Julia S. Chernyakova

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the formation of mediative competence in the process of language education is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to act as mediators between representatives of different linguistic and cultural systems. In this article, mediation skills are considered as an integrative component of professional training of specialists in the field of intercultural communication, including the mediation of meaning between participants in communication through linguistic means. The aim of the study is to theoretically substantiate and practically verify the model of mediation skills formation in the course of teaching foreign languages based on a competence-based approach. The scientific novelty of the research consists in clarifying the structure of mediation skills, which included such elements as reception, production, interaction and mediation, as well as in developing an integrated model reflecting the goals, content, methods and means of teaching aimed at developing these types of skills. Modern pedagogical technologies were tested in the course of the research, personality-oriented methods were implemented, and the conditions for the effective formation of mediation skills were considered. The results obtained confirm the effectiveness of the proposed model: positive changes in the level of students' communicative and mediation skills formation are noted, optimal methodological conditions for its application in the educational process are identified. The theoretical significance of the work consists in expanding scientific ideas about the content of mediation skills as an important component of professional training of specialists to work in a multicultural environment. The practical significance lies in the possibility of using the proposed methodological recommendations, techniques and technologies in the language education system, which contributes to improving the level of training of specialists in the field of intercultural communication and their successful integration into the professional community.

The relevance of the topic under consideration is due to the need for a teacher to find effective ways to unleash the creative abilities of modern students. The aim of the study is to identify and evaluate the potential of eduScrum as an innovative way to develop creativity among high school students in English lessons. The central research method is a formative experiment, during which the influence of the pedagogical technology of the Dutch teacher-innovator Willy Wijnands (Ashram College, Alphen an den Rhein) on the development of creativity among students of class 10A of the "Lyceum No. 23" in Beloozersky was determined. Other methods used in the process of organizing and conducting research include: observing students at various stages of the experiment, comparative analysis of the level of creativity before and after the introduction of eduScrum pedagogical technology, and reflective survey of students. The study is preliminary in nature, forming a practical basis for further, more extensive study of the prospects for using eduScrum. Summarizing the results of the study, it can be confidently stated that eduScrum technology has played a positive role in increasing the level of creativity among high school students in the English language curriculum. In particular, the positive influence of W. Wijnands' pedagogical technology was revealed, mainly on the development of originality and resistance to closure. A reflective survey showed that the students also positively assess eduScrum's contribution to the development of their creativity. The theoretical significance of this study is expressed in the generalization and systematization of information about eduScrum technology in relation to the English language as a school subject. The practical significance of the research presented in this article lies in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and deserve close attention from the community of practical teachers working to develop creativity in high school students.

The relevance of the topic under consideration is conditioned by the necessity for the teacher to search for effective ways of teaching, satisfying the needs of modern school students: the opportunity of creativity and free choice, personal activity and satisfaction in the process of learning, instant achievement of results. The aim of the study is to evaluate the potential of using eduScrum to prepare ninth grade students for the Basic State Examination in English. The leading method of research is the formative experiment, during which the authors determine the influence of the pedagogical technology by W. Weinands on the preparation for the Basic State Examination in English of ninth-grade students of Lyceum № 23 in Beloozersky. The observation of the followed students at different stages of the experiment, comparative analysis of their errors, questionnaire survey of students on the achievement of personal results play a significant role as well. The study is preliminary in nature, laying the foundation for a subsequent, larger-scale study of the potentials of using eduScrum. Summarizing the results of the study, we can confidently state that the eduScrum technology played a positive role in preparing ninth-graders for the Basic State Exam in English. In particular, the positive impact of V. Weinands’ pedagogical technology on the achievement of subject and personal results of students was revealed. For example, eduScrum is the most effective way to prepare for the Speaking and Writing sections of the exam. In the area of personal results, the technology under study contributes to the development of such qualities as responsibility, self-confidence and communication skills. The theoretical significance of this study consists in generalizing and systematizing information about eduScrum technology as applied to the subject of English. The practical relevance of the research presented in this article is in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and require special attention from practicing teachers preparing ninth-grade students for the Basic State Examination in English.

According to FSES, school graduates should not only be able to appeal to the basic facts and concepts from the courses of school subjects, but also to use this knowledge in practice. Therefore, teachers face the task of educating a functionally literate person. Nowadays, an integrated approach is widespread, which can be actively used for the development of students' reading literacy. The relevance of the research is connected with the fact that the ultimate goal of English language lessons within the school program is to acquire communicative competence, while in the implementation of the integrated approach the English language appears as a means of mastering other academic subjects (e.g. literature, history). The purpose of this publication is to examine the concepts of "reading literacy" and "integrated approach" and to identify how effective the latter is in forming a functionally literate person. The article also discusses the history and principles of the integrated approach (CLIL technologies), as well as the conditions for the development of students' reading literacy. Methods used in the research are analysis of domestic and foreign sources on the topic, monitoring student activities, questionnaire survey of students, generalization of pedagogical experience in the implementation of the integrated approach. Having analyzed the English textbook "Spotlight 10", we concluded that this textbook contains a sufficient number of tasks to implement the integrated approach. After summarizing the results of testing the integrated approach, we found that students had difficulties in working with authentic text, but the presence of unfamiliar vocabulary promoted more thoughtful and attentive reading and encouraged them to guess the meaning of unfamiliar words based on the context. In addition, the conducted questionnaire survey showed that students have a rather high cognitive interest in this type of work. Theoretical significance lies in the systematization of the essence of the key concepts of the article. The practical implication of the study lies the generalization of the experience of applying the presented methodological techniques of working with foreign-language text, which can be useful for practicing teachers and student teachers.

The relevance of this work lies in the fact that the methods of teaching semantic reading can help modern teenagers to learn quickly and efficiently perceive and process large amounts of information in a foreign language. This will allow them to feel more confident in a constantly changing world. The article is devoted to modern methods aimed at the formation of semantic reading skills at the post-text stage of working with foreign text information. The Federal State Educational Standard of Basic General Education mentions that reading in the modern information society has "meta-subject" or "over-subject" character which determines the importance of this process in learning. However, not all educational and methodical complexes are designed to teach semantic reading in a foreign language as part of the educational process. In addition, it should be noted that teaching semantic reading cannot go separately from teaching other skills, such as speaking, listening and writing. All these four aspects are closely interrelated in the learning process. Therefore, the combination of semantic reading tasks with speaking, listening and writing tasks contributes to higher results in the process of forming reading skills in a foreign language. The purpose of our research is to identify and analyze effective methods of teaching semantic reading in English lessons at secondary school. The object of our research is the process of formation of speech competence in English lessons. The subject of the research is methods and techniques for teaching semantic reading at the post–text stage. The research methods used in the study of empirical material can be reduced to the following: analysis, synthesis, component analysis, observation and generalization of pedagogical experience, experimental learning and others. The article contains a detailed description of modern methods of teaching semantic reading in English lessons at secondary school, and also reveals their essence through the analysis of individual techniques, which allows us to identify the advantages and disadvantages of the described methods. The theoretical significance of the study lies in the systematization of the methodology for teaching semantic reading in English lessons in a modern school. The practical significance of the work is the possibility of applying the presented methods and techniques of working with the text at the final stage within the framework of pedagogy and methods of teaching foreign languages.