Abstract: The subject of the study is the process of teaching German classes using video blogs not only as a means of teaching speaking and listening, but also as a means of forming socio-cultural competence. The article discusses the concept of "blog" and its role in the process of teaching German to students of higher educational institutions. The authors raise the question of the need to include Internet resources, in particular video blogs, in the educational process, the formation of students' socio-cultural competence, one of the components of foreign language communicative competence. This competence contributes to the acquisition of skills and knowledge necessary for effective intercultural communication. The main idea of using video blogs is the interrelated and complementary teaching of a foreign language and the culture of the language being studied in the context of intercultural dialogue. It is possible to extract valuable linguistic and extralinguistic knowledge from video blogs, to master models of speech behavior in various situations of intercultural communication. Also, video blogs contain up-to-date information on various topics and provide feedback opportunities that contribute to the formation of the ability to express and argue your point of view in German. As with any didactic tool, certain selection criteria are imposed on video blogs. With a competent selection and presentation of the material, the teacher will be able to form a foreign language competence of the student in a complex, taking into account all language levels: lexical, phonetic, grammatical, as well as extralinguistic factors, such as the communication situation, facial expressions, gestures, etc.

Abstract: Information era of the development of computer technologies and wide availability of Internet opens new opportunities for increasing the efficiency of educational process of foreign languages. The subject of this research is one of the modern and relevant directions in methodology of teaching German language – the corpus-based teaching.  Corpus-based technologies are used in teaching vocabulary, grammar, translation, in cross-cultural research, realization of project activities, as well as allow significantly increasing the quality of education, accelerate the process of acquisition and digestion of knowledge, increase motivation and interest in learning German language. Research methodology is based on the analysis of theoretical insights on the indicated problematic, normative documents, description and assessment of possible application of linguistic corpuses in learning and teaching German language. The achievements in the area of corpus-based linguistics can become widely used in the process of teaching German language.  Corpus-based approach is the most advanced innovation addition to the traditional teaching; it is optimal for understanding of such aspects of language as polysemy, historical, geographical and social variation, changes in language system. The key aspects of corpus-based teaching are the authenticity of material, Interdisiplinarity, empirical adequacy, adjustment to particular tasks and target groups, possibility of self-tuition.

Abstract: Modern trends in linguistics pay great attention to the study of language as a means of communication and the transfer of in-depth information of the text, which should be adequately reflected in the translation. This article discusses the means of expressing modal relations in German and Russian. The study is conducted on the example of the play “The Man Outside” by the German writer Wolfgang Borhert. Through the subjective modality, the specific quality of the attitude to what is happening and the characters on the part of the author and / or characters of the play is expressed. The main research methods were the study and analysis of scientific literature, continuous sampling and interpretation of factual material, contextual analysis. The subjective modality is expressed at all language levels (lexical, grammatical, stylistic), since only together they can provide complete information for the interpretation of the text, namely through modal words, modal particles, evaluative vocabulary, interjections, personal pronoun "Self", modal verbs and mood categories, literary tropes. In the study, the core of the subjective modality is the assessment of the characters of the described facts (confidence, uncertainty, condemnation, regret, agreement, disagreement, experience, missed opportunity, positive or negative evaluation). It was revealed that the implementation of the category of modality in German and Russian is different, and not always modal relations are fully reflected in the target language. For the translator, the correct interpretation of the modal characteristics of the text plays an important role, since the transfer of the content to another language is key to the need to retranslate all the nuances of subjective relationships.