Keyword: «языковое образование»

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the development of mediation competence directly within the framework of the English language lesson 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 mediate between speakers of different linguistic and cultural systems. Mediation competence is considered as an integrative phenomenon encompassing linguistic knowledge, socio-cultural skills, communication strategies, and the ability to mediate between participants in a dialogue. Its structure includes four components: cognitive, operational activity-oriented, motivational value-driven, and reflective. The purpose of this study is to provide a theoretical justification and methodological description of individual recommendations for the development of mediation competence of 11th-grade students in the process of teaching English. The scientific novelty of the work lies in proposing a way of integrating tasks for the development of mediation skills into work with an authentic text in the English language lesson. In the course of the research, modern pedagogical approaches were analyzed, the role of authentic texts as a tool for the development of mediative skills was considered, and tasks were proposed to ensure the consistent development of reading strategies and intercultural interpretation. These include tasks concerning the correct answer selection, determining the truthfulness of statements, matching words with definitions, and providing brief written responses. The theoretical significance of the work lies in expanding scholarly understanding of the content of mediation competence in school language education. The practical significance lies in the possibility of direct application of the proposed methodological recommendations by English language teachers in the educational process.

The study focuses on analyzing the challenges of teaching industrial terminology to graduate students in foreign language classes at a technical university. The relevance of this problem is driven by time imperative. Modern graduate students must know, understand, and use industrial terminology of their professional field. The purpose of this research is to examine the challenges faced by teachers and graduate students at technical universities when learning industrial terminology. We used methods of analysis, synthesis, and pedagogical forecasting in order to achieve this objective purpose. We used the analytical method to identify existing problems of industrial terminology teaching and the effectiveness of teaching methods, including those in the framework of an internal assessment system for educational outcomes. The synthesis method was used to conduct an integrative literature review and summarize the obtained data. data. Moreover, we utilized industrial training methods such as secondment, buddying, and shadowing. The analysis allowed us to determine the current state of industrial terminology teaching. The incorporating technical vocabulary is essential of scientific research work (article writing, master's thesis), reading technical literature and catalogs, and professional communication. A competency-based approach was used in tandem with contextual, communicative, and linguacultural approaches. Analysis of the empirical data suggests that repetition of industrial terms gives immediate results. Graduate students use the vocabulary of the current lesson when they solve quests and project assignments, but over time, terminological corpus gradually diminishes during the second and third knowledge assessments. In turn, the contextual learning method gives more lasting results. Thus, both methods are effective and they are not interchangeable. We believe that the second method is an extension of the first, and their interaction significantly contributes to the growth of graduate students' vocabulary. The article has theoretical value because it clarifies and analyzes methodological approaches for terminological and communicative competence developing. The practical significance lies in the description of specific methods for working with terminology and the analysis of the problems of teaching industrial terminology for further application of the results obtained in the training of masters in technical fields.