Vol 26, No 193 (2021)

Nowadays, computer games occupy a large share of the entertainment industry market: according to data for 2019, the market volume was $ 152.1 billion (for comparison, the market volume in 2018 was $ 137.9 billion). The growing popularity of the industry led to the inclusion of computer games in 2005 on the UNESCO World Heritage List, and in 2003 – to the establishment of a video game award by the British Academy of Film and Television Arts. Computer games are increasingly penetrating our lives, and thus follows the language of “gamers”, exerting an increasing influence on the normative language. Computer games are a vast topic for research and study, especially in terms of language and teaching. Teaching translation in the modern world should include a comprehensive preparation of future specialists for work. In the current education system of the Russian Federation, there is no professional training of translators for the localization of computer games, therefore, translators who wish to work in this area need to undergo additional training outside the higher education system. This brings to the fore the issue of needing to identify the features of the translation process and localization of computer games in order to improve the quality of teaching translation. We consider the features of translation and localization from English into Russian based on the texts of the computer game “The Witcher 3: Wild Hunt”.

The issue of selecting the subject content of teaching a foreign language for students of non-linguistic specialties is one of the topical issues facing many authors dealing with the teaching of foreign languages. For many specialties, this issue remains open. Few authors come to a common opinion on this issue, but separate courses are already ready for a number of specialties. However, on the issue of selecting the subject content of teaching a foreign language in a medical university, many practicing teachers have not come to a consensus. We examine the issue of teaching a foreign language in the framework of two directions: ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning). We consider the issue of the subject content of training and give our understanding of this topic in the framework of teaching the specialty of medical students and propose to highlight the subject aspects of the content of teaching a foreign language for professional communication of students of medical universities of the specialties “General Medicine” and “Dentistry”.

One of the methods of problem learning is the case method. It consists in the fact that students are invited to study a specific problem and are invited to discuss and identify ways to solve it. The case method was originally developed for the training of lawyers and economists, and relatively recently began to be used in foreign language teaching. We briefly review the history of the development of the case method, analyze and summarize research on the organization of project work of students on the basis of modern pedagogical and information-communication technologies, and on the basis of this analysis, stages and detailed steps for using the case method are proposed in teaching students foreign language intercultural communication. There are three such stages: organizational, procedural and evaluative. Within each of the stages, several steps are proposed: 1) immersion in project activities based on the case method; 2) discussion of information security issues; 3) acquaintance with the materials of the case; 4) discussion of case materials; 5) search and study of additional sources for describing the problem and ways to solve it; 6) discussion of case materials and development of a decision on it; 7) presentation of the solution for the case; 8) self-assessment of students and assessment of their teamwork on the case; 9) reflection. We describe in detail the functions of the teacher and students at each stage.

We substantiate the necessity of the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films. We carry out the analysis of the concept of “sociocultural competence”, its aspect composition (axiological, informational, activity), levels (critical, adaptive and productive), reflecting the formation of sociocultural competence in high school students, and criteria (motivation, cognition, functionality and behavior) are determined, based on which these levels are highlighted. We consider the issues of using the technology of blended learning in teaching foreign languages. The main focus is on the selection of educational technology “flipped class”, which is referred to as blended learning models. The teaching model based on the inverted classroom technology consists of the following components: updated content, interactive methods, organizational forms, means of traditional and distance learning and a set of independently developed tasks and exercises for three stages of working with feature films (interrogation, viewing, post-viewing). The testing of this complex is carried out within the framework of a specially conducted pedagogical experiment, as a result of which the complex has confirmed its effectiveness. We prove that methodologically well-organized work on the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films makes the process of teaching a foreign language creative and constructive.

The main principles of constructivism (taking into account and developing the cognitive interests of students, encouraging mutual learning and activating peers as sources of learning), which underlie modern pedagogy and linguodidactics, are considered. A comparison of a traditional lesson and a lesson built on the principles of constructivism is carried out, it is shown how the essence of assessment and attitude towards it change at the present stage of development of education and in theory. Particular attention is paid to the problem of formative assessment, in particular, its specificity at different stages of training and the roles that are assigned in it to participants in the educational process – teacher, student and classmates are discussed. The definition of formative assessment is clarified and its various aspects are considered: the involvement of students in the process of goal-setting, self- and mutual control; the quality of the questions used by the teacher in the classroom and the quality of the feedback; subsequent use of the results of the final assessment for educational purposes. The functions of formative assessment are revealed. The levels of formative assessment (low, medium and high) are analyzed, the choice of which depends on the learning context. The relevance of formative assessment to educational results with an emphasis on the development of subject and meta-subject skills in accordance with the Federal State Educational Standard of General Secondary Education is demonstrated.

The relevance of the undertaken research is explained by the fact that phonetic skills and the absence of the phenomenon of errors at this level are important when teaching Russian as a foreign language to Italian speaking students. Researchers M.N. Shutov and I.A. Orekhova paid attention to this importance in their in-depth studies and other scientists. The purpose of this research is to analyze and typology of the phenomenon of errors at the phonetic level of Italian speaking students when teaching Russian as a foreign language. We concluded that, in practice, a B1 level student in monologue and dialogical speech, faced with difficulty in placing stress in a word, tries to find an analogue in his native language in consciousness (uses pure interlingual interference at the phonetic level) or tries to stress a word (in Russian), taking into account familiar rules (depending on the level of proficiency in Russian as a foreign language).

The features of the methods for teaching professional terminology in a distance format are considered. The main components, means and principles on which the lessons are based are indicated. The most popular and functional online educational platforms are presented and described. In addition, we aim to present and structure the components of an online lesson that are essential for the successful and productive assimilation of new language material. The stages of work with professionally adapted text are considered in detail. Examples of assignments for all types of pre-text, during-text and post-text work are given. A generalized structure and characteristics of the main components of an online lesson when working with professional nomenclature are given. It is concluded that each section and aspect of the methods of foreign language teaching has its own characteristics of work associated with the stages and means used in the classroom, passing through the same stages as the classroom; that teaching the language of a specialty in the conditions of distance education can fully replace offline learning, provided that the material of the lesson is adequately selected, the correct step-by-step course of the lesson. The work is addressed to teachers of Russian as a foreign language, teachers of Russian as a non-native language in secondary school.

 An urgent pedagogical problem is considered – the problem of including university students in social projects for the civil and patriotic education of children and youth. An analysis of concepts, interdisciplinary approaches (political science, sociological, psychological, pedagogical), legal documents (strategies, concepts, programs), best practices of organizing educational work in higher education in the civil and patriotic direction is presented. The groups of technologies of civil and patriotic education of student youth are determined: traditional, mixed, innovative. We highlight the leading technology of civil and patriotic education of student youth – inclusion in social projects. Cases and results of a qualitative assessment of students’ activities as implementers of their own projects of civil and patriotic education are shown. Testing of students’ achievements, expert assessment by employers showed the effectiveness of the project activities of students, taking into account their interests, the relationship with their future profession, the effectiveness of using the upbringing and educational potential of social partnership in the practice of civil and patriotic education, as well as the possibilities of intensification and prospects for the development of the process of civil and patriotic education students in the context of the application of innovative technologies and formats.

We discuss the process of using project technologies to develop professional competencies of students studying in creative specialties. The specificity of the organization of the educational process using project technologies is revealed, which allows organizing the activities of students with a focus on obtaining a specific creative product, attracting alternative resources, maintaining partnerships with various organizations and structures. The features of the project-oriented approach in the interaction of traditional and innovative principles in the creative self-realization of students are highlighted. The effectiveness of the process under consideration is based on the ability to build classes with students, taking into account their acquisition of certain skills and abilities, among which the most significant are: thought-activity, presentation, communication, search, information. Project technologies at the present stage of student learning are considered as one of the personality-oriented technologies that integrate a problematic approach, group methods, reflexive, presentational, research, search and other methods. It is noted that project activity allows solving the problem of youth readiness for active actions in a social environment, realizing the acquired knowledge and skills. Therefore, the development of project competence is one of the most important guidelines in the system of training students of creative specialties.

According to the Federal State Educational Standard, the content of the educational program of preschool education should ensure the general and speech development of preschoolers. In connection with the requirement of the named document and the data of pedagogical science, the need for the development of coherent speech, vocabulary, the grammatical side of speech, the education of the sound culture of oral speech and other aspects of the general and speech development of children in the period of preparation for school is substantiated. Referring to the works of classical and modern methodic science, the researcher correlates the process of speech development of preschool children with the development of the motivational, cognitive, emotional-volitional sphere of the personality. The named areas of speech and general development of preschool children contribute to their preparation for learning to read in elementary school. The urgent problem of ensuring the continuity of preschool and primary education in the issue of teaching preschoolers and primary schoolchildren in initial reading is posed. The possibilities of using various methods of teaching initial reading, depending on the writing system, are analyzed. Conclusions on the problem under study are associated with the development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, with the skills of sound analysis and synthesis. The novelty of the research is the idea of the possibility of special training and teaching older preschoolers to initial reading based on the development of a value attitude to language and speech during preschool childhood, on the basis of psychological and pedagogical diagnostics. Arguments in favor of preschool reading teaching are associated with sufficient general and verbal development of modern children.

We analyze the circumstances of the creation of Russian Palestine, a unique phenomenon of Russian history and culture. The role of one of the main ideologists of the Russian presence in the Holy Land, B.P. Mansurov is shown. The relevance of the work is determined by a comprehensive study of the activities of state structures in organizing Russian pilgrims in the Orthodox East, recreating the stages of work on the Jerusalem project. The lack of research of the first stage of the development of Russian Palestine, insufficient attention to the issue, give the work a historiographic novelty. It is shown that the concept of presence in the region appeared in the Naval Ministry under the leadership of Grand Duke Konstantin Nikolaevich. Attention is drawn to the contribution of B.P. Mansurov in justification and development of the program for the arrangement of Russian infrastructure in Jerusalem, the business of purchasing land and the construction of the Russian Compound. It is substantiated that the proposed by B.P. Mansurov, the project played the role of an important foreign policy program of Russia in the Orthodox East after the end of the Crimean War. It is revealed that the creation of the Russian pilgrimage and church infrastructure in the Holy Land opened a new stage in the development of the Russian presence in the region, strengthened the existing cultural and diplomatic ties between Russia and Palestine.

We analyze the system of animal husbandry of Tambov landowners in the early 20th century. The transition from “manure” to “productive” (breeding for the purpose of obtaining meat and milk as the main, rather than by-products) cattle breeding is shown, which was facilitated by a steady increase in the price of animal products. The nature of the development of market animal husbandry, aimed at selling products outside their estate, county, governorate, as well as – in some cases – exports to European countries, is considered. By the early 20th century, the owners expanded the practice of improving the productivity of livestock at the expense of the best Russian and European breeds of cattle, due to limited resources, as a rule, resorting to its metization. It is established that this practice led to the conclusion of optimal breeds of cows, horses and sheep for the region in terms of the ratio of cost and adaptability to natural conditions and the feed base. In addition, metization allowed to increase the cost of animals, providing profit not only due to livestock products, but also the sale of animals. We describe the use of new forms of animal care that provided a reduction in the mortality of young animals, the fight against the spread of diseases affecting cattle and the improvement of livestock growth.

We consider one of the most difficult periods of the First World War for the Russian army – the “Great Retreat” of 1915. The behavior of the officer corps and soldiers of four regiments of the 7th Infantry Division of the Imperial Army in the conditions of a large-scale retreat in June–September 1915 is studied. In the course of the study, it is found that the events of those days are covered in regimental records very subjectively. Their compilers entered data with varying degrees of completeness and accuracy, and sometimes left serious gaps in the chronology of events. Nevertheless, the obtained facts allowed us to draw ambiguous conclusions about this event in our history. There is a place for the manifestation of all the human traits that can be revealed in war. Soldiers and officers, finding themselves in different situations, could show courage and bravery, cowardice and weakness, determination and uncertainty. However, the general description of what is happening convinces us that the people who found themselves in these conditions remained faithful to the oath and fulfilled the tasks assigned to them. The Great retreat “did not bury” the Russian imperial army, which continued the struggle and only the circumstances that occurred within the state in two years will put an end to the history of its existence.

On the basis of documentary sources, most of which are being introduced into scientific circulation for the first time, the problem of the commission of malfeasance by officers of the NKVD of the Far East in the period 1941–1945 is analyzed. The relevance and practical significance of the study is due to the valuable historical experience that was gained by the law enforcement system of the state in the emergency conditions of wartime, including in the field of ensuring discipline and legality. The conclusion is substantiated that among the causes and conditions of official criminality in the NKVD bodies during the war years, the shortage of high-quality personnel and the growing deterioration of the material situation of personnel, together with shortcomings in the systems of professional training, educational work and ensuring their own security, were of decisive importance. Among the criminological features of official criminality of this period, the following are noted: an increase in the number of crimes related to the illegal release of citizens from military service and other restrictions and obligations imposed by law; the specificity of the subject of criminal encroachments; high latency.

The food crisis in Vienna in 1916–1918, the capital of Austria-Hungary in the last years of the First World War, is considered. It was at the final stage of the First World War that one of the most acute problems that arose in every belligerent country – food. It became impossible to ignore the deficit, which both the imperial and the city authorities tried to do in the first two years of the Great War. The scarcity of the most essential food was highlighted by such veils as endless queues in city markets, the growth of crime and child theft. By 1917, the food crisis in Vienna entered an acute phase. The main reasons for the crisis were: disruption of transport links, narrowing of cultivated areas due to the lack of male workers, procurement of food for the front, unfavorable market conditions for suppliers of agricultural products. The processes caused by martial law have led to an exorbitant rise in the cost of living, shortages, speculation on the black market. The government, in turn, did not have a specific plan to deal with an acute shortage of material resources, shortages, rising prices, but at the same time significantly limited the rights and powers of citizens. In these conditions, there was a weakening of the physical strength and morale of the urban population, which led to massive strikes and demonstrations.