№ 08 (August)

The relevance of the research is associated with the study of social responsibility as the basis for the formation of a risk group teenager as a subject of self-development, with the cultivation of social responsibility using pedagogical technologies. The concept of social responsibility is analyzed in the context of preventing deviant behavior in schoolchildren. Social responsibility is defined as the ability to be responsible for oneself, personal self-development and self-design, which is one of the important and essential characteristics of the human personality and individuality. Adolescence is considered as a sensitive period for comprehending and developing this quality. Two highlighted aspects – the study of social responsibility in adolescents at risk in the context of measuring significant age-related psychological characteristics and working out a program for its cultivating determined the goal of the article. The study was carried out on the basis of educational institution No. 4 in Tula. The research methods included a theoretical analysis of the literature on the research problem; design, testing and a pedagogical experiment were used as empirical methods. Taking into account the data obtained, the authors have worked out a program for cultivation of social responsibility in adolescents at risk, where they put emphasis on working with the following components: cognitive, emotional, volitional, and behavioral. The worked-out program of cultivating social responsibility in adolescents at risk is of a complex nature and includes the following forms of work: consultations, seminars, master classes, quests, discussions, training sessions, role-playing games, projects, educational lessons, educational activities of patriotic, creative, sports, health-improving, local history studying orientation. The fundamental principles were the principles of complexity, taking into account the individual and age characteristics of adolescents, psychological and pedagogical support, etc. The research results can be used for working with adolescents at risk in an educational institution, a youth center, an institution of additional education; for development of social partnership in the field of positive prevention of deviant behavior of children and young people.

In Russia with its multinational population, the relevance of theoretical and practical study of the conditions for multicultural education of children in preschool educational organizations is due to the need to develop the national community of Russian citizens. The problem of the formation of ethnic tolerance and interethnic communication takes an important place among many problems associated with preschool education. The renewal of modern Russian education should be accompanied everywhere by an intensive search for ways to improve the pedagogical process in a multicultural educational environment. Pre-school education, aimed at solving the problem of the formation of ethnic tolerance among older preschoolers in a multicultural educational environment, is an integral part of this process. The modern system of Russian education needs now teachers who are able to resolve interethnic related conflicts in order to eliminate national isolation, interethnic tension and to prevent the aggravation of ethnic phobias among preschool children, which directly depends on the formation of ethnic tolerance between peers by teachers in preschool educational organizations. This factor determines the importance of teachers' readiness to develop ethnic tolerance in older preschoolers. The purpose of our research is to work out and test in practice a model of the readiness of the future teacher of preschool education to develop ethnic tolerance in older preschoolers. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment). The theoretical significance of the study lies in the fact that it reveals the importance of the development of ethnic tolerance in older preschool children; clarifies the concept of teachers' readiness for the development of ethnic tolerance; describes the structure and content characteristics of the readiness of the future teacher of preschool education for the development of ethnic tolerance; a model is developed to increase the level of readiness of future preschool education teachers for the development of ethnic tolerance among older preschool children. The practical significance is in determining the psychological and pedagogical conditions for the formation of the readiness of future preschool education teachers to develop ethnic tolerance in older preschoolers. The developed model can be used in the process of professional development of teaching staff through institutes of advanced training.

In recent years, the number of foreign cadets in military universities has sharply increased. While mastering military engineering professions, they learn Russian. According to the program, this is, first of all, the literary layer of the national language. However, in senior years, future officers in the framework of educational and professional communication (in educational practice-oriented classes) face the situation of using professional jargon by military pedagogues instead of technical terms, which causes communicative difficulties in learning some aspects of the educational content (i.e., problems in understanding the meaning of transmitted information, which causes a misunderstanding between teachers and students). In this connection, teachers of Russian as a foreign language have to act as consultants in explaining the meanings of certain jargonisms, which determines the relevance of our study (of course, clarification of the meanings of military jargon is possible only with the participation of military teachers). The purpose of the article is a comprehensive description of armored vehicle jargon in two main aspects: linguo-methodological (from the standpoint of teaching Russian as a foreign language among foreign military personnel) and linguistic creative aspect. The relevance of the work is due to the active use of military engineering professional jargon among specialists teaching foreign military engineers and the lack of appropriate dictionaries. The object of the study was the military jargon of tank engineers and motorists (77 units), which is used in the speech of military teachers and university cadets. The material of the research was verbal communication, from which jargon was extracted by the method of continuous sampling. The main method of the work is the method of scientific description, implemented in the following techniques: observation, continuous sampling, classification, systematization, interpretation, statistical data processing. The descriptive method was used to describe the meaning of jargon. The theoretical and methodological basis of this study was made up of works devoted to the issues of sociolinguistics, development of research work on military professional language, compilation of military jargon dictionaries, linguodidactics, and methods of teaching Russian as a foreign language. The article examines the linguodidactic potential of jargonisms, analyzes the ways of forming jargonisms, defines the form metaphor as the leading method of creative vocabulary construction in this area, identifies the main difficulties in the study of jargonisms of various groups. Jargon-metaphors are analyzed from the point of view of belonging to thematic groups, the reference to which allows us to optimize the process of mastering Russian as a foreign language at the initial stage. Jargonisms are described that perform a game function that reduces the level of anxiety in difficult army and military conditions and contributes to the manifestation of the creative nature of the jargon carrier. The authors consider the issue of mastering professional jargon by foreigners from the linguodidactic point of view, in no way replacing the mastery of the literary language with professional jargon, since students, due to their ignorance of jargon, have problems in perceiving the content of communication with representatives of military engineering professions. The results of the research can be used to compile dictionaries of military jargon (29 jargonisms have been introduced into scientific circulation), when teaching Russian as a foreign language.

The article deals with the problem of language ego, which is being actively developed in modern language education. This problem is a topical issue in connection with the fact that at present time of active intercultural communication and interaction between people there arises a problem of teaching a foreign language with a view to perform work and study activities within a designated period, and reaching concise and gaugeable level of well-formedness of skills, including extensive intercultural skills. It is necessary to build up such a methodological system which will allow both sides of the process of education to construct a language ego of the students at the level of linguocultural competence and make a reality of the linguocultural approach in education which is of primary importance at the present time. The theory of language ego makes it possible to build up such a system of methods. The goal of the article lies in the theoretical generalization of scientific works devoted to the subject of language ego and in the development of aspects of its study, the provision of a rationale for the potentiality and necessity of working out elements of a system of methods of developing a linguocultural aspect of language ego on the basis of allusive names. The leading methods of the study are the theory of language ego, thesaurus and conceptual view of the world and the communicative activity-oriented approach, widely used in contemporary Russian and foreign language education. The author of the article makes generalizations about the three-stage structure of a language personality, about the possibility of study of language ego aspects and peculiarities of the developing of a linguocultural aspect of a language personality. As a result of the study the author poses a question of the possibility of the elaboration of the system of methods of teaching linguocultural competence of language ego. On the basis of analytical generalization of the selected corpus of allusive names from the classical and modern English literature the author comes to the conclusion that it is possible to regard allusive names as presuppositions, that is the units of teaching and learning a foreign language at different levels of language ego. Academic value of the article lies in the fact that it contributes to the development of the language ego theory, practical relevance of the research consists in the possibility of using its results in the process of teaching English to senior high school students and at the faculties of foreign languages. The academic novelty of the paper lies in the fact that the author presents theoretical grounding of accentuating a linguocultural aspect of language ego and the possibility of building up a system of methods of its formation drawing on the corpus of allusive names selected from classical and modern English literature.

The relevance of the research of the stated topic is due to the need to analyze the features of the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence-based approach from the point of view of modern research and the situation that develops in the modern education system. The purpose of the study is to analyze the features of the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence-based approach. The leading approaches to the study of this process are the analysis of the concept and the main components of linguistic and cultural competence, as well as the analysis of the activities of methodologists and practicing teachers in the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence approach. As the main result of the research, the authors come to the conclusion that the formation of linguistic and cultural competence of foreign students of a pedagogical university should be carried out not only on the basis of a competence-based approach, but also with maximum immersion in Russian-language linguistic culture, and the examples of tasks given by the authors for foreign students of pedagogical specialties will help to accomplish this mission. The theoretical significance of the study is in the fact that it provides a detailed analysis of the concept of competence in general and linguistic and cultural competence in particular, identifies the features of the formation of linguistic and cultural competence of foreign students of a pedagogical university on the basis of the competence approach, and also provides examples of specific exercises aimed at its formation. The practical significance of the research lies in the fact that the research materials, as well as the conclusions made by the authors, can be successfully used to develop lesson summaries and individual exercises aimed at forming the linguistic and cultural competence of foreign students of a pedagogical university on the basis of a competence-based approach.

The relevance of the current study is determined by the importance of further research and development of English language teaching methods employing videopodcasts on the base of LMS Moodle. The rapid growth of modern information and communication technology, including Internet, allows to employ it as an effective ELT tool. Meanwhile we have to accept a fundamental contradiction between the critical necessity for informatization of ELT process and traditional teaching technologies currently employed in non-linguistic higher educational institutions. The purpose of the article is to make the analysis of the last two years ELT experience of the use of podcasting as on-line language teaching and learning tool and to invent the methodological algorithm for creating ELT material on the base of videopodcasts. The technical potential of the Learning Management System (LMS) Moodle in terms of utilizing its resources for integrating videopodcasts in the ELT process is considered. The analysis of native and foreign studies shows that recent decades have seen a welcome surge of practical and academic interest in the discussed topic. However, the lack of large fundamental studies (doctoral papers, monographs, teacher’s books) should be noted. In the course of the study the authors use the following research methods: the method of the analysis of relevant scientific literature; the generalization method; the observation method; the empirical methods of survey and quantitative analysis. The authors present the reliable algorithm of creating and using the podcast-based teaching materials for on-line/off-line classes. The mentioned algorithm was developed and tested by the instructors of the Chair of foreign languages at the Civil Defence Academy (EMERCOM of Russia). The analysis of the students’ survey shows that they consider videopodcasts to be really effective and motivating language learning technology able to assist in the development of language skills of listening, speaking, and writing. The authors conclude that podcasting technology has a number of methodological advantages and is capable to contribute to more effective foreign language teaching and learning. Podcasting technology also allows learners’ flexibility and personalized learning. The results of the research contribute to language didactics and to the improvement of teaching methods by advancing the application of modern technologies in ELT classrooms.

The problem of the negative impact of conflicts on the work results is relevant for most organizations. In recent years, there has been a tendency in the industrial divisions of the Russian Railways Holding of reducing the number of innovation proposals and increasing the level of tension between the heads of departments and employees. The purpose of the work is to generalize views on the nature and essence of conflicts; to study the personal causes of innovative conflicts. The main results of the study: the factors that affect the productivity of intellectual activity and the level of conflict in the company's divisions are analyzed; the measures that contribute to reducing their negative impact on the efficiency of the company are proposed.