Elena I. Chirkova

The relevance of the study is due to the contradiction between the active introduction of digital technologies into the educational process and the need to preserve effective traditional pedagogical practices, particularly in organizing assessment in foreign language classes. Determining the optimal ratio and didactic potential of various forms of assessment at different stages of a lesson is an important methodological task. The aim of the article is to identify and justify the effective correlation between traditional and digital forms of current control, not only at various stages of a foreign language class in a non-linguistic university but also considering the corrective functions and psycho-emotional factors that serve as an additional motive for students' learning activities. The leading research method was a pedagogical experiment, including survey methods (polling over 300 students), pedagogical observation, interviewing, and frequency analysis of learning outcomes. The main results showed the differentiated effectiveness of assessment forms at different stages of working with language material. It was found that at the stage of introducing new material, it is advisable to use exclusively traditional forms of assessment (100%), allowing the teacher to respond flexibly to students' perception. At the consolidation stage, the optimal approach is a combination of traditional (58–62%) and digital (38–42%) forms. At the stage of activating speech skills, digital forms of assessment become dominant and most motivating for Generation Z students (75–80%). The theoretical significance of the work lies in the development of the theory of assessment in foreign language teaching through the systematization and delineation of the spheres of effective application of traditional and digital forms. The practical value consists in presenting specific, tested recommendations for structuring formative assessment, which can be used by teachers when designing classes, developing syllabi, and creating assessment materials.

The article examines methodological aspects of translating sentences with inversion, which is an important task in the practice and teaching scientific and professionally-oriented texts translation. Special attention is given to linguistic and pragmatic functions of inversion in English and the problems faced by postgraduate students when translating such constructions into Russian. The relevance of this work lies in analyzing various types of inversions, their role in setting accents and expressiveness. The aim of the article is to determine methods for adequately transferring the peculiarities of inverted English sentences using means of the Russian language: changing word order, introductory words, isolated structures, conjunctions, and providing methodological recommendations for conducting classes on practicing the translation of inverted sentences. The leading approach to researching the problem involves analyzing and synthesizing domestic and foreign methodological concepts as well as comparative analysis of special text translations. To enhance practical skills of postgraduate students, a structure of lessons has been developed that includes theoretical foundations, analysis of typical examples, translation exercises, and working with specialized scientific texts. Specific methods and recommendations are proposed for preserving the scientific style, official style, and logical consistency in translation. It is argued that dealing with these types of translations contributes to the formation and development of analytical thinking and professional communicative competence in the field of scientific text translation. The results emphasize the practical significance of a comprehensive approach to teaching the translation of sentences with inversion, contributing to improving the quality of scientific translations and expanding opportunities for functional use of the language in international professional scientific communication. The theoretical significance lies in the systematization of the inversion characteristics in English and its translation into Russian. The practical significance is determined by the possibility of applying the research findings to improve the process of translating scientific texts. This study will be interesting for teachers, postgraduate students, and specialists in the fields of translation studies and methodology of teaching foreign languages.

The article discusses the problem of optimizing the structure of a foreign language lesson in a higher education institution. The relevance of this research stems from the growing demand for a higher level of practical proficiency in a foreign language among students, as well as the need to optimize every aspect of the learning process. Special attention is given to the initial, organizational, and motivational stages, which, in traditional practice, are often reduced to mere technical procedures that do not contribute to solving the modern challenges of foreign language education. It is proved that the traditional approach to the beginning of the lesson, limited only to organizational issues and the announcement of the topic, is not effective enough to solve the modern most important tasks of foreign language education. The aim of the article is to theoretically substantiate and develop a practice-oriented model for conducting the initial stage of the lesson, aimed at improving the overall effectiveness of learning. The main approach to studying the problem is to analyze and synthesize domestic (activity-based, student-centered) and foreign (ESA, ARC models, Theory of Self-Determination) methodological concepts, as well as to compare the structural elements of the beginning of lessons in authentic British textbooks. The main results of the study were: identification of the shortcomings of the traditional "organizational structure"; development of a three-component model of an optimized initial stage (communicative launch, actualization and problematization, joint goal setting). The model was tested, which confirmed the increased involvement of students, increased motivation and intensification of speech practice. The theoretical significance of the work lies in the systematization of scientifically based approaches to the design of the initial stage of the lesson. The practical value of this article lies in providing specific techniques and general guidelines for teachers on how to turn the start of a lesson into a multi-functional module that engages students in productive learning activities.