The paper raises the problem of media ecology. The concept of media ecology is considered from the standpoint of post-nonclassical rationality: the object of research is viewed as a system that unifies communicants, their communities and the information environment within the framework of ongoing interactions, which, in turn, affect all elements of the ecosystem. The authors analyze socio-cultural changes caused by media influence and give the interpretation of the manifestations of media toxicity through five components of communication (toxicity factors): (1) subject; (2) sign code; (3) content; (4) method and (5) discourse background. The experimental base of the research is represented by a lexical-semantic analysis of materials from print and electronic media and students' essays (n>300), an associative experiment conducted with students of the direction of training “Advertising and public relations” (Moscow and St. Petersburg, n> 200). At the end the authors share the experience of holding a scientific conference dedicated to the discussed problem as an optimal format for involving students in the problems of the ecology of media communication.
The purpose of this work is to find ways to develop compensatory and pragmatic competencies in teaching English to future doctors using the case method. The relevance is due to modern trends in combining skills developed in higher education under a single professional competence, which requires the combination of all elements of education. The definitions of compensatory and pragmatic competences are given, their features are described. The components of these competencies in their systemic connection with each other and with teaching methods are consi-dered, the necessary conditions for their formation are identified. The scientific novelty lies in the fact that in order to achieve the goal, the case method was adapted to the specifics of medical programmes. The proposed changes made it applicable in problem language learning by shifting the emphasis of control from a solution to the communicative part of the search process. The methodology of the work included abstracted modeling of educational and language situations and their subsequent analysis. The stages of work with the case are highlighted: problematization, discussion, consensus, aimed at the development of compensatory and pragmatic competence. An algorithm for carrying out a case on medical topics is proposed.
Competency-based approach prevailing in higher schools requires the use of linguodidactic techniques that allow integrating the study of a foreign language into the process of professional knowledge and skills development. We consider the bilingual aspect of professionally oriented foreign language teaching of future physicians, which is the foothold of language education for non-linguistic training programmes. The aim of the study is to combine these two factors into one methodic strategy that takes into account the peculiarities of teaching students 31.05.03 “Dentistry” programme. We substantiate the passage of duplicate, additive and parity stages of artificial bilingualism of future specialists with the simultaneous development of knowledge in Russian and English and focusing on the components of language competencies necessary for students in this programme. We propose the use of television discussion in its two forms: asynchronous written in the form of a blog and synchronous oral in the form of tandem. Each of them is analyzed, broken down into organizational stages and adjusted to the conditions of teaching dentist students. The stages of training future physician using television discussion are described.
The work is prepared as part of a study aimed at finding effective ways of teaching English to medical programmes students. The subject of the research is the tendencies of linguodidactics in non-linguistic programmes in Russian higher education. We consider methods focusing on the development of academic language competence, based on approaches related to the integration of authentic texts in the specialty into the study of the English language, among which one can single out content and language integrated learning (hereinafter – CLIL) and English for special purposes (hereinafter – ESP). They help to improve not only the language competence of future doctors, but also academic and cognitive. The use of these approaches makes it possible to im-prove the skills of foreign language communication in the framework of professional education without breaking a single methodic continuum, which is important because it contributes to an im-provement in the ratio of time costs and results without reducing the quality of education. Scientific novelty lies in the consideration of the competence-based approach in higher education from the position of bilingualism. In the course of the work, fundamental patterns of ontogeny of artificial bilingualism were discovered, which are adapted to the conditions of modern medical discourse, which determines the methods of research – deduction, abstraction and analysis. As a result, it was concluded that in order to comply with the requirements for the preparation of medical programmes students, it is necessary to develop the interlanguage to the level of fluent bilitarity. The results obtained can be used in the development of specialized training programs.
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