Keyword: «linguodidactics»

The article is devoted to the issues of considering the linguodidactic aspect in the formation of coherent oral speech in children. The article defines the basic concepts of “language”, “speech”, “coherent speech”, “methodology” and “linguodidactics”. It also presents critical review of domestic and foreign authors’ opinions. The author makes a generalized analysis of using creative retelling in the process of forming coherent oral speech in preschoolers and defines the criteria for assessing the formation and development of coherent speech.

In recent years, the number of foreign cadets in military universities has sharply increased. While mastering military engineering professions, they learn Russian. According to the program, this is, first of all, the literary layer of the national language. However, in senior years, future officers in the framework of educational and professional communication (in educational practice-oriented classes) face the situation of using professional jargon by military pedagogues instead of technical terms, which causes communicative difficulties in learning some aspects of the educational content (i.e., problems in understanding the meaning of transmitted information, which causes a misunderstanding between teachers and students). In this connection, teachers of Russian as a foreign language have to act as consultants in explaining the meanings of certain jargonisms, which determines the relevance of our study (of course, clarification of the meanings of military jargon is possible only with the participation of military teachers). The purpose of the article is a comprehensive description of armored vehicle jargon in two main aspects: linguo-methodological (from the standpoint of teaching Russian as a foreign language among foreign military personnel) and linguistic creative aspect. The relevance of the work is due to the active use of military engineering professional jargon among specialists teaching foreign military engineers and the lack of appropriate dictionaries. The object of the study was the military jargon of tank engineers and motorists (77 units), which is used in the speech of military teachers and university cadets. The material of the research was verbal communication, from which jargon was extracted by the method of continuous sampling. The main method of the work is the method of scientific description, implemented in the following techniques: observation, continuous sampling, classification, systematization, interpretation, statistical data processing. The descriptive method was used to describe the meaning of jargon. The theoretical and methodological basis of this study was made up of works devoted to the issues of sociolinguistics, development of research work on military professional language, compilation of military jargon dictionaries, linguodidactics, and methods of teaching Russian as a foreign language. The article examines the linguodidactic potential of jargonisms, analyzes the ways of forming jargonisms, defines the form metaphor as the leading method of creative vocabulary construction in this area, identifies the main difficulties in the study of jargonisms of various groups. Jargon-metaphors are analyzed from the point of view of belonging to thematic groups, the reference to which allows us to optimize the process of mastering Russian as a foreign language at the initial stage. Jargonisms are described that perform a game function that reduces the level of anxiety in difficult army and military conditions and contributes to the manifestation of the creative nature of the jargon carrier. The authors consider the issue of mastering professional jargon by foreigners from the linguodidactic point of view, in no way replacing the mastery of the literary language with professional jargon, since students, due to their ignorance of jargon, have problems in perceiving the content of communication with representatives of military engineering professions. The results of the research can be used to compile dictionaries of military jargon (29 jargonisms have been introduced into scientific circulation), when teaching Russian as a foreign language.

The development of emotional intelligence as one of the universal (soft) skills of future specialists is especially important for representatives of socionomic professions associated with social interaction and active communicative activities. Modern journalism belongs to this type of professions. Pedagogical experience shows that development of emotional intelligence among future journalists can be successfully carried out during their studies in higher education institutions. The discipline «foreign language» as a communicative socially oriented sphere of educational activities has a wide didactic potential in this context. The primacy in the study of emotional intelligence traditionally belongs to the psychological sciences, however, in recent years (2018-2022), representatives of the pedagogical community have also turned to the issues under consideration, although pedagogical studies on the topic under consideration are still few. The purpose of this publication is a theoretical substantiation of the possibility to develop the emotional intelligence of university students (in particular, journalism majors) by means of linguodidactic technologies in the process of mastering the sphere of professionally-oriented foreign language discourse by students. The leading methodological approach to interpreting the problem of developing the emotional intelligence of student journalists in a foreign language class was the combined use of pedagogical and linguistic approaches – the interdisciplinary, axiological, competence-based, linguocultural, and emotive ones. The author presents the results of a pedagogical experiment aimed at identifying the potentials of using linguodidactic methods in order to form the key emotional intelligence components of undergraduate students of the faculty of journalism in the process of foreign language learning. The study substantiates the connection between the emotional intelligence of a person and the development of language, speech, culture, and communication skills. The obtained theoretical conclusions and practical results can be useful for teachers-researchers, psychologists, instructors of language disciplines in higher school institutions, as well as for undergraduate and graduate students in the area of training «Journalism».

The relevance of the study is due to the rethinking of the role of pedagogical technologies in the era of digitalization and transformation of the teacher's role. The article is devoted to the analysis of pedagogical technologies and techniques for their implementation in the course of a linguo-pedagogical experiment in groups of philologists studying Russian as a foreign language. The authors proceeded from the hypothesis of the presence of a correlation between the tasks, conditions, level of training, characteristics of the subjects of the educational process and the technologies and techniques that serve it. It is proposed to use student reflection to assess the effectiveness of technologies. The aim of the study is to identify the presence of a significant and factor-dependent relationship between the choice of a specific pedagogical technology, the perspective of its application by the teacher and the level of knowledge, needs of foreign students. The study was conducted within the framework of the systemic, value, holistic-semantic, technological, level and communicative approaches. The methods of questionnaires, ranking, experiment and pedagogical modeling were used. Pedagogical technology is presented as a complex multicomponent system, including conceptualization of educational goals and objectives of training, contamination of forms, means, methods and techniques of organizing the educational process. The following technologies were selected for testing: case study, quest, quiz, debates, discussions, role-playing and business games. Techniques for their implementation included, among others, technologies of a simpler order – mind maps, dramatization, "Aquarium", POPS formula, brainstorming, "6 thinking hats", a model of time immersion. The experiment showed that the use of pedagogical technologies in the classroom can become an effective tool for teaching, self-learning and pedagogical reflection for students majoring in philology; it is also shown that with an increase in the level of students, the mechanics of the educational process also changes: individual technologies become techniques for implementing other, more complex technologies, allowing the teacher to demonstrate creative individuality. The theoretical significance of the study is associated with an attempt to comprehend the approaches to understanding the technologization of the pedagogical process as a practice-oriented area of knowledge that exists in scientific pedagogy. The practical significance lies in the fact that a discussion with elements of reflection on the technology used can be considered as a full-fledged teaching method at an advanced stage in groups of philological and pedagogical specialties.