Keyword: «pedagogical experiment»

The relevance of the study is driven by increasing demands for the quality of translator training amid the widespread use of spontaneous speech in professional communication. An analysis of current practice reveals that the teaching of spontaneous speech translation at the initial stage is often neglected, which leads to the development of unstable translation skills. This stage requires a specific methodological approach, as it is at this stage that the foundational skills of understanding and translating spontaneous speech–characterized by unpreparedness, situational nature, and unpredictability–are developed. The aim of the article is to develop and scientifically justify a step-by-step methodology for the formation of spontaneous speech translation skills in undergraduate linguistics majors at the initial stage of training, with experimental validation of its effectiveness. Theoretical and methodological foundations include the competence-based, activity-based, and cognitive-discursive approaches, which ensure the integrative development of linguistic, translation, communicative, and cognitive competences through students’ active involvement in practice-oriented learning that accounts for the mechanisms of perception, processing, and reproduction of spontaneous speech. The article presents a three-stage methodology: the first stage focuses on the perception of spontaneous speech (development of receptive skills, identification of keywords and communicative intent, content prediction); the second stage emphasizes linguistic and semantic interpretation (rapid information processing and transformation, summarizing, paraphrasing, logical structuring); the third stage addresses translation production (development of productive skills in consecutive interpreting, speech improvisation, and work under conditions of high uncertainty). The theoretical significance lies in the substantiation of a step-by-step approach to teaching spontaneous speech translation at the initial stage of professional training, expansion of scholarly understanding of the development of translation skills in working with spontaneous discourse, and the integration of multiple methodological approaches into a unified system opening up new prospects for further research in the field of professional training of translators. The practical significance consists in the applicability of the developed methodology in higher linguistic education, its adaptability to different language pairs and specializations, and its potential to inform the revision of existing translator training programs with greater emphasis on spontaneous speech from the early stages of instruction.

Modern foreign language teaching in a non-linguistic environment requires the development of effective didactic solutions that ensure the active engagement of all participants in the educational process, overcoming grammatical difficulties and fostering sustainable speech activity. The relevance of this research is due to the need to improve the quality of instruction at the initial stage, when it is particularly important to activate the cognitive and emotional resources of learners under conditions of limited language practice. The aim of this article is to describe the implementation of a methodology for teaching a foreign language based on neurodidactic principles and game-based techniques, and to analyze the impact of the neuro-approach on the emotional state, involvement, and motivation of both students and teachers. The methodological basis of the study was a pedagogical experiment conducted at Altai State Pedagogical University with students learning Chinese as a foreign language. The experimental group was taught using neurolinguodidactic principles, including game methods, multimodal stimuli, visual and emotional anchors aimed at stimulating cognitive activity and creating a positive learning environment. The control group was taught using traditional methods focused on explanation and reproductive consolidation of grammatical material. The analysis of the results demonstrated that the application of the neuro-approach contributes to more effective assimilation of grammatical constructions, the development of spontaneous speech, stable learning motivation, and emotional engagement of the participants in the learning process. In addition, an increase in the creative activity of teachers, their professional satisfaction, and interest in innovative methods was observed. The study includes a review of contemporary Russian and international literature on neurodidactics, which substantiates the choice of the research approach and makes it possible to compare the obtained results with current scientific data. The theoretical significance of the study lies in clarifying the potential of neurolinguodidactics as an approach that enhances cognitive, emotional, and professional activity among the subjects of the educational process. The practical significance is determined by the possibility of applying the results to optimize and develop effective teaching programs at the initial stage of language training.

In modern elite sports, physical training alone is insufficient to overcome competitive stress. This study evaluates the effectiveness of psychoregulatory exercises, particularly ideomotor training (IMT), in the preparation of polyathletes at the highest stage of sports mastery. A pedagogical experiment involving six athletes employed a set of IMT methods focused on visualization, emotion regulation, and concentration. The results demonstrated a significant reduction in both reactive (from 45.3 to 38.5 points) and personal anxiety (from 48.8 to 43.5 points) according to the Spielberger-Hanin Inventory. The findings revealed a statistically significant decrease in reactive and personal anxiety, as well as an increase in the average shooting result by 2.7%. It is concluded that ideomotor training is a highly effective tool for psychological preparation, contributing to enhanced mental resilience and athletic achievements.

The article discusses the problem of organizing the study of remote geographical objects in school education. The method of virtual excursion is proposed as an alternative to a real trip. The pedagogical experiment conducted at an extracurricular event for 22 students of the 9th grade of a secondary school in Simferopol on the topic «Southern Coast of Crimea and its recreational and health resources» is described. The results of input and output testing, as well as self-assessment of knowledge, are presented. It is proved that the virtual excursion helps to increase subject competencies, motivation and visibility of learning.