Experience in using information technologies in teaching foreign literature

Abstract

The article deals with the features of using information technologies in teaching modern foreign literature to students of various training areas and specialties including future personnel of the agro-industrial complex. The timeliness of this strategy is due to the fact that in the twentieth century there was a general tendency of Western art to rethink traditional approaches and norms in creativity. Russian youth, brought up mostly on the traditions of critical realism in Russian literature, is not always ready for an adequate perception of the latest techniques of the author's mask, the grotesque principle of modeling artistic reality. It is also not ready for the grotesque principle of modeling artistic reality, and stage play in works, finally, the shock-grotesque fullness, in some cases leading to conflicts up to the confrontation of civilizations (the events surrounding the French satirical weekly Charlie Hebdo ("Charlie's Weekly"). This problem is important today because it is aimed at eliminating this gap in education. The article presents personal experience of the authors in the priorities of the choice of teaching technologies in this discipline. The effectiveness of using social networks to discuss literary works is shown.

Advancing a political ecology of global environmental discourse

“…As speech signals of the categorical statement plan, we consider: the verb form in the present tense; the verb form in the future tense; present infinitive, decisive negation; adjectives and adverbs in the superlative degree; imperative mood; modal verbs and modal particles expressing confidence; impersonal sentences with the modal meaning, personal and possessive pronouns. The speech signals of the non-categorical statement plan are: verb form in the past tense; interrogative sentences and means introducing the meaning of uncertainty into the sentence; subjunctive mood; subordinate clauses of the condition; modal verbs and their equivalents expressing possibility; verbs of appearance; use of references, quotations [18,19]. We also consider the signals are: Present Participle, Past Participle; introductory words expressing "a lesser degree of confidence"; components of statements indicating uncertainty, inaccuracy and indicating doubt, uncertainty of the author; verbs of the intermittent-extenuating mode of action; pronouns in the 3rd person [20].…”