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The purpose of the article: The purpose of this study is to identify the social representations of students about the manifestations of social apathy and its causes. The leading methods for the study of this problem are the method of questioning, which allows conducting a qualitative analysis of students’ social representations about the manifestations of social apathy and its causes; to identify the opinion of students about the manifestations of social apathy in the behavior of young people. Materials and methods: As the main method of research in this work, the method of questioning is chosen. Results of the research: Positions of overcoming of social apathy are allocated: social apathy is a personal problem with which the person has to cope independently, nobody can help him with it; the help of collective in the solution of this problem is necessary; participation of professional psychologists is necessary. The point of view of students is revealed that the solution to this problem has to be complex: the person, collective, psychologists, other social institutions. A number of features of social behavior attributed to people subject to social apathy are shown: unsociability, isolation, irresponsibility, passivity, immersion in their own problems, exposure to someone else's influence, and an understated level of claims. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of reasons for student social apathy is presented in a comprehensive and complete manner.
The relevance of this study is due to the challenges of the global pandemic, which has led to the large-scale development of education digitalization. In this regard, this article is devoted to revealing the features of remote learning in the context of a global pandemic, identifying the risks and benefits of digital learning. The article reveals the discursive content of the counter-pandemic vector of distance learning for University students; defines the classification of risks and advantages of large-scale digitalization of students’ remote learning. Based on the results of the study, the authors justified the consolidated model of students distance learning, the counter-pandemic vector of which is a large-scale digitalization of the University educational process. The effectiveness of the model is proved by the results of its use in the process of large-scale digitalization of students’ remote learning in the context of a global pandemic. The materials of the article have practical application and can be useful in the development and implementation of digital educational complexes. They are recommended to teachers and students of the University, methodologists, curators, Tutors.
Pedagogical means of the marker-technology in the student's lingvocommunicative culture formationSpeaker's lingvo-communicative culture in a native or foreign language isn't developed all by itself in the socialization process. On the contrary it is always an object of the special formation in an educational process that underlines the necessity of lingvo-communicative culture research as a pedagogical issue. The researches finding out conditions of student's lingo-communicative culture formation point out several means and conditions experimentally proved within the process of teaching. Among them are: text activity in the foreign language, verbal educational situations, the choice of pedagogically significant content of teaching, actualization of the reflexive students' activity (K.Sh. Bikmurzin, V.L. Temkina, E.U. Tuchkova) [4; 5; 6].According to V.L. Temkina a purposeful upbringing of the estimating attitude to the utterance (that includes speaker's understanding of the communication aim, taking into consideration the situation and the conditions of the communication, a place, an addressee and predicting the impact of the utterance on the interlocutor) could be considered as the condition of lingvo-communicative culture formation.Lingvo-communicative culture is a dynamic personal quality, which manifests itself in the process of verbal activity based on the system of value orientations of the personality, knowledge, cultural norms of speech and behavior, lingvo-communicative skills, providing creative character of situational mediated verbal activity and personal reflection. It includes the attitude of the subject to the objectives, the process and the results of communication, expressing in it personal qualities, the integrity and thoroughness of compliance with the linguistic and behavioral norms of communication. The lingvo-communicative culture manifests itself in adequate understanding, meaningful self-esteem and positive perception of the partners in lingvo-communication. It expresses the nuances of their relationship, manifests itself in the subject position of the person in the form of constructive suggestions that require independence, activity and creativity, encouraging for self-reflection, selfassessment, self-improvement [2, p. 10; 5; 7].The formation of lingvo-communicative culture is based on «the complication of the verbal activity, its structure; a teacher's treatment of a student as a subject of the
Background. The relevance of the research topic is due to the growing popularity of the fantasy genre and the insufficient study of the issue of systematizing the means of expressing the magical in fiction. Purpose. The purpose of the article is to define the essence of the magical, to reveal its cognitive features and means of expression. Materials and methods. The practical material for the study was the texts of works of the fantasy genre fiction: Wolfhound by M. Semenova, The Mage of Midnight by D. Yemets, Temple of the Winds by T. Goodkind, The Chronicles of Amber by R. Zelazny, Harry Potter and the Prisoner of Azkaban by J.K. Rowling. The following methods of scientific research were used in the work: analysis of scientific literature, the method of continuous sampling, the descriptive method, comparative and statistical methods. Results. It is determined that the essence of the magical lies in the totality of the concepts of mysticism, fiction, magic, in the impact of supernatural forces on people, animals, nature, as well as on imaginary spirits and gods. Such cognitive features as invisibility for a person, mystery, close connection with faith and science were identified. The study revealed the means of expressing the magical, mainly lexical and stylistic level: linguistic markers, artistic detail. The identified means of expressing the magical are illustrated by examples from fantasy novels in Russian and English. Linguistic markers are represented by magical semiotics (magic agents, creatures and animals that have magic), and magical verbalics (processives). Artistic detail plays an indispensable role in various “magic” descriptions of magical artifacts, unusual animals, magical buildings and objects with unusual properties. Practical implications. The results of the study can be used in the further study of the magical, the means of its expression in other literary works of the fantasy genre, as well as in stylistics classes for students of the Foreign Philology training profile.
The global transformations of the modern world affect all spheres of life including the system of linguistic education, actualizing the appeal to original and effective means of managing the educational and cognitive activity of students. The potential of crealized texts is of particular interest in this aspect. By visualizing information they ensure the adequacy of its semantic perception, expand the range of background knowledge, contribute to the assimilation of lexical and grammatical material and help launch the mechanism of verbal communication. The theoretical study made it possible to define a creolized text as a complex text formation in which verbal and non-verbal elements are combined into a single visual, structural, semantic and functional whole, facing a complex impact on the addressee. Creolized texts include scientific and technical, newspaper and journalistic and illustrated artistic texts, instruction texts, comics, poster boards, postcards, posters, advertising texts. The basic functionality of the non-verbal component of creolized texts is represented by informative, attractive, aesthetic, expressive and communicative functions. According to the amount of information transmitted and the role of the image, the creolized texts are classified into rehearsal, additive, highlighting, oppositional, integrative and figurative-centric ones. The degree of connection between the image and the verbal part of the text serves the basis for determining texts with zero, partial or full creolization. The course of experimental work revealed that the didactic potential of comics in modern linguistic education at the initial stage of teaching a foreign language is expressed in the possibilities of using them to create an emotional image of the topic being studied by students. Due to combining visual and auditory images into a single system the speed of speech perception and understanding increases. Purposefully selected foreign language comics contribute to an adequate understanding of their content, the expansion of students’ active and potential vocabulary, the formation of lexical and grammatical skills. The study found that the verbal supports of comics stimulate the development of skills to express one’s own opinion, to choose adequate ways to solve communicative and cognitive tasks. Comics are presented as a means of increasing motivation to learn a foreign language forming linguistic and cultural competence, students’ desire for self-education.
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