During the period of COVID-19 pandemic when mostly all the universities have transferred to distant learning, the educational effect of many interactive methods partially reduced. However, simulation is underestimated by university professors and scarsely used in the educational process. Despite a profound interest in interactive methods, theoretical and practical issues of simulation still need examination, especially in the context of competence-based education. In present research pedagogical, psychological and linguistic issues of simulation are studied. Though, simulation is often referred to as a method or a game, we consider it to be an educational technology. Contrary to entertaining simulation, educational simulation used as technology usually is more than a case, because it has a structured scenario with a system of rules and prohibitions, which are created with a certain idea of forming specific competences. The practical part of the article contains a description of the empirical study of the simulation technology results used at English lessons at the technical university, which prove a high educational efficiency of simulation technology in the professional development of future engineers of agro-complex.
АннотацияЦель. Выявить и описать функционально-прагматические особенности встречных вопросов в немецкоязычном политическом интервью. Процедура и методы. В работе исследуются фрагменты немецкоязычных политических интервью, в которых ответные реплики политиков представляют собой встречные вопросы. Структурно-семантический анализ встречных вопросов выявил их формально-содержательное и функциональное сходство. Методами дискурсивного и контент-анализа определено коммуникативное намерение политического деятеля в контексте реализации коммуникативной стратегии согласия, несогласия или уклонения. Результаты. Встречный вопрос нарушает привычную вопросно-ответную модель интервью, выражает эмотивно-экспрессивное отношение политического деятеля к действительности и реализует коммуникативную стратегию согласия, несогласия или уклонения. Теоретическая и практическая значимость. Полученные результаты вносят вклад в изучение речевоздействующей силы языковых единиц и могут быть использованы при описании коммуникативных стратегий.
Do-It-Yourself discourse (DIY discourse) is communication aimed at teaching laymen to do professional processes and exchanging experiences in professional spheres. It is a very called-for tool for non-vocational training. DIY discourse comprises non-verbal, verbal, and polycode texts. In this research we analyzed general characteristics of DIY discourse. On the first stage of our research we selected articles from www.wikihow.com that teach the lay audience how to do different things. On the second stage of the research we analyzed genres that occur in the computer-mediated environment and polycode texts that represent the computer-mediated communication (CMC) in the DIY discourse. From a semiotic point of view, non-verbal texts are an emblem of a professional process, verbal texts provide a symbol side, and polycode texts combine an emblem and a symbol. We have found out that DIY discourse comprises several genres with different semiotic codes. It can have non-verbal, verbal and polycode format. We have come to the conclusion that polycode texts are the specific feature of computer-mediated communication. They are widely employed in DIY discourse to achieve a more profound comprehension of the professional processes.
The study aims to characterise the linguistic means of implementing the strategy of discrediting Russia and Russian foreign policy activities in the speeches of German politicians. The paper discusses speech techniques for the implementation of communicative intent, which consists in deliberately discrediting Russia’s foreign policy and purposefully creating an image of the enemy, and also analyses their influencing potential from the standpoint of functional pragmalinguistics. The scientific novelty of the study lies in an attempt to systematise the linguistic means used by German politicians to form a negative attitude of the audience and to justify their influencing power. As a result of the study, the author finds that the discrediting strategy is implemented in the following tactics: the dehumanisation tactics, the accusation tactics and the intimidation tactics. These tactics imply the use of a set of speech techniques the influencing power of which is aimed at creating a negative image (dehumanisation) of the object of discrediting, as well as at accusing this object of criminal actions and instilling a sense of fear of the scale of emerging threats and the consequences of the actions carried out by the object of discrediting.
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