No 5 (2023)

High school students should acquire the knowledge and skills comprising the culture-specific language competence at foreign language classes. It is an important component of modern school education aimed at the development of a linguistic personality ready for communication in a multicultural multilingual world. The aim of the research is to develop teaching materials which can be used at classes or as extracurricular activities by English teachers on the basis of the analysis of the culture-specific language competence components and approaches to its development. The material for the developing of theoretical positions was scientific papers on the main directions of this study and educational-methodical manuals used in the process of teaching English in high school. Empirical research material is the book “Alice in Wonderland” by L. Carroll which served the basis for teaching materials elaboration to develop students’ culture-specific language competence. In the course of the research, the methods of analysis, synthesis, comparison, systematization and generalization of scientific and methodical literature, modelling English classes and experiential learning are used. The scientific novelty of the research consists in the clarification of content and structure of the culture-specific competence, peculiarities of its development in high school and justification of the cultural and historical epoch context introduction necessity while working with a literary text. The culture-specific language competence is considered as a combination of a theoretical and processual-activity components including target language country realia, corresponding language units, history, culture, traditions and customs and the ability to employ this knowledge in order to bridge the language barrier and communicate effectively. The study of the culture-specific language competence development principles and approaches has resulted in formulating guidelines for foreign language teachers. For example, language and culture acquisition must happen inseparably; it is essential to employ various authentic texts and exercises, cultivate respect for native and foreign cultures, devote enough time to oral speech skills development. The practical value consists in the developed training materials based on the book “Alice in Wonderland” by L. Carroll which can be used by other teachers.

Functional literacy formation is a new educational result of Primary education, fixed in the federal state educational standard (new edition). Functional literacy is based on subject and meta-subject results. Basis for achieving subject and meta-subject results is shaped in 1–4 grades. Therefore, the relationship between a functional literacy formation process and a subject and a meta-subject results achievement is a relevant problem. Research group of the Perm State Humanitarian Pedagogical University identified meta–subject co-ordination and interdisciplinary integration as conceptual foundations for the functional literacy formation at a primary school. Extracurricular activities provide time resources for meta-subject coordination and inter-subject integration.Functional literacy formation at the primary school can be considered a result of students’ proximal development zone since functional literacy has traditionally been studied as an educational result of adults and youth. Consequently, primary school students’ functional literacy formation is possible if it is based on an individualized teacher and students’ interaction in actual and proximal development zones.The individualized interaction acquires significance in inclusive classes for mental retardation children and children without developmental disorders. The fact that the same action methods correspond to students without developmental disorders actual development zone and mental retardation students’ proximal development zone specifies this kind of training.The purpose of the research is to work out theoretical grounds, to develop an extracurricular activities program, to study materials for the course, and to conduct an experimental verification based on the studied difficulties in mastering the primary general education program by mental retardation children and children without developmental disorders. The research contributes to the relationship development between general and inclusive education. The research specifies an individualized interaction technology between a teacher and students in the areas of actual and proximal development. The effectiveness of this technology has been proven. The practical significance of the research lies in the fact that the developed course and a set of study materials for it can be used in other educational organizations that implement primary general education programs.

Both pedagogical and methodical concepts are used to reflect the genesis (formation and development) of the teacher’s professionalism. Their essence, correlations and hierarchy have not yet received proper analytical coverage and scientific justification. There is no exact answer to the question of what methodical concepts designate and reflect the highest level of teacher’s professionalism. This study is devoted to the generalization and comparison of methodical concepts and categories that characterize the professionalism and quality of the methodical training and teaching activities of a teacher.The purpose is to summarize the most accurate definitions of the ranked methodical concepts that reflect the genesis of the teacher’s professionalism and to determine the level hierarchy of methodical concepts that designate the corresponding categories in this genesis.The following methods were used: analysis of scientific literature and dictionaries; study of the demand for methodical concepts on the Internet, ranking, generalization. The research material included dissertations, educational literature, scientific articles. The following methods were used: analysis of scientific literature and dictionaries; study of the demand for methodological concepts on the Internet, ranking, generalization.It was revealed that among the Russian-language methodological concepts that reflect the genesis of the teacher’s professionalism, the main ones are “methodical culture” and “methodical competence”. “Methodical competence” forms the basis for “methodical mastery” and “methodical culture”, which are connected with “methodical creativity”.The level hierarchy of methodical concepts reflecting the genesis of the teacher’s professionalism was determined. The basic level includes “methodological literacy”, “methodical knowledge, skills, abilities”. At a higher level are “methodical competence”, “methodical outlook”, “teacher’s beliefs”, “methodical creativity”. The concepts of “methodical thinking”, “methodical culture”, “methodical mastery”, “methodical credo” reflect the highest level of teacher’s professionalism.

Currently the government of Russian Federation provides a lot of resources for the educational system in general and for training of teaching staff, in particular. These spheres are one of the key aspects for development today. Thus, the Concept of Teaching Staff Training for the System of Education prior to 2030 (June, 24 2022) was established and adopted to increase the quality of higher education in Russia. This Concept implies mainstreaming of information and communication technologies in the system of education in Russia. It is necessary to underline, that the process of digital transformation takes place not only in the system of education but in various spheres of life, in economy, medicine, to name a few. This trend includes partial or full transition to digital media which simplify social processes that cannot always undergo offline. It became vivid during the period of pandemic when the world had to switch over to distant communication. Educational establishments address the possibilities of electronic educational environments combining educational content of various forms (text, video, audio materials). Electronic educational resources are in open access; students may practice any time from any place in case of the Internet accessibility. Whereas teachers have an opportunity to update the educational content systematically and stay in tune with students’ requirements, applying approaches of individualization and humanization of the educational process. The authors of the study highlight special features of using electronic educational courses. This paper introduces advantages and disadvantages of electronic educational courses’ application in teaching staff training for foreign language classes in terms of electronic educational courses “Foreign Language 44.03.01”, “Practice of speaking and writing (English) Semester 1”, “Lingvocultural Studies and Country Studies”.

The article is devoted to the study of the work on the formation of student initiatives in pedagogical universities. The main contradiction that was revealed in the course of the study suggests that with a high scientific interest in initiatives in the process of both professional activity and vocational education, including pedagogical, their essence in teacher training has not yet been sufficiently studied. In addition, the forms, types, and potential of generating initiatives of future teachers in the space of a pedagogical university have not been sufficiently studied and systematized.The purpose of this study was to clarify the concept and types of pedagogical initiatives at the theoretical level, to identify and analyze the features (forms) of working with the initiatives of future teachers in pedagogical universities of Russia, to determine the degree of generation by universities of pedagogical initiatives of students.The research material was: scientific and pedagogical literature and information from the websites of 34 pedagogical universities of Russia, documents of competitive professional events. In the course of the research, such methods were used as: analysis of scientific literature; observation of the practical activities of pedagogical universities; content analysis of information from university websites as a formalized method of studying textual and graphic information of the site, followed by its translation into quantitative data and its statistical processing.The analysis of historical and scientific literature related to the initiative activity of students of pedagogical universities allowed us to identify the definition of initiative as the moral quality of a person, her ability to express advanced, creative ideas in active activity, as a measure of activity and a way to encourage new expressions. The “enlarged groups” of initiatives were identified: socio-pedagogical, professional-pedagogical, intellectual-cognitive, the meaning and forms of implementation of the selected initiatives when working with students were determined and the features were considered.As part of the study, the analysis of the presentation of various types of initiatives by pedagogical universities on the official websites of educational organizations was carried out. A site analysis map was compiled and statistical calculations of the types of pedagogical initiatives of students were made based on the collected data.

The current level of development of electronic technologies requires a change in the educational process in higher education institutions and the optimization of students’ independent study time. The increase in the amount of information and the share of independent work of students, the educational process, in which the teacher is the only source, and the student is considered as a “passive” object of knowledge, lead to the search for new educational technologies and requires a transition to student-centered learning. According to the degree of use of e-learning in the educational process, online learning and blended learning are distinguished. Blended learning is a combination of online learning with face-to-face learning, the integration of traditional forms with electronic technologies.The aim of the article is to develop and implement a methodology for improving the effectiveness of practical classes in a blended learining environment of the higher education system.The study is being used to observe and analyze the process of teaching science, mastering theoretical and practical knowledge, tests and tasks through an online platform, non-traditional olympiads, interviews, questionnaires, statistical processing of test experiment data, graphical presentation of results, and other methods.The project (www.blededlearning.uz), included in the state register of the information exchange mechanism for the teaching staff of the university was created and implemented, proposals and recommendations were developed.Based on the analysis of theoretical and scientific-methodical literature, the components of a mixed education system in higher educational institutions are determined and are based on the theoretical and methodological aspect and the improvement of the stages of the introduction of mixed educational technologies in the organization of work practice in higher educational institutions. The technique to improve the efficiency of practical classes in a blended learining environment of universities has been developed. Scientific and methodological guidelines and recommendations have been developed in order to improve the quality of practical training in higher educational institutions by introducing a mixed learning model, providing the necessary pedagogical conditions in the educational process.Blended learning models are being improved, communication is being strengthened between professors and teachers of the Informatics department of higher educational institutions, the experience in the field of science is being exchanged, the level of students’ knowledge is being determined, online tests, didactic materials and methodological support are being provided.

The purpose of the study is to analyze foreign language teachers’ views on distance education (DE) in the period that is defined now as post-COVID period; on the optimal ratio of the online and offline forms of education; on main difficulties while shifting to hybrid format of education; on the changes in quality of life among teachers and in their emotional state.The anonymous answers of 120 foreign language (FL) teachers served as a basis for the research. They answered questions in the online survey.It was found 46 % of FL teachers have fully adapted to the distance teaching, but 39 % of the surveyed work remotely with great reluctance. Half of the respondents believe that online learning is effective only in combination with full-time education. For 63 % of teachers, the main difficulty of online teaching is the accumulated physical and psychological fatigue. The optimal ratio of offline and online classes in a blended learning format in order to achieve its greatest effectiveness is 50–70 % of offline classes. Teachers perceive the advantages of online learning in the more rational use of their working time (40 %), the possibility of combining it with other work. Distance learning affects the health of teachers.The received results are recommended to use for the review of teachers’ workplace conditions in online as well as in blended learning with the aim to upgrade the quality of their professional activity in blended or distance learning. The research that is based on the empirical data would be useful for specialists in digitalization of the educational system.

With the increase in the number of Chinese students all over the world, the teaching of Chinese as a foreign language as an independent subject has formed its own subject system. Teaching Chinese as a foreign language is a specialized subject or a complex applied subject, which determines the need for research on teaching Chinese as a foreign language in accordance with these characteristics. The research objects of teaching Chinese as a foreign language are mainly to study the principles and methods of teaching Chinese as a second language, discover the laws of teaching Chinese as a second language, and use these principles and laws to guide specific teaching practice.The purpose of the study is to identify the main problems that students face when learning the Chinese language and to determine ways to solve them.The material of the study was scientific literature, web pages, official documents of the official websites of Chinese universities. The study uses experimental research work carried out on the basis of the Department of Foreign Languages and Translation of the Ural Federal University named after the first President of Russia B. N. Yeltsin, and students of the School of Foreign Languages “Language for Success” studying Chinese as a second foreign language with a total of 124 people. When working with the material, the following tasks were set: to conduct a comparative analysis of scientific literature on the problems of learning and teaching Chinese, to analyze the content of educational materials in the field of theoretical and practical aspects of teaching Chinese as a foreign language in universities and schools.Results and discussion. This article discusses the current problems of teaching Chinese as a foreign language, the difficulties faced by teachers and students in the process of teaching and studying phonetics, grammar and bilingual translation. For people with Russian cultural background who are learning Chinese, it is important to know how to learn Chinese effectively. After long-term research and practice, the difficulties of teaching pronunciation in teaching Chinese as a foreign language have been identified. In the course of the study, the analysis was made of the difficulties of teaching on the part of the teacher, as well as the difficulties of learning Chinese on the part of students, recommendations were made to make it easier for students to master the Chinese language.Conclusion. As a teacher or researcher in the field of teaching Chinese as a foreign language, a person must understand the disciplinary features and focus of teaching Chinese as a foreign language, understand the goals and objectives of teaching Chinese as a foreign language, and improve their own theoretical knowledge. knowledge in relevant disciplines. Teaching Chinese as a foreign language is mainly aimed at developing the language skills of students, and the focus of teaching is on teaching skills. In teaching Chinese as a foreign language, a large share is always occupied by teaching students language skills. Teaching language knowledge is also a preparation for improving language abilities. The purpose of learning language knowledge is practice and application. Therefore, the focus of research on teaching Chinese as a foreign language is how to combine the theory of language knowledge with practice so that students can quickly master the ability to use Chinese for language communication.