Keyword: «model»

This article deals with the study of the characteristic features of the mental verbs within the frame method in the English language. The author of the article makes an attempt to investigate the semantic features of mental verbs of the English language. The basis of the functional-semantic field of mental activity verbs is the frame "Mental", which means the various aspects of the actualization of the general concept in the mental activity process. The aim of the research is to identify obligatory and non-obligatory components in the structure of the frame "Mental". On the basis of the analysis, the author comes to the conclusion that the frame method is universal, as it allows us to identify conceptual and lexical-semantic information.

The dominance of the highly informative methods of teaching foreign languages at non-linguistic universities and the lack of use of technology of project activities in a foreign language, which enables to develop communicative skills of future specialists as the basis of their readiness for intercultural communication, determine the relevance of the research in the article. The aim of the research is the theoretical substantiation, development and testing of experimental models by means of communicative skills formation in students of non-linguistic universities during the implementation of project activities in a foreign language. The article was prepared on the basis of the following methods use: analysis, questionnaire, interview, observation, survey, pedagogical observation and generalization of personal teaching experience, experimental teaching in student groups, method of expert evaluations, ranking, analysis of students’ project work products, pedagogical experiment, and statistical methods. According to the results, the paper presents theoretical and practical justification of the need to develop the model of communicative skills formation among students of non-linguistic universities during implementation of project activities in a foreign language. The theoretical significance of the study lies in the fact that it defines the structure of communicative skills in the implementation of project activities in a foreign language; it identifies and justifies the directions of project activities in a foreign language for students of a non-linguistic university, contributing to the effective formation of their communicative skills during the implementation of project activities in a foreign language. The practical significance of the research results: a set of training tasks has been developed aimed at the formation of communicative skills among students of a non-linguistic university during the implementation of project activities in a foreign language; the content of projects for students of non-linguistic universities was worked out; a set of diagnostic materials was worked out to evaluate the results of project-oriented learning activities of students of a non-linguistic university while learning a foreign language.

The relevance of the study in the article is due to the development of globalization processes in the modern world and the intensification of international cooperation in various fields of professional activity, which entails an urgent need to prepare students for intercultural communication. The aim of the study is theoretical and practical justification of career guidance web quests technology as a factor in improving the effectiveness of preparing students for intercultural communication. The study used theoretical methods (the study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic periodicals on research problems, as well as concretization, analogy, modeling and analysis of the pedagogical experience of universities) and empirical methods (questioning, conversation, interviewing, testing, analysis of students’ learning results, observation, ascertaining and forming experiments, qualitative and quantitative analysis of experimental data and their mathematical processing). According to the results of the study, the article presents the theoretical and practical justification for the need and importance of using the technology of career guidance web quests technology as a factor in improving the effectiveness of preparing students for intercultural communication. The theoretical significance of the study lies in the fact that its results contribute to the theory and methodology of teaching a foreign language in terms of preparing students for intercultural communication. Results of the study reflect the principles of work organization based on the use of career guidance web quests technology in teaching a foreign language; expand the understanding of career guidance web quest technology; substantiate the criteria and indicators of students' readiness for intercultural communication with the use of career guidance web quest technology. The practical significance of the study is in the development of assessment tools which help determine the effectiveness of preparing students for intercultural communication using the career guidance web quest technology as well as in introducing the career guidance web quest technology into the educational process in order to prepare students for intercultural communication.

In modern conditions of the developed information environment, media literacy skills are necessary for the socialization and personal development of an individual. Media literacy allows a person to use the media space safely, to question incoming information from the media environment, not to fall for the tricks of online fraud and the spread of misinformation. People today are focused on information coming from the media space, and this fact emphasizes the urgency of the issue of developing media literacy, teaching young people how to communicate using technical means (not only at the amateur, but also at the professional level). The ability to build communications on the Internet effectively allows the individual to become more competitive in the labor market. Media literacy needs to be developed from school age. The Federal Law “About Education in the Russian Federation” defines the concept of inclusive education, which allows children with disabilities to get education. The study presents a model for the formation of media literacy among students in the framework of inclusive education. The leading research approaches in the article are the concepts of proximal development zone and the activity-based approach (L. S. Vygotsky and A. N. Leontyev); theory of media education (V. Weber, Yu. S. Inyakin, O. P. Kutkina, A. V. Fedorov). The model is developed on the basis of theoretical analysis and pedagogical experience. It is suitable for students with disabilities with the observance of the “no harm” rule for students with conditionally normal development. The authors highlight the forms and methods of media literacy formation within the framework of inclusive education; examine the knowledge, skills necessary for media literacy; describe the principles and conditions that allow us to use the model for both normatively developing students and for children with disabilities. The article will be interesting to educators, psychologists of comprehensive and correctional schools, students and graduate students specializing in “Special defectological education” training area.

This article reveals some ways to overcome difficulties in students' educational activities by modeling mental phenomena. The definition of the model is given. The main types of models are revealed and their brief characteristics are Given. Some requirements for the psychological model are justified. Some principles of modeling mental phenomena in the process of teaching students are revealed.