The paper is devoted to the analysis of the functioning of the transgressive and the infinitive as verb forms used to express the meaning of simultaneity. The aim of the study is to identify the contextual conditions for the realization of this meaning. The study is novel in that it is the first to highlight the specific conditions that determine the realization of simultaneity as opposed to non-simultaneity. As a result, it has been proved that in the Russian language, the forms of the transgressive, as well as the infinitive are able to express simultaneity. The functional-semantic field of the category of simultaneity is represented by the core, which is formed by the non-finite verb forms of the transgressive, participle, infinitive, and the periphery, which is occupied by non-verbal means of expression. The infinitive can express the meaning of simultaneity only as a part of copular constructions that include verbs of position and motion. Simultaneity representation is the main function for imperfective transgressives, while perfective transgressives require appropriate contexts, i.e. descriptive and statistical. Pseudo-simultaneity is expressed by perfective transgressives in the predicates of interpretive semantics and in postposition to the main verb.
The aim of the paper is to identify the linguistic means of utterance categoricity in modern English-language scientific texts on linguistics. The paper analyzed examples from modern English-language scientific monographs and collections of articles that use categorical utterance techniques, identified the multi-level ways of creating categoricity in a scientific text and assessed their effectiveness in such texts. The study is novel in that it is the first to highlight the techniques and methods of categoricity expression in English-language scientific prose, as well as to summarize the means for achieving maximum impact on the addressee. The results of the study showed that utterance categoricity in an English-language scientific text is of a communicative nature and is determined mainly by the degree of the author’s confidence in the absolute correctness of his/her statements. The categoricity effect in scientific texts can mainly be achieved through the redundancy of information technique, by combining deontic constructions and modal intensifier constructions, the emphatic ‘do’, intensive words and syntactic constructions with the adversative or concessive meaning and the emphatic split construction ‘It is… that’.
Improvement of foreign language teaching in schools is a major political and social challenge in today's globalized world. Transition to competence-based paradigm requires proficiency in new methodology, curriculum design and assessment techniques. The present article examines the specifics of the implementation of new Federal State Educational Standards (FSES) in the context of foreign language teaching in Russia. The purpose of the article is to describe the authors' conception on achieving the Standards requirements in foreign language schooling. In the beginning, this paper highlights the reasons for prioritizing foreign language proficiency at school level and evaluates the situation with foreign language teaching in the Russian Federation. Further, the paper looks at the traditional roles of teachers in a teacher-centred classroom that is detrimental to the development of learners' personality. The paper then goes on to present key innovative multi-facet roles of the foreign language teacher. The conceptual approach focuses on the prerequisites for the development of a new socio-educational environment and gives educators practical advice concerning the ways of successful transmuting the FSES requirements into foreign language teaching.
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