The purpose of this article is a dynamic analysis of the transformations taking place in the speech culture of bilingual students of the post-Soviet space. Russian-foreign bilingualism, as our survey shows, has undergone a certain reconfiguration over the past decade. Previous experiments convincingly proved that the Russian language is dominant in the speech culture of bilingual students, which was due to a number of estralinguistic and linguistic-functional factors. Autochthonous languages in the cognitive structure of students occupied a less stable position and were communicatively limited even in conditions of microdiscursive functioning. It was safe to say that Russian was the core of the linguistic consciousness of bilingual students. Today the situation has changed. The role of autochthonous languages is signified. The Russian language still remains a communicative dominant, providing the basic communicative needs of the individual (including the need for training and the formation of professional competencies), however, it is gradually shifting from the core towards the center, which may indicate that linguo-constructive functions in the future may be lost, and new ones associated with the ethnically primary language have not yet been formed (taking into account the small historical time), which will entail the phenomenon of mass semilingualism.
This article proposes a holistic approach to text analysis as an object of linguistic research and pedagogical process. The purpose of the work is to demonstrate a methodology for working with a textual whole, which would be universal for both foreign students and students of Russian universities. Within the framework of the proposed concept, such concepts as discourse, media text, creolization are put forward, which indicates that the educational process is now immersed in a new semiotic reality that needs to be taken into account. We examined the methodology of working with media text in the audience. It is universal in nature and can be applied to the widest textual material. By examining the text in its many aspects, we let students understand how discursive its nature is. The text, as our case shows, is not just an intermediary between communicants. This is a synergistic reality, which is modeled by the intentions of one communicator and the peculiarities of perception of another. Our main task was to acquaint students with the features of the text as an element of discourse, as well as to learn how to work thoughtfully with its conceptual field. SEO analysis and cognitive mapping were considered as methods of working with text.
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