-The problem relevance under study is caused by need of developing the teachers who work with intellectually gifted students in the conditions of continuing professional education. The purpose of the article is to reveal pedagogical conditions, connected with inclusion of teachers in an enriched creative and research environment, their self-development and providing them with psychological support. The results showed efficiency of using these pedagogical conditions for teachers' readiness formation to manage the development of intellectually gifted students. Person-oriented and constructivist approaches are the leading in research of this problem. The article may be useful in the teaching process in institutions of continuing professional education and giving lectures on psychology and pedagogy in educational institutions, where intellectually gifted students are taught.
The article is devoted to the issue of educational interaction and cooperation between teachers and students. The purpose of the study is to show the need for dialogic communication in educational activities, form knowledge, and develop educational cooperation skills, allowing students to take an active position in the educational process to help them adapt to interactive learning. The study's methodological base is the technology of sign-contextual learning, the implementation of which involves the use of active teaching methods. The article gives definitions of the concepts "communication", "dialogic communication", "subject". The principles of dialogic communication are highlighted. Experimental work was carried out in pedagogical classes with students of non-pedagogical specialties. Based on the thesaurus, questions, and tasks of the module, "Teaching Methods" were compiled, training was carried out using active methods. Systematic control was achieved by combining different types of work; however, a special role was played by testing, including computer testing. The result of developing communication-dialogue was the emergence of the participants' subjective positions in the dialogue, the formation of their experience of dialogic communication.
Мартынова Екатерина Владимировна, Еремеева Гузель Ринатовна ЛИНГВИСТИЧЕСКИЕ ОСОБЕННОСТИ ЮМОРИСТИЧЕСКОГО ДИСКУРСА В АНГЛИЙСКОМ ЯЗЫКЕСтатья посвящена исследованию американского юмористического дискурса, проводимому на материале фрагментов выступлений американских комиков различной тематики. Актуальность данного исследования определяется важностью изучения национальных когнитивно-речевых образцов, являющихся неотъемлемой частью национально-культурного общества. Цели нашего исследования: 1) выделить теоретические аспекты позиционирования национальной специфики и своеобразия юмора в социолингвистике; 2) изучить юмористические элементы американской лингвистической культуры; 3) охарактеризовать тематические выражения американских юмористических дискурсов. Методы исследования -выделение и описание языковых явлений, несущих отражение американской культуры, а также их объяснение с позиций национальной культуры. Результаты исследования показали, что юмор строится на отклонении от социальных стереотипов; сленг и нонсенс-язык являются характерными чертами американской лингвистической культуры; тематика американских юмористических дискурсов затрагивает разные стороны жизни американского общества. The article is devoted to the analysis of the basic neologic political abbreviations of the modern German discourse "GroKo", "Brexit", objectifying the vivid actual phenomena of the political reality of Germany and the European Union. The study of the peculiarities of the functioning of these abbreviations attests to the high degree of their derivational productivity, the relevant ability to exert an evaluative impact and the significant property of expressing capaciously emotional-value attitude to the actual realia nominated by them, the perception of which in the context of the German political discourse is mainly associated with the negative influencing meaning.
The article focuses on the means of realization of the evaluative component of the syntactic evaluative constructions at the text level. The analysis of the two short stories by W.S. Maugham shows that there are two ways of evaluative component actualization in the discourse. The first level is represented by direct and indirect appraisals towards the characters and the events of the story given by the author explicitly (through the narrator's speech) or implicitly (through the author's indirect evaluations) while the second one is the interaction of the two narrative methods made by the author and the narrator which leads to the unification of the two defined parties and the following integration of its evaluative component into the title itself.
The article is devoted to the analysis of the history of origin and etymology of some mathematical terms that have identical to the usual things names in natural languages. The research was conducted through analysis of literature, related scientific papers. The terms for study were taken from the field of abstract algebra, some of the terms are technical and used in the whole math. The explanation of the etymology of the terms allows getting deeper into the related area of mathematics, to increase level of the subject understanding and mathematical intuition. The research may be useful to students majoring in mathematics and linguistics.
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