Keyword: «verb»

The article deals with verbs which characterize various aspects of the speech process and are active in Bоrbushino village dialect, Kirillovsky district, Vologda region. Word-forming nests which develop on the basis of such verbs are observed.

The article highlights the problem of stimulating the interest of 6th grade pupils to the topic "Verb" through the use of historical references concerning the nature of the infinitive, the dynamics of the reflexive verb. A number of tasks are proposed, designed to enrich the knowledge of students about the meaning and forms of the verb, to explain the appearance of grammatical homonymy of the name and infinitive of the verb in Russian.

The subject of the study is the semantics of Russian verbs with implicit negation and the ways of their translation into English. The author uses such methods as: component analysis, descriptive analysis, transformational analysis, comparative analysis. The author in the article has determined the semantic equivalents of verbs with implicit ne-gation in the Russian and English languages, characterizes the semantic features, and also determines the degree of their correspondence. The theoretical significance of this work is due to the fact that the results of the study contribute to the study of the semantics of negation in general and verbs with implicit negation in English and Russian.

The issues of the quality of teachers’ professional activity are the issues of the future society. Constant changes in society leave a negative imprint on the activity of the teacher, increase the workload. The limit of the strength and capabilities of the teacher levels the values of the activity and work of the students. The ability to differentiate significant and insignificant areas of activity decreases. The pedagogical orientation, which has been actively studied for decades, remains an important personal and professional quality of a teacher, integrating various aspects of teacher’s work and providing educational results. The current situation requires the provision of theoretical grounds for the implementation of the most important part of the pedagogical orientation, which remains a category with a wide range of understanding and an insufficiently resource-based method of diagnosis. The purpose of the article: substantiation of the phenomenon of pedagogical intentionality as a component of pedagogical orientation, presentation of diagnostic potential and research results. Leading research approaches: phenomenological, humanistic, personal activity-oriented, cultural-historical and theoretical approaches to the study of the abilities of the teacher. The leading method of the empirical part of the study is intent analysis, which allows us to identify the content in the text that reflects the motivational side of the text, the author's intentions behind the speech. Results of the work: in the course of a theoretical review of domestic and foreign studies, the essence and role of pedagogical intentionality in the activity of a teacher is shown as a key component of pedagogical orientation, which, in turn, is an integrative personal and professional characteristic of a teacher that determines educational results. The method of studying the pedagogical intentionality of the teacher is substantiated and presented. The results of the study of pedagogical intentionality on a sample of 128 teachers are shown. It was revealed that only a smaller part of them showed the presence of pedagogical intentionality. The theoretical significance of the article consists in the development of a new conceptual and diagnostic apparatus of pedagogical intentionality. The practical significance lies in a detailed and reproducible method of research and diagnosis of the teacher's pedagogical intentionality.