Keyword: «английский язык»

Fluency in English becomes an urgent need in all areas of professional activity, but at the same time a certain amount of knowledge and relevant skills related to various aspects of the language is not enough to fully master the language in humanitarian universities, particularly in theatrical higher school. The use of a linguoculturological approach to teaching stage speech in English in a theatrical higher school contributes to the development and improvement of the linguistic and cultural expertise of students in the context of the dialogue of cultures. This approach provides a sustainable result in the field of practical skills and abilities to use the language as a means of intercultural communication, contributes to the acquisition of profound cultural knowledge that becomes part of the international professional activities of students, which determines the relevance of the research topic in the article. The purpose of the research is to identify and establish the origins of the methodology and methodological perspectives of the process of implementing the linguoculturological approach in teaching stage speech in English in a humanitarian university. The article was prepared on the basis of using the following methods: theoretical analysis and synthesis of domestic and foreign literature on the research topic, pedagogical observation and analysis method of teaching students the stage speech in English at the Theatrical Institute named after B. Schukin (Moscow). According to the results of the research, the article presents the methodology of using the linguoculturological approach in teaching stage speech in English and methods for its implementation in a humanitarian university. The theoretical significance of the research lies in the fact that the main methodological provisions on the organization of the process of teaching stage speech in English in the higher education system are analyzed and summarized. The practical significance of the research consists in the possibility to use the main points put forward by the author in practice. The results of the research may contribute to the improvement of methods of teaching stage speech in English at Russian theater schools, which allows us to formulate specific recommendations for speech training of future actors in the direction of international professional activities.

Introduction gives an idea of the importance of learning English grammar to Russian college and University students in the context of continuity in foreign language education. The purpose of the article is to identify the common features and differences in the current state of teaching grammar to Russian non-linguistic college and University students, to identify problems and offer ways to solve them. The methodology and methods of research include the analysis of foreign and domestic scientific and methodological literature on teaching grammar, comparison of foreign language exemplary programs for colleges and universities, practical comparison of the perception of the grammatical issues by college and University students. The results of the study showed that the process of Russian non-linguistic colleges and University students’ grammatical skills formation has common problems. Firstly, it is the absence of grammar topics and grammar exercises in many ESP textbooks, and secondly, the most general form of description of the content of teaching grammar in exemplary programs for both colleges and universities, with no links between grammatical and lexical topics. Comparing the requirements of the Federal State Educational Standards of secondary vocational and higher education shows that University graduates, unlike college graduates, need to know grammar for both oral and written speech production, as they will not only communicate with colleagues, but also prepare presentations, write articles, theses, abstracts and some other kinds of texts. Experimental lessons show that it takes college students more time to master grammatical skills than University students, and college students have smaller vocabulary. In order to ensure continuity in language education, it is necessary to include certain grammatical topics necessary for the development of writing skills into college working programs. Learning grammar is closely related to lexical skills. Thus it is necessary to encourage college students to enlarge their vocabulary, so they have their lexical base equal to the level of University entrants. Teaching English grammar at the University needs professionally-oriented vocabulary to move forward to foreign language competence development.