Abstract: The subject of this article deals with precedent names found in the English song discourse and the way they can be taught at English lessons. The methodology of the study is based on the discourse theory, the theory of precedent phenomena, cognitive theory and the theory of song discourse. As part of the study, a set of methods was used: continuous sampling, statistical and typological data processing, comparative and descriptive methods, and a discourse analysis method. The novelty of this research lies in the development of exercises for practicing the precedent names found during the research within the framework of English lessons. The article describes sample tasks for three stages of working with text: pre-text stage, text stage and post-text stage. The practical significance of this work lies in the possibility of its using while teaching the foreign language, intercultural communication, linguoculturology, stylistics, cognitive linguistics. The value of using this composition also lies in phonetic practice, since very often the pronunciation of proper names in a foreign language does not coincide with the pronunciation of the same realities in the native language. In addition, working with this composition also develops listening skills, since students need to understand the meaning of the composition by ear, and in this case it is quite difficult to do this, since to fully understand the meaning of the composition it will not be enough to add up the meaning of each word, it is necessary to have background knowledge in order to understand what the author had in mind when creating this composition. The implementation of the proposed methodology for using precedent units allows to broaden the horizons of students, introduce them to the linguocultural base of the English language, which helps them to understand authentic texts correctly.

Keywords: discourse, song, cognitive linguistics, precedency, teaching methods, precedent name, precedent phenomenon, song discourse, lingvocognitive base, proper name

Abstract: The article discusses the concept of educational competence, the component composition of foreign language communicative competence and the content of teaching the grammatical side of speech on the material of pronouns of the German language. The grammatical speaking skills presented at the center for research analysis are a means of forming communicative competence. Knowledge of grammatical rules is the basis for language proficiency. The organizing role is given to grammar, which is necessary for students to construct oral statements and understand foreign-language special texts. The article analyzes the features of teaching basic syntactic structures of the German language system, with methodically correct presentation of which students develop grammatical speaking skills. The need to pay great attention to the formation and development of grammatical competence is dictated primarily by the fact that communication in a foreign language is impossible without knowledge and ability to use words and phrases in their correct form in speech in accordance with the norms of the language being studied, as well as without the ability to recognize grammatical phenomena when perceiving someone else's speech.Possessive and demonstrative pronouns are the most difficult for the Russian-speaking audience to assimilate, due to the discrepancy between the forms of their formation and the different volume of their meanings in the contacting languages, which necessitates the use of methodological techniques to weaken the effect of interlanguage interference.

Keywords: German language, pronominal adverbs, relative pronoun, negative pronoun, indefinite pronoun, reflexive pronoun, demonstrative pronoun, personal pronoun, competence, pronoun

Abstract: This article dedicates special attention to the description of means of introduction of a new concept in the educational lecture. Within the framework of analysis of scientific writings on the genre of educational lecture, the author reviewed the means to describe its compositions, as well as the concepts of understating of specificity of this genre of educational-scientific discourse. The object of this research is the forms of introduction of a new concept. The conclusion is made that comprehensive description of the lecture, which allows considering the maximum volume of its genre peculiarities, should be grounded on the concept of communicative event, which reflects the dialogical nature of the genre to the full extent. The lectures on physics, philosophy, and psycholinguistics served as the material for analyzing the composition of lecture as a communicative event, as well as determination of its most typical components (microevents): presentation of the problem; introduction of a new concept; designation of a specific name in science. The author describes the compositional and lexical-grammatical peculiarities of such microevent. The main result of the conducted research consists in a typical model of presentation of a term, which reflects the content of microevent and its composition. The content includes commentary on the inner form of the word that connects image of a term with its meaning, and data that forms a perception on the scope of introduced concept and its place within the terminology system. Composition suggests the following stages: activation of the existing empirical data essential for formation of the concept content; transformation (if necessary) of inappropriate perceptions of the audience; gradual introduction of components of a new concept along with designation of its place within a particular classification.

Keywords: event character, scientific picture of the world, term system, lecture genre, anthropocentric linguistics, communicative event, educational and scientific discourse, etymology, synonym, isomorphism

Abstract: National specifics of the language manifests even in such determinate speech genres as the professionally oriented discourse, which main feature consists in the use of terms and terminological phrases. Despite the tendency to unification of terminological units on the international level along with phenomenon of the change of language code, the speech of specialists of subject fields features sociocultural, comparatively contrast from the interlingual perspective components in the content of terms. The goal of this work consists in determination of zones of the potential cognitive misbalance in interpretation of the content of terms, as well as in development of education plan on acquiring professionally oriented lexicon for the students of economic specialties based on the principles of blended learning. The primary task was to analyze the economic texts and determine the national specific elements in semantics of the term. Interlingual discrepancies in the content and interpretation of terms pertain to semantics and “false” equivalents, connotations, etymology, paradigmatic relations, nature and source of the borrowed words, derivative novels, content of use, and existence of synonyms. The next task was to define the rout for explication of these potential discrepancies in the native and studied language of the students in the course of learning. The glossary development on the online platform Google Classroom, which article included the listed above zones of interlingual receptive misbalance, was successfully applied in the audience. The novelty of this research lies in the attempt to develop a universal lunguo-didactic scheme of work for acquiring foreign language terminology, considering cross-cultural differences. The conclusion is made that the proposed scheme of work based on the principles of blended learning increases the professional knowledge of students and research skills, as well as contributes to better memorization of words.

Keywords: language paradigm, etymology, semantics, translation, blended learning, glossary, loan words, terminology, derivational models, context

Abstract: The object of the research in this article is the training of non-linguist students for professional cross-cultural communication. The subject of the research is the main principles of this process and its specificity. The author analyses linguodidactic principles and those of teaching foreign languages to non-linguists as ensuing them. Particular attention is paid to the importance of training for professional cross-cultural communication in terms of global tendencies and changes taking place in our country.  The method of the research in this article is the didactic analysis and empiric data obtained from long observations in the process of working at non-linguistic institutes. The main author’s conclusions are the following. For linguistic support of cross-cultural communication translators and interpreters are not enough. Necessity of knowing foreign languages for all professionals increases and their language training must be proved theoretically and have a systematic and planned order. The novelty of the article is caused by the fact that the author reveals and proves principles of training non-linguistic students for professional cross-cultural communication considering pedagogical specificity of this process.

Keywords: professional communication, methodology, theory of education, principle, motivation, cross-cultural communication, foreign language, higher school, globalization, training