There is considerable uncertainty as to the way we lead our lives. We face global changes concerning every single aspect of our lives: economy, digital technologies, cultures, languages, and even our health and today not mentioning all the catastrophic consequences of the pandemic and economic slowdown. Institutions are responding to the current circumstances with a shift to online learning. While most universities have urgently switched to online learning and benefit from using educational and videoconferencing platforms, the issues caused by online education under these circumstances are still to be studied and carefully analysed. This article problematizes the influence of online learning and reveals a range of pitfalls arising in the process of online education as well as a detailed analysis of these issues. It was found out that the online learning process is affected by a wider range of reasons than we expected. The interrogative method was used as the main measurement tool. The evaluation studies were carried out at the university on its use of an online education system as a forced response to the current worldwide pandemic. Among revealed issues, we established the following: students’ ability to learn self-directly, assessment tools used by teachers to evaluate the knowledge, timely teacher’s feedback, teachers’ core competencies and personal qualities, technical, health issues, and some others. The global events caused a situation when universities had to reconsider the way they deliver education to people. The goal is to make it more expedient, accessible, and personalized. The information in the paper can contribute to the quality improvement of online education and learning success.
A shift toward the digital distance learning due to the COVID-19 pandemic puts new demands on the teachers, and requires revision of traditional teaching methods. CLIL (Content and Language Integrated Learning) is not a new topic in pedagogy. It is represented in numerous studies of foreign researchers. In Russian pedagogy CLIL was explored mainly in the context of face-to-face education. Considering that distance learning is being implemented into the educational process, the use of CLIL in distance education provides new opportunities and difficulties both for teachers and students. The aim of this study is to reveal positive effect of implementation CLIL in distance learning, to conduct a comparative analysis of the CLIL efficiency in face-to-face learning and distance learning. The study based on the theoretical and empirical methods: analysis of the foreign and Russian scientific literature, observation, modeling and monitoring of pedagogical experiment. The results of pedagogical experiment allow us to conclude that the use of CLIL in distance learning improves both the language competencies of the students and their professional knowledge, and as a result to achieve a high level of foreign-language professional communicative competence. Finally, the study draws conclusions concerning advantages of CLIL implementation in distance education comparing with its use in face-to-face education, also the paper notes initial requirements for teachers and students to be involved in CLIL distance learning.
The aim of the research is to identify the systemic semantic relations of codified and non-codified lexical units in professional thesauri of Russian-speaking and English-speaking photographers. The research is novel in that it is the first to outline and compare the semantic relations of lexical units in the Russian and English versions of the photographer’s thesaurus, to combine the functional and cognitive paradigms of the studied thesauri, which makes it possible to record the permeability of the formal and informal registers of communication and the duality of nuclear and peripheral concepts. The research findings amount to recording the commonalities and differences in the structures of the semantic relations of codified and non-codified units in the Russian and English versions of the photographer’s professional thesaurus. The reasons for the appearance of synonyms and antonyms, hypernyms and hyponyms in the semantic organisation of the studied thesauri, the emergence of additional highly evaluative and emotional semes in the semantic structure of non-codified units in the Russian and English versions of the photographer’s thesaurus have been revealed.
Материалы журнала доступны на сайте (articles and issues available at): philology-journal.ru RUЛингвостилистические средства в слоганах англоязычной социальной рекламы Ильдуганова Г. М., Гараева Л. М., Нуриева Г. Р.Аннотация. Цель исследования -выявить основные лингвостилистические средства, используемые в слоганах англоязычной социальной рекламы, и частотность их использования. В статье раскрываются основные отличия некоммерческой рекламы от коммерческой, выделяются цели и задачи социальной рекламы, приводится описание каждого средства и проводится языковой анализ наиболее популярных лингвостилистических средств. Научная новизна исследования заключается в том, что в статье предлагается комплексная классификация лингвостилистических средств с точки зрения семантики, морфологии, фонетики, стилистики и паралингвистики. В результате определены основные лингвостилистические средства англоязычной социальной рекламы и выявлена частотность их использования, а также намечены новые направления для дальнейшего исследования темы.
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