The relevance of the study is determined by the fact that the professional competence of a teacher constitutes a dynamic combination of knowledge, abilities and practical skills, ways of thinking, professional, ideological and civic qualities, moral and ethical values. The linguistic competence of the teacher depends entirely on the possibilities of professional growth and the dynamics of the development of professional and communicative competences. The novelty of the study is determined by the fact that in professional activity the teacher acts as an active subject of communication: transmits and accepts information from students, colleagues and parents, strives for the maximum realisation of the abilities of each student and ensuring their emotional comfort. The authors of this study have determined that one of the primary tasks of higher pedagogical education lies in the development of professional and pedagogical communicative competence of a teacher. The practical significance of the study is determined by the fact that professional and pedagogical communicative competence acts as a spiritual and moral factor and the scientific content of the educational process, where a major role is played by the teacher's knowledge, humanity, spiritual generosity, as well as the desire to understand and help the student.
Аннотация. В Международном Круглом столе, организованном электронным научным журналом «Вестник Московского государственного областного университета», приняли участие известные лингвисты не только России, но и ближнего и дальнего зарубежья: Л.В. Рацибурская (Нижегородский государственный университет имени Н.И. Лобачевского), О.С. Иссерс (Омский государственный университет имени Ф.М. Достоевского), И.П. Зайцева (Витебский государственный университет имени П.М. Машерова, Республика Беларусь), Й. Сипко (Прешовский университет, Словакия), М.В. Радченко (Задарский университет, Хорватия), Е.М. Маркова (Московский государственный областной университет). Учёными были подняты проблемы словотворчества, в особенности активизации окказионального словообразования, словопроизводства антропонимов и глаголов, семантических новаций, фразеологических трансформаций, характерных для масс-медийных изданий. Выявлено, что многие неологизмы, окказионализмы, трансформы тиражируются и популяризируются в средствах массовой информации, проникая, таким образом, в сознание и язык его носителей и приобретая статус «солецизмов»-узаконенных языковых вольностей и отступлений от нормы.
Purpose: The paper is devoted to the study of verbalizing the social and cultural notion "family" in the second volume of the novel "War and Peace" by L. Tolstoy and the novel "In Chancery" by J. Galsworthy. It describes the stylistic devices enabling to realize positive and negative connotative components of the meaning of linguistic units verbalizing the notion "family". Methodology:In order to achieve the goal of our research we conducted a thorough comparative analysis of the texts of the works under study. Result:The results of our study allow us to draw a conclusion regarding the linguistic means enabling to realize ameliorative and pejorative connotative components in the meaning of the word "family" used in combination with it. Furthermore, the evidence from this study allowed us to compare the images of the British and Russian in the studied works represented by the analyzed linguistic means.Applications: This research can be used for universities, teachers, and students.
The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.
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