Vol 3, No 4 (2022)


Relationship of the methodology of teaching a foreign language vocabulary and the student's temperament

Pryanichnikova K.A.


This article is devoted to the study of the problem of teaching a foreign language to students, namely, the qualitative memorization of vocabulary. The purpose of the article is studying the relationship between the temperament of students and teaching approaches. We used such research methods as information analysis and comparison. The materials for writing the article were the works of K.E. Bezukladnikova, V.A. Buchbinder, and etc. The following hypothesis: the success of using of vocabulary depends on the temperament of the student. The characteristic features of each type of temperament were identified, and then, examples of activities were given. In conclusion, despite the intersection of some characteristic features of several temperaments, at the moment there is still no ideal method of teaching a foreign language suitable for each student, since each student is individual and requires a personal approach. The article is useful for teachers of foreign languages and teachers in general.

Focus on Language Education and Research. 2022;3(4):3-9
pages 3-9 views

Actual aspects of tutoring in inclusive education

Rylov A.N.


The article discusses the changes in the role of the tutor of inclusive education in the formation of an individual education route for students with special needs in the open educational space.

Focus on Language Education and Research. 2022;3(4):10-16
pages 10-16 views

Comprehensive support of professional adaptation of young teachers for a successful career start

Ryabova V.A.


Comprehensive support of young teachers to work in educational institutions during the period of professional adaptation involves a practical course of support for young teachers at the first stages of work. Within the framework of this course, teachers receive psychological, professional, methodological and economic assistance.

The article discusses these areas in detail, describes the identified difficulties faced by teachers at the initial stage of work, and ways to solve these difficulties and problems.

So, due to lack of experience, young teachers need professional and methodological assistance.

The article discusses the difference between the terms "Emotional burnout" and "Overwork". Young teachers often face not only emotional burnout, but also other psychological difficulties.

Economic assistance as one of the sections of the course of comprehensive support for young teachers during the period of professional adaptation to work in educational institutions could help solve the economic problems of teachers.

Focus on Language Education and Research. 2022;3(4):17-25
pages 17-25 views

Mind-map technology in foreign language teaching

Sirekanyan V.V.


The mind-map technology features are described in this article applying to the foreign languages teaching, presented and analyzed examples of mental maps, shown the basic rules for their preparation and marked the key motivation factors for learning. It has a practical interest and such recommendation which is specific to foreign language teaching. One of well-known methodical tools which can be used in the process of training to a foreign language is «intellectual or mental cards» of Tony Buzan, known as "Memory Maps", "Mind-Maps” (MM) or “Flash Cards”.

Focus on Language Education and Research. 2022;3(4):26-33
pages 26-33 views

Factors of reduction in efficiency of teaching foreign languages and ways to avoid them

Fedorov I.E.


The article presents the results of an audit of the corporate students’ needs in professional communication skills in foreign languages, viz. English. Conducted in 2017 and 2022 in Krasnodar among employees of five commercial organizations and a state university, the study was aimed at identifying factors of reduction in efficiency of teaching foreign languages in Russia (stop factors), as well as finding ways to avoid them (push factors). Data analysis revealed an obvious pragmatic gap between the process of learning a foreign (English) language by respondents at the school or university stage and the outcome of such learning in terms of their inability to apply gained knowledge and skills to various communicative situations at workplace. Conclusion was made that the ‘traditional’ language education policy in Russia requires immediate modernization in accordance with international standards as well as incorporation of the best grading and assessment practices such as CEFR.

Focus on Language Education and Research. 2022;3(4):34-45
pages 34-45 views

The interaction of verbal and non-verbal components in English methodical discourse

Shamshina A.I.


The article presents and analyzes the examples of creolized texts of the English-language methodological discourse in order to identify and describe the relationship between verbal and non-verbal components. The importance of referring to such a semiotically complicated type of texts in modern linguistics is discussed. The author supports the idea that the methodical discourse, which is part of the institutional one, is dialogic in nature, where the communication of the participants is a crucial thing. The success of communication is ensured by the syncretic relationship of the verbal and non-verbal components of the discourse, which helps the recipient to perceive the text more fully, to decode the meanings implemented by the author. The organization of the English-language methodological discourse is analyzed in terms of the saturation of texts with verbal and non-verbal components of information transfer and their quantitative correlation. Examples from the texts of English-language books on the methodology of teaching English are considered in detail. The purpose of this study was to consider the typology of non-verbal elements in methodological texts and to determine their relationship with the verbal part (the test itself).

Focus on Language Education and Research. 2022;3(4):46-61
pages 46-61 views

Pre-translation analysis of military texts on the example of chapters from the manual "Paramilitary formations in various countries of the world"

Shulipenko V.V., Trofimova Y.S.


The current military-political situation is of great interest to scientists. Texts devoted to these conflicts are actively studied by linguists, conflictologists, political scientists and other specialists from various fields of science. For a detailed understanding, translations of the original texts into Russian are made, but, unfortunately, typical mistakes are made during translation, namely, due to attention not being paid to the pre-translation analysis of the text. In universities, pre-translation analysis is studied only in general terms, often without taking into account the specifics of the translated vocabulary. All this adversely affects the quality of the translated text and, in particular, military texts. In this article, the author focuses on the importance of pre-translational analysis of texts, at its stages, and also gives several examples from the manual "Paramilitary Forces in Various Countries of the World". In the pre-translation analysis of military texts, it is important to take into account all the stages, you must not miss important points, otherwise the further translation will lose its accuracy, it will not correspond to the original language, important points may be missed. When you start working with a text, it is certainly important to determine its subject matter, you need to know the genre feature. If there is terminology in the text, it is necessary to determine all the subtleties of its use in two languages. The translator also draws attention to the fact that the abundance of proper nouns, which cause special translation difficulties, is dictated by the subject matter of the text. All the more important is the pre-translation analysis of the text before proceeding with the translation, in order to facilitate the process of understanding and reliable transmission of information. So, A.V. Skvortsova distinguishes two plans present in the text: the form plan and the content plan. When translating a text of any genre and subject, we set the following task: to replace the form plan of the original, while not changing the plan of content itself. The translator analyzes the source text (original), searches for and solves the translation difficulties he encounters, and as a result, bears full responsibility for the content of the text. When working with Chinese-language sources and materials, we often translate into several languages ​​at once and analyze the results as we make unprecedented translations and appeal to the language traditions of other languages.

Focus on Language Education and Research. 2022;3(4):62-70
pages 62-70 views

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