. The relevance of this study is due to the need to study the potential of neural networks in the process of preparing a teacher of higher school for foreign language classes. Using neural networks, the university teacher demonstrates the ability not only to choose teaching materials but also to adapt them to the real learning environment, as well as to create new materials, taking into account various available resources and educational needs. The use of neural networks helps to optimize the process of teacher’s preparation for classes. This study aims to analyze the didactic potential of Twee and Perplexity AI neural networks, as well as to examine their use in the preparation for foreign language classes and the creation of educational content for students in various fields of professional training. The research methods we applied involved analysis, comparison, generalization of scientific literature, observation, study of experience and products of activity, analysis of educational literature, modeling of educational process. The scientific novelty of the study is the development of methods of using Twee and Perplexity AI neural networks in the preparation of a set of exercises on the formation of main types of speech activity among non-linguistic students. The conclusion can be drawn that it is necessary to further develop the methodology of teaching foreign languages with the help of artificial intelligence technologies which would help in generating the unique educational content and a set of communication exercises. Twee and Perplexity AI neural networks are effective pedagogical and didactic tools in teacher preparation for foreign language classes. Keywords: artificial intelligence, Twee and Perplexity AI neural networks, creation of educational content, methods of foreign language teaching, AI technologies application

A Review of Concept-based Language Instruction and Its Application in Foreign Language Teaching-learning Process

Concept-based language instruction (C-BLI) is an emerging foreign language teaching method of this century, which is based on the sociocultural theory proposed by Vygotsky and developed by a team led by Lantolf based on the systemic-theoretical instruction proposed by Gal'perin from Vygotsky school. C-BLI has abundant international research, but it is still in its early stages of development in China, and both theoretical and empirical research are relatively scarce. Based on the research results on C-BLI in the past fifteen years, both domestically and internationally, this paper interprets the development process and theoretical connotation of C-BLI. It reviews the existing empirical research from two aspects: teaching form design and effectiveness testing. Through reflection and summary, this paper points out the directions that need to be explored and deepened in the international research and application of C-BLI. At the same time, this paper hopes to provide theoretical and practical guidance for developing C-BLI research in China and explore the feasibility and future development direction of C-BLI application in foreign language teaching in China.

Planning a foreign language lesson using generative artificial intelligence technologies

Importance. The widespread use of generative artificial intelligence technologies has an impact on all stages of pedagogical activity, including the planning stage. Taking into account the language teaching features of artificial intelligence technologies, such as generativity and the ability to personalize the curriculum, it is necessary to note a significant increase in educational motivation when teaching a foreign language. This circumstance also explains the active surge in the use of generative artificial intelligence technologies by students when preparing homework or preparing for classroom classes. On the part of a foreign language teacher, there is a slightly different picture due to the lack of advanced training courses on the use of modern means of teaching a foreign language or a banal reluctance to learn something new, allowing to depart from traditional teaching methods. The purpose of this study is to determine the suitability of generative artificial intelligence technologies for pedagogical planning of a foreign language lesson.Research Methods. At the first stage, in order to conduct research to identify the effectiveness of the use of generative artificial intelligence technologies in planning a foreign language lesson, the following theoretical methods are used: the study and analysis of academic and educational literature on the integration of modern technologies into foreign languages teaching methods, comparison and synthesis of the studied information. The second stage involves the use of empirical research methods: observation, description, survey and content analysis, which allows us to study the suitability of generative intelligence technologies for pedagogical planning in preparation for foreign language classes.Definition of Concepts. The main concepts in this study are “curriculum”, “scenario of an educational lesson”, “pedagogical planning”, “technologies of generative artificial intelligence”.Results and Discussion. The conducted survey among students has revealed statistical data on the basis of which the suitability of a certain type of generative artificial intelligence technologies is determined when planning a foreign language lesson. Based on the analysis of the generated scenario, the advantages and disadvantages of these technologies are identified. The advantages include: a) the development of creative abilities; b) access to authentic materials; c) increased visibility and visualization of learning; d) the development of interdisciplinary skills; e) the efficiency of monitoring the achievements of students. Possible problems in planning the learning process using generative artificial intelligence technologies include: a) low level of ICT competence; b) low level of teaching methods competence; c) generativity as a language teaching property of artificial intelligence technologies; d) limited functionality of technologies and narrowly focused application in practice.Conclusion. The use of generative artificial intelligence technologies when planning a foreign language lesson allows to create a basis or template blanks of a curriculum or a scenario of an educational lesson, which subsequently acquire teaching methods components with the direct participation of a teacher. The results obtained in the course of the study can be used in foreign language teaching methods using generative artificial intelligence technologies.

A matrix of artificial intelligence tools in pre-service foreign language teacher training

Importance. The modern stage of information and technological development of civilization is characterised by the dynamic emergence of artificial intelligence (AI) technologies and the development of tools based on them, which are being more and more introduced into various spheres of life. The education system in general, and foreign language education in particular, is no exception. Currently, there are several dozen AI tools that are actively used by students and teachers in the development of foreign language communicative skills and the development of language skills. There is a rather voluminous body of research in the academic literature devoted to the disclosure of the language teaching potential of modern AI tools. However, most of the studies are of a pilot nature. The focus of scholars’ attention is on particular methods for the development of students’ communicative skills or the development of certain language skills based on individual AI tools. The systematic consideration of the integration of AI technologies into the process of teaching foreign language majoring students – future foreign language teachers – linguistic and teaching methods training has not been the subject of a special study. The purpose of this study is to develop a matrix of AI tools used in the linguistic and teaching methods training of future foreign language teachers.Materials and Methods. The study is conducted on the basis of the expert assessment method, which allows to: a) identify the language teaching potential, as well as the limitations of the most common AI tools; b) summarise and classify the available knowledge in the form of a matrix of AI tools used in the linguistic and teaching methods training of future foreign language teachers. The materials of the study were research articles, published in Russian and foreign academic journals, indexed in Web of Science and Scopus.Results and Discussion. A matrix of AI tools in the linguistic and teaching methods training of future foreign language teachers has been developed. The matrix is presented according to six types of feedback from generative AI used in foreign language teaching and teaching methods. The following are the main and most accessible AI tools for teachers and students providing feedback of each type: a) Replika, LingvoBot, Multitran_bot, Slavaribot, WorldContextBot, ChatGPT, Google Assistant, EGEEnglish.ru (educational and social feedback); b) ChatGPT, YandexGPT and GigaChat (information and reference feedback); c) ChatGPT 4.0, YandexGPT, GigaChat, Twee (methodological feedback); d) ChatGPT, YandexGPT, GigaChat, Turnitin, software “Antiplagiat” (analytical feedback); e) Grammarly, PaperRater, Pigai, ChatGPT 4.0, YandexGPT, GigaChat, Criterion (assessment and evaluative feedback); f) ChatGPT, YandexGPT, GigaChat, AI Poem Generator, Midjourney, Suno, Sora, Runway (conditionally creative feedback).Conclusion. The novelty of the research consists in the development of a matrix of AI tools in the linguistic and teaching methods training of future foreign language teachers. The prospects for further research lie in the development of teaching methods for aspects of language, types of speech activity, as well as specialised disciplines based on specific AI tools. In their entirety, these particular methods will enable the creation of an integrated system of linguistic and teaching methods training of future foreign language teachers based on AI tools.

Pedagogical grammar as a frame concept for research in the field of foreign language teaching methods. Part 16. Problems of organising pedagogical grammar in teaching

The article presents a comparative analysis of two approaches to teaching a foreign language in general and its grammar in particular – acquisition (mainly implicit learning, similar to the mastery of a first language) and learning (based on students’ awareness of the structure and conditions of use of the grammatical structures to be learnt). As the analysis of the available publications shows, there are contradictory points of view on the relationship between acquisition and learning in the classroom teaching process, ranging from the complete denial of the usefulness of one of the above approaches to the search for the optimal ratio of elements of both methods, depending on the specific learning conditions. In the author’s opinion, the problem can be practically reduced to the ratio of types of pedagogical information in the teaching process. The author distinguishes three such types (speech sample, model and rule), which differ in the degree of implicitness (speech sample is implicit, model is semi-implicit and rule is explicit). Acquisition is mainly based on the use of a speech sample as the only type of pedagogical information, while the use of rules and models is typical of teaching that focuses on understanding the structure and conditions of use of the grammatical action that is the object of acquisition. On the basis of the arguments presented in the previous parts of his series of articles, the author proposes a list of conditions favourable to effective acquisition, i.e. even when a speech sample is used as the only type of pedagogical information. On the other hand, the author argues that there are disadvantages of such teaching due to incomplete orientation of students as to the structure and conditions of the corresponding action. The author considers more explicit types of pedagogical information as a means of overcoming this shortcoming and explains the differences between traditional and step-by-step methods of their application. Based on these conclusions, the paper outlines prospects for further research.

Технология использования мультипликационных фильмов в обучении бурятскому языку детей дошкольного возраста

The Buryat language is in danger of extinction. Vitality of the language is determined by children's use of it. At present, there is an urgent need in the republic to develop and apply in the process of teaching the Buryat language such technologies that will be interesting and demanded by pre-school children. The purpose of the study is to show the possibilities of using cartoons in the process of teaching Buryat language as a second language to preschool children. In the course of the study we applied the following methods: generalization of experience in teaching Buryat language as a second language to preschool children, analysis of scientific literature on the methods of early foreign language teaching, speech development of preschool children, use of cartoons in language classes, observation of the process of language skills formation in preschool children, experimental and pedagogical work, conversation with Buryat language teachers of preschool educational organizations of the Republic of Buryatia. The study revealed that cartoons created in the Buryat language have a great didactic potential. To use them for the purpose of teaching the Buryat language, a selection of cartoon series was made and a set of tasks for them was developed. This set of tasks realizes the methods of teaching second languages and the algorithm of work on video materials. Scientific novelty of the study consists in methodical analysis of the teaching potential of cartoons in the Buryat language, the study of linguistic and speech content of cartoon texts and the possibility of using them in the formation of linguistic skills and the development of technology of using these cartoons in teaching the Buryat language to preschool children. The practical significance of the study lies in the description of a set of tasks for working on cartoons, which makes it possible to use the results of the study in the development of new technologies of teaching Buryat language and other languages with the use of cartoons, in particular, in the development of a set of tasks and exercises for different types of language and speech skills, in the creation of educational cartoons.

The use of artificial intelligence technologies in foreign language teaching: the subject of methodological works for 2023 and prospects for further research

Importance. The rapid spread of artificial intelligence (AI) technologies and the use of AI tools in education have stimulated the emergence of a large body of scientific and methodological works devoted to methods of foreign language teaching based on AI. At the same time, most of the publications are not distinguished by obvious scientific novelty or practical value. The purpose of the research is to analyze and classify scientific articles on methods of foreign languages teaching, published in Russian highly rated scientific publications in 2023, to highlight the main subjects of the works of scientists and to identify methodological gaps and prospects for further methodological research.Materials and Methods. The research is conducted on the basis of scientific articles on methods of foreign languages teaching, published in scientific journals listed by the Higher Attestation Commission of the Russian Federation (K1, K2) for 2023. The research is based on an expert approach, which allows, through analysis of the corpus of scientific publications, to summarize the data obtained, highlight existing patterns, put forward hypotheses regarding the prospects for further research in the chosen area, and also identify a range of issues that have not been resolved. Within the framework of this approach, the following theoretical research methods are used: analysis of scientific publications, classification and summarization of data.Results and Discussion. In the course of the research, the main subjects of scientific and methodological work on methods of foreign language teaching based on AI are determined: a) vectors of using artificial intelligence in education; b) chatbots and voice assistants in teaching foreign language verbal communication; c) corpus technologies of artificial intelligence in the formation of students’ lexical and grammatical skills and research work; d) automation of the process of monitoring the development of foreign language speech skills and the formation of students’ language skills; e) the use of neural networks in foreign language teaching; f) the use of neural networks in research work; g) requirements for the competence of a foreign language teacher in the field of artificial intelligence; h) requirements for the competence of students in the context of the integration of artificial intelligence into education.Conclusion. The author included the following issues of foreign language teaching based on artificial intelligence technologies as research prospects: a) methodology for foreign language teaching based on AI; b) linguodidactic potential of existing and emerging AI tools; c) types of feedback from generative artificial intelligence; d) types of intelligent learning systems and their capabilities; e) teaching according to an individual trajectory; f) risks and threats arising in the process of integrating artificial intelligence into education; g) competence of a foreign language teacher in the field of artificial intelligence.

Соотношение звукового языка и письма в языковом общении: рецепция и проблемы традиционных методик обучения

The article deals with language communication and discusses the problem of reception, as well as traditional methods of teaching foreign languages. What is the term language communication? In fact, it is a single system consisting of two types of communication. This includes both oral and written speech. The importance of the question of the relationship between sound language and writing is compounded by the fact that existing methodological systems interpret it in a diametrically opposite way. Classical linguistics of the 19th century, as well as the traditional methods of teaching foreign languages, developed and concentrated their attention on the study of dead written languages: Latin, ancient Greek and some others. The complete disregard for living sound languages as "degenerated descendants" of the majestic and harmonious writing systems of ancient languages was characteristic. When mastering oral speech and writing, emphasis should be placed on the specifics of these forms of communication both in communication techniques and in sign systems. The first of these aspects should be adequately reflected in the system of communicative exercises — oral for teaching sound language, exercises in reading and writing — for teaching the language of writing. The second aspect should form the basis for the selection of language material to be mastered in oral speech and writing. The requirements just formulated can be satisfied only if specialized textbooks of oral speech and reading-writing are created, and the textbook of oral speech for any purpose must be sound. Special attention is paid to the importance of the correlation between sound language and writing, which is treated differently in the existing methodological systems. Classical linguistics of the nineteenth century and traditional methods of foreign language teaching become the object of study, revealing the development of their approaches to language communication. Questions about the relationship between spoken and written language are raised, warning against diametrically opposed interpretations of this relationship in existing methodologies.

ForeignLanguage Teaching Methods in Task-Based Learning

This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.

METHODS OF TEACHING FOREIGN LANGUAGES AND PECULIARITIES OF THEIR APPLICATION IN EDUCATIONAL PRACTICE

The article examines various techniques, approaches, and methods of teaching foreign languages, namely: the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach. The analysis of scientific and methodical literature was carried out. Emphasis is placed on new requirements that appear in the field of modern language education. The need to rethink the essence of foreign language teaching methods and teaching tools is highlighted.

TEACHING SPEAKING SKILLS TO VIETNAMESE LEARNERS OF RUSSIAN AS A MEDIUM OF INSTRUCTION

In research on foreign language teaching methods, particularly those for foreigners, the teaching and learning of macro language skills (listening, speaking, reading, and writing) are often emphasized and considered as a prerequisite task in the training process. Speaking is considered as one of the skills that cause many difficulties for Vietnamese students studying Russian. Russian linguists value speaking skills as both a means of instruction and an outcome of the training process. The article explores the role of speaking skills as a means of teaching Russian, and describes the steps in the learning process, accompanied by illustrated exercises in order to realize the teaching and learning outcomes. This study is based on the research by modern Russian linguists on the process of teaching Russian speaking skills as a foreign language.

Terminological Competence in Teaching Kyrgyz as a Second Language

In modern education, according to the competency-based approach, new requirements are imposed on university graduates, which are reflected in a certain set of universal, general professional and professional competencies. As is known, the set of competencies represents competence, which, in turn, is also divided into various types. This article discusses the formation and development of terminological competence of a Kyrgyz language teacher who teaches the language as a second language. It is obvious that for a successful professional activity of a teacher, it is necessary to possess not only the skills and abilities of the main subject, that is, the Kyrgyz language, but also the methods of teaching a related language. For future full-fledged teaching activities when studying methods of teaching foreign languages, it is necessary to pay special attention to the formation and development of terminological competence. Terminological competence here means not only knowledge of the conceptual and categorical apparatus of foreign language teaching methods and the ability to apply terms in practice, but also the ability to take into account the dynamics of the terminology system in connection with the emergence of new approaches and, accordingly, new terms, changes in the meanings of basic terms, and analyze them and apply in teaching activities in order to effectively solve professional problems. Important in this regard are the issues of monitoring the formation of the teacher’s terminological competence. The article, based on a level system for monitoring the formation of terminological competence developed by domestic methodologists, consisting of three components (subject-cognitive, intellectual-reflective, communicative-linguistic), offers sample tasks for assessing the level of formation of terminological competence of a Kyrgyz language teacher, who teaching as a second language.

Application of Production-oriented Approach in College Integrated English Teaching -under the Background of Curriculum Ideological and Political Education

The Production-Oriented Approach, a foreign language teaching method with Chinese characteristics founded by Wen Qiufang, has been developed over the past decade with the goal of enhancing the quality of English instruction in higher education settings across China. This paper aims to apply this theory to the teaching framework of ideological and political education within integrated English courses and subsequently evaluate its effectiveness.A specific case study, centered on the text “Spring Sowing” from a Contemporary College English Reading course, demonstrates the practical implementation of ideological and political education using the POA. The paper describes the teaching design of this unit within the POA framework, encompassing the motivating, enabling, and assessing stages. Additionally, students’ feedback following the implementation of this teaching approach highlights its positive impact on linguistic advancement, thematic comprehension, and appreciation for farmer-related themes.The study’s findings demonstrate that a college integrated English course based on the POA seamlessly integrates language knowledge with ideological and political elements, resulting in a noticeable enhancement in teaching quality and efficacy. It demonstrates the feasibility and effectiveness of incorporating ideological and political education within English language instruction using the POA framework, offering valuable insights for future curriculum development and implementation in Chinese higher education.

NON-TRADITIONAL METHODS OF TEACHING ENGLISH IN KYRGYZ SCHOOLS

This article discusses the non-traditional methods of teaching English in Kyrgyz schools, the history of its development as a science, the types of modern methods used in foreign language teaching methods and their use. Non-traditional lesson is an improvisation of a training session that has an unconventional structure. Such a lesson includes techniques and methods of various forms of learning. It is based on the joint activity of teachers and students, joint search, testing of new forms of work, which ultimately affects the activation of cognitive activity of students in the classroom and improving the effectiveness of teaching.

Analysis of lingual situation and foreign language teaching methods (quality) in China and Kyrgyzstan

Relevance The development of a quality language policy fully depends on the level of development of the language situation in the state. For this reason, during the introduction of the current reforms for the improvement of Kyrgyzstan, particular attention should be devoted to the state languages and their prevalence in society.Purpose. The research aims to study the linguistic situation in Kyrgyzstan and China and to investigate the concepts of foreign language teaching in these countries.Methodology. Analysis and synthesis, comparison, deduction, generalization, and abstraction were used in the study.Results. As a result, the characteristics of education, as well as the provision of the language situation in China and Kyrgyzstan, were revealed. Historical, political, economic, and socio-cultural aspects were characterised based on the source for the development of the state language policy. The study also differentiated the societies of China and Kyrgyzstan based on the nationality of the people living in these states. Such results allowed identifying the most common languages and dialects in these territorial entities, as well as determining the level of balance between them. In addition, the study explored approaches and starting points for Chinese and Kyrgyz language teachers. Based on this, the main pedagogical tools, both formal and informal, aimed at developing students� linguistic skills were characterized.Conclusions. Following the study, methodological recommendations for the formation and provision of effective interaction of educational actors were developed. The results are appropriate to be used in the process of developing curricula and materials for those involved in foreign language teaching.

Translating Linguistic Theories into Practical Solutions for ESP Materials Design: from Discourse Analysis to Teaching Political Discourse

Linguistics plays a key role in foreign language education both in relation to the teaching/learning process and to materials development. As a point of departure the article examines the implications of linguistic paradigms for foreign language teaching methods and follows the evolution of the concept discourse competence. Together with Discourse Analysis it is identified as central to updating contemporary teaching methods and instructional materials. The major objective is to show how research within linguistics informs and gives new impetus to FLT which is illustrated by a model of ESP instructional material designed for teaching political discourse to university students. The main conclusion is that such a form of mediation between theory and practice can broaden the focus on authenticity to encompass not only exposure to real language but also to genuinely analytical and critical thinking experiences typical for the academia.

Dictionary of IT terms as a tool for Russian language studies and linguodidactics in the context of digitalization in education

The authors present a comprehensive description of the main features of a new vocabulary project aimed at expanding and systematizing the methodological competencies of a modern teacher of philology. The relevance of the work is determined both by the object of research itself, which is a corpus of terminological units relevant in the digital pedagogical space, and by the need to fix numerous changes in linguistic/linguopedagogical/philological education determined by the transition to convergent learning. The aim of the research is to characterize the specifics of the dictionary entry structure in this lexicographic resource, to describe the principles and methods of selecting terminological units, to identify ways of their defining and translation. The research material includes Russian terminological systems and their English versions, correlated with pedagogical and lexical phenomena of the Russian language. The following scientific methods and approaches were used: component analysis of dictionary entries, comparative method, functional analysis of English and Russian terminology (if there is a translated version), linguistic-cognitive analysis, data systematization and clustering, qualification data interpretation. The results of the study are as follows: a set of problems related to the constitution and categorization of new terminological units explicating the transformation of the educational paradigm is identified and described; the features of lexicographic definition and presentation of indices are characterized; various ways of defining IT terms in the aspect of foreign language teaching methods are proposed, examples of dictionary entries are given. The perspectives of the study are in further expanding, specifying and systematizing IT terminology in modern language education and creating on this base new lexicographic projects which would intensify teaching in Russian higher education institutions.