Natalia E. Anosova

The relevance of the study is determined by the need to ensure continuity in the development of semiotic and symbolic skills in engineering students during the transition from secondary general education to professionally oriented foreign language instruction at university. The contradiction lies in the fact that basic skills in handling signs and symbols acquired at school do not ensure their automatic transfer into foreign-language professional communication without special methodological support. The aim of the work is to identify the lines of continuity in the development of these skills and to substantiate the methodological conditions for their effective actualization in the foreign-language environment of a technical university. The methodological framework is based on a systems approach, an analysis of semiotic and graphic means used in engineering practice, and the structure of professional competences as defined by the Federal State Educational Standard for Higher Education. The results of the study have shown that the key deficit is not the absence of skills as such, but the lack of formed strategies for recoding information (verbal into graphic and vice versa), interpreting foreign-language symbols and notations, and comparing national symbolic systems. A gap has been identified between analytical-synthetic skills in the native language and their productive use when working with foreign-language technical texts. The scientific novelty lies in the substantiation of three lines of development of semiotic and symbolic skills in the process of foreign-language training of engineers: transfer (the transfer of basic skills), adaptation (mastering the specifics of foreign-language symbols and standards), and integration (the synthesis of verbal and non-verbal means for solving professional tasks). The theoretical significance consists in clarifying the concept of "symbolic-graphic skills" as applied to teaching a foreign language at a technical university. The practical significance is determined by the developed methodological toolkit, which includes a system of tasks on recoding information, comparing symbolic systems, and a set of authentic texts with a graphic component, enabling the targeted development of skills in future engineers for independent work with symbolic and graphic information in a foreign language.

The relevance of the study is driven by the need to integrate digital technologies into the educational process of the university, aimed at overcoming resource limitations and developing creative thinking in graduate students. The aim of the work is to justify the didactic potential of gamification for the development of creative thinking among graduate students in foreign language classes and to demonstrate its practical application through the development of tasks corresponding to the levels of Benjamin Bloom's taxonomy. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the gamification implementation process. It is implemented through an algorithm that includes the stages of diagnosing educational needs, choosing game mechanics, integrating them into the educational process and evaluating the results. The theoretical significance of the study lies in systematizing the relationship between gaming methods, Bloom's taxonomy levels and language learning. This expands didactic approaches in pedagogy, offering a model that can be adapted to various disciplines. The practical value of the work is confirmed by the development of problem-oriented cases. These tools transform traditional teaching methods, making them more dynamic and compliant with the requirements of the globalized world. Thus, gamification in foreign language learning acts as a catalyst for creative thinking, allowing students to experiment, make mistakes, and find non-obvious solutions in a safe gaming environment. The proposed methods demonstrate how game approaches combine the development of language skills with metacognitive competences, which is critical for training specialists who can effectively operate in a multicultural professional environment. The algorithms and cases developed in the study can be adapted to other disciplines, strengthening the connection between theory and practice in modern education.