The relevance of this study is determined by the needs of modern society for qualified specialists, which leads to the necessity of improving the system of higher education. This dictates the need for a high-quality preparation of the teacher of English who is able to act as an active subject of the professional activity and who has high levels of communicative competence.A future teacher of English must be fluent in a foreign language and must demonstrate high foreign language communicative competence. However, not all the students of language faculties and specializations reach this level. Thus, there arises the question about a search for new approaches, methods and means of formation of foreign language communicative competence of future teachers of English at the University.At the same time, the student's foreign language communicative competence is an integrative personal quality, it is a tone which mediates along with other kinds of personal and professional development competence and defines its effectiveness in greater or lesser degree.Interactive learning within the English language teaching provides a full communication between the students and the formation of skills of solving communicative tasks. The communicative competence defined as a significant component of the key competencies and the result of modern education includes linguistic, discourse, sociolinguistic and sociocultural competences as well as socio-personal interactive component correlated with cooperation and tolerance of the student.
Changes in social relations and social turmoil are painful for vulnerable populations, which include, in particular, the children with disabilities The growth of number of children with disabilities in Russia is accompanied by the search for solutions to the problems this group of people, providing them with accessible environment. The principle of inclusive education in accordance with article 79 of the Federal Law "On education in Russian Federation" №273-FZ lies in the adoption by the administration and teachers of children with disabilities regardless of their social status, physical, emotional and intellectual development and create conditions based on psychological and pedagogical methods targeted at needs of these children [1]. Health limitation of children is directly linked to disturbances in their physical and mental development, difficulties in self-care, communication, learning, acquiring professional skills. The problem of development of the children with disabilities social experience, their integration into the existing system of social relations, which demands that professionals dealing with this category of children, competent decisions and actions is discussed in this article. These include the development of special programs, creation of centers of social adaptation, specialized schools, etc. In this regard, this article presents the materials of experimental work control process, diagnostics of the real state of social adaptation of children, development of the optimization criteria, the definition and use of effective social technologies.
Integration into the world community confronts the Russian education system purpose -education of the individual, having planetary thinking, able to see themselves not only as the representative of the native culture, living in a particular country, but also a citizen of the world, perceiving himself as the carrier and its foreign-language cultures. An important component of the socio-political development of multicultural education is the desire of both Russia and other countries integrate into the global European socio-cultural and educational space, while retaining their national identity. These processes contribute to the transformation of both Europe and Russia as a multilingual space where different languages have equal rights.There is an urgent social need for the organization of purposeful work on the formation of a tolerant person of the student, the system combines knowledge of different cultures, the desire and the willingness to intercultural Polylog. This era of social order urgently requires development of the younger generation of universal values, acculturation of other nations, which increases the motivation to learn foreign languages, associated with the desire to establish and develop contacts with foreign countries. It is English as a language of international communication acts as the major means to realize this idea in a multi-ethnic educational environment of the university. The article presents the results of a study conducted at the Kazan Federal University.
Nowadays there is a constantly growing attention to the cultural problems of education in the pedagogical field. The subject of a “foreign language” does not only acquaint us with the culture of the country and the language that is being studied, but elevates the peculiarities of its national culture by comparison, introduces universal values, i.e. promotes the education of students in the context of the “dialogue of cultures” (ABDRAFIKOVA; AKHMADULLINA; YARMAKEEV, 2015). The involvement of cultural and linguodidactic components, namely the idioms in the English language, is absolutely necessary when we achieve the main practical goal in the process of teaching of a foreign language – a formation of the ability to communicate in the target language. In this way, learning to communicate using a foreign language in a real sense implies acquisition of socio-cultural knowledge and skills (SHARAFIEVA et al., 2019). The linguodidactic approach includes the study and use of idioms as phrasal units in foreign language, which should perform five functions: developmental, educational, upbringing, cognitive and professional. Teaching a foreign language as a part of a linguodidactic approach can be defined as a joint activity of a teacher and students, when the former transfers knowledge, skills and abilities to trainees (teaching), and the latter get this knowledge, skills and abilities (learning); as a social process, due to the needs of the development of society, the process of assigning of social and socioeconomic experience.
This article discussed the specifics of the translation of comparative constructions in literature from Tatar into Russian. It also suggested methods for the full-fledged translation of such constructions according to semantics and functional features of conjunctions. Postpositions were the main method to represent comparative constructions in simple and complex sentences in Tatar. Conjunctions, the instrumental case of the noun and other means, could further express the meanings of such postpositions when translated into Russian. The analysis of translation of comparative constructions helped to identify the integral and the differential in the semantics and functioning of the conjunctions, which not only connected the components of the comparative constructions, but also created imagery. Using comparative constructions, writers and translators could refer both to the general concepts inherent in their native culture, and to their personal worldview. This seemed possible only with a preliminary comparative analysis of the semantics and the structure of lexical units. Analyzing the translations of literary texts, some functional and semantic correspondences were revealed: comparative postpositions such as kebek, syman, kuk, etc. and Russian comparative conjunctions such as As if for sure, etc. (Eng. like, as if, kind of); relative pair words in Tatar and correlative pairs in Russian; affixes of adverbs such as -cha/-che, -day/-dey in Tatar and the instrumental case of the noun in Russian.
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