Keyword: «английский язык»

The relevance of clarifying lexical and grammatical transformations in advertising is due to the need to adapt creative content to the cultural and linguistic characteristics of the target audience (localization). Transformations ensure the preservation of emotional impact, advertising attractiveness and effectiveness of communication, overcoming the mismatch of language systems. The purpose of the study in the article is to study lexical and grammatical transformations when translating advertising texts (based on English material). As a result, it was determined that lexical-grammatical transformations are a key tool for achieving pragmatic adequacy in the translation of English-language advertising texts into Russian. The difficulties associated with the transmission of national-cultural realities, word play and figurative structures in the texts of English-language advertising are indicated. Based on the analysis of modern English-language advertising slogans and texts, the main types of transformations are systematized: modulation, concretization, generalization, addition, omission, holistic rethinking and antonymic translation. It is concluded that the success of translating advertising texts (in English) is determined not so much by formal accuracy as by the ability of the translator to apply a set of transformations to preserve the communicative effect of the original.

The relevance of the topic being studied is justified by a teacher's need to find effective ways to improve the creative abilities of students in modern Russian schools. The aim of this study is to identify and evaluate the potential of the Six Hats, Bloom's Cube and eduScrum technologies as innovative approaches for developing creativity in high school English classes. The central research method was a formative experiment, which revealed the impact of the pedagogical technologies "Six Hats" by the British psychologist E. de Bono, "Bloom's Cube" by the American educator B. S. Bloom, and eduScrum by the Dutch teacher-practitioner W. Wijnands on the development of creativity among students in three classes of 11 grade at “Lyceum No. 23” in Beloozersky. Other research methods include observation of the subjects during the experiment, a comparative analysis of the level of creativity before and after the use of the Six Hats, Bloom's Cube, and eduScrum pedagogical technologies, and a reflective survey of students. This study is preliminary and aims to create a foundation for further, more detailed and extensive research on the application of the above-mentioned technologies. The analysis of the research results suggests that the Six Hats, Bloom's Cube, and eduScrum technologies played a positive role in enhancing the creativity of high school students in the English classes. In particular, the positive impact of the pedagogical technologies of E. de Bono, B. S. Bloom, and W. Wijnands on the development of originality and resistance to becoming reserved was revealed. The reflective format questionnaire showed that the students themselves also positively evaluate the contribution of the technologies under consideration to the development of their creativity. The theoretical significance of the research presented in this article lies in the generalization, structuring, and systematization of data on the Six Hats, Bloom's Cube, and eduScrum technologies in relation to the English language subject. The practical significance of this study lies in identifying the empirical aspects that directly affect the effectiveness of the technologies studied and deserve special attention from practicing teachers who are interested in developing creativity among high school students.