Abstract: The subject of this research is the ethnocultural lexicon in translation of A. S. Pushkin’s novel in verse “Eugene Onegin” into Portuguese language. The author views the term realia as a lexicon with ethnocultural semantics inherent to determination of linguistic identity. The goal of this research consists in the analysis of the methods of conveying realias in the two non-cognate languages, as well as in determination of ethnocultural differences of the lexemes signifying similar notions. The author assumes that understanding and accurate interpretation of culturally marked lexicon are essential for translating foreign literature, as well as studying and teaching foreign languages. Contextual and comparative analysis of the realias of Russian literature in translation of the novel served as the methods for this research, which allowed determining the distinctions in cognition of text among the Russian and Portuguese native speakers. The novelty of this work is defined by reference to the only translation of the novel “Eugene Onegin” into Portuguese language that has not previously been an object of linguoculturological study. It is revealed that realias are being used in multiple spheres of human activity and may contain cultural component in the meaning of words and their connotation. As a result, the author indicated the differences of language means of conveying realias in the Russian and Portuguese languages; as well as established the ways of conveying ethnocultural lexicon in translation of the novel, such as correlation, hypo-hypernymic translation, adaptation, periphrastic translation, and calquing.

Abstract: The subject of this research is the ethnocultural lexicon in translation of A. S. Pushkin’s novel “Eugene Onegin” into Portuguese language. The author views the term realia as a lexicon with ethnocultural semantics, characteristic to a specific language community. The research is aimed at the analysis of the means of conveying realia in two non-cognate languages, as well as in determination of ethnocultural differences of the lexemes signifying similar notions. The author believes that understanding and accurate interpretation of culturally marked lexicon are essential for translating foreign literature, studying and teaching foreign languages. Methods of the research are contextual and comparative analysis of the Russian realia in translation, which allowed determining the distinctions in cognition of text among the Russian and Portuguese native speakers. The novelty of this work is defined by reference to the only translation of the novel “Eugene Onegin” into Portuguese language that has not previously been an object of a linguoculturological study. The research revealed that realia may contain cultural component in the meaning of words and their connotation. As a result, the author indicates the differences of linguistic means of conveying realia in the Russian and Portuguese languages, and established the ways of conveying ethnocultural lexicon in translation of the novel, such as correlation, hypo-hyperonymic translation, adaptation, periphrastic translation, and calquing.

Abstract: The subject of this research is the methods of m-learning in teaching English language for specific purposes to students of the higher educational institution. The authors examine a range of questions related to digitalization of educational environment, as well as the relevance of implementation of mobile technologies into the process of teaching English language. The article analyzes various methods of m-learning and present a broad array of tasks developed by the authors. The efficiency of m-learning method is determined based on the results of questionnaire of students of the School of Design of the Higher School of Economics, after taking the course with application of mobile technologies over three-year period. The scientific novelty consists in examination of m-learning as a pedagogical innovation within the framework of university education. The authors attempt to invest into development of new teaching methodology through in-depth study of the possibilities and effectiveness of m-learning in foreign language teaching. The results of this research demonstrate that in the period from 2017 to 2019 there was a growth in student interest towards m-learning. Majority of students of the Higher School of Economics preferred taking the classes using mobile technologies, as they believe mobile learning is more efficient. Classes become more interactive and contribute to rapid development of language skills. However, some of the students take a cautious approach to this novelty, as they feel that traditional methodologies of teaching English language are more effective.