Linguistic and Cultural Studies: Traditions and Innovations

The article considers the text composition as a method to shape future teachers’ pedagogical reflexive component, i.e. their ability to analyze a lesson. On the basis of the survey the author reveals such problems in analyzing a lesson as lack of motivation, its formality, detachment in analysis grounds and its realization, absence of analysis results in improvement of teaching methods. The article introduces the technique which includes reconstruction, an analytical comment and analytical generalization to teach the lesson analysis via the text. By reconstructing a lesson or its episode, students recover methodological joint activity at the lesson thus expressing their perception including interest, surprise and attitude to the lesson itself. The analytical comment presents the second text which means that students, having preliminary stated the grounds, analyze the situations using the information from reconstruction and formulate questions. Analytical generalization includes a valid assessment of joint work organized by the teacher during the lesson, detection of problematic issues and their solution. Comprising a textual analysis of the lesson is considered an educational resource in enhancing the quality of future teacher training methods. It means that students reveal methodological activity at the lesson as the way to organize cooperation and master their professional skills.

The article presents the research on the means to enhance collaborative learning practices, to reveal its potential for engineering students’ soft skills formation, as well as to trace the connection between purposeful organization of collaborative activity by a teacher and new level of learner’s participation in collaborative activity. The recommendations on the choice of the appropriate interaction model for teachers organizing collaborative learning are provided and the principles of open educational teaching activity with the space for sense-making and student initiatives are generated. The research approach based on phenomenological description of the precedent (class organized with the use of case-study method) allows to reveal and analyze the educational potential of the method used and its effect on the quality of collaborative learning.

The article specifies an issue of supplementary education and supplementary professional education, as its’ constituent, viewed as alternative to traditional education. The authors define lifelong learning based on andragogy studies. The article presents the origin of the term ‘supplementary education’. The article describes lifelong education from economic standpoint, i.e. its’ contribution to overcome economic crisis worldwide. Moreover, the authors specify lifelong education in Europe and the USA, namely, study courses for employees implemented in the USA; cooperation between educational institutions and industries in Great Britain; development of universities’ professional aspect in France, etc. In addition, an application of lifelong education in Russia is described. The programme “Translator in the field of professional communication” implemented at the department of foreign languages at the Kazan State Medical University proves supplementary education to be efficient and relevant.

The paper is dedicated to the problem of teachers’ professional development in the context of implementation of the Federal Educational Standard for Primary and Secondary Education. The objective of this research is to analyze the teacher-pupil collaboration work in the program “Development of open joint activity in the primary school”. The purpose of the paper is to figure out management actions that form professional competences in this activity. The article is constructed in the context of humanities approach and involves the research, description of teachers’ professional situations, analytical comments and final overview. Comparative analysis of two management approaches: administrative and humanities in the modern school conditions is carried out. The author makes an attempt to connect the professional development of teachers with their participation in preparing and realizing innovative programs. Finally, the author poses the professional development of teachers not only as a reproduction of the same functions but a real part in creating a new educational practice.

The article contains materials on peer mentoring as a professional test for trainee teachers. The specificity of a professional and pedagogical test action in the sphere of deviant behavior prevention of minors is identified. Modern peculiarities of peer mentoring as a practice of professional pedagogical activities are highlighted. The role of pedagogical practice in construction acme-oriented system of interaction between trainee teacher and children and teenagers including those from dysfunctional families is described. The possibilities of a professional test are presented as means of implementation the acme potential of educational process in Pedagogical Higher Educational Institution. Empirical research data is given needed for designing a model of organization peer mentoring practices based on the mainstreaming of idea about professional tests. The resource of peer mentoring is presented as a form of professional test implementing for trainee teachers. An author’s vision for the creation of a space model is set to implement professional tests of the trainee teachers through peer mentoring in the sphere of deviant behavior prevention of minors. It has been proved that the most important tasks which actualize acme resource of professional test in teachers’ training for the deviant behavior prevention of minors are: get acquainted students with peculiarities of demonstration deviant forms of behavior; assisting them in professional self-determination (orientation of the activities - prevention and correction of various deviations); development of motivation for professional social and pedagogical activities in accordance to the priorities of self-implementation. It has been shown that for these tasks to be solved successfully it is necessary to ensure: diversification of professional tests forms (its diversity, variations); individualization of professional tests; construction of smooth mechanisms for consultation and mentoring in the execution of professional tests; emphasizing objectives and content of pedagogical practices in the context of professional tests’ implementation.

There are the results of comparative analysis of the specific features of great teacher qualities descriptions presented in nine regions worldwide. The main pecularities of the requirements to a teacher in different countries are systematized by the authors in the article. The rating of the qualities of a successful teacher allowed to single out a number of qualities which can be named as universal. Empathy belongs to this group of universal qualities.

According to the new requirements to the contents and level of professional training of university graduates, integration into the world educational environment, it is necessary to pay attention to the personal development of students in the process of education. Peculiarities of the system aimed at the development of bachelors’ scientific-technical scope as a flexible subsystem of professional training in a technical University are theoretically and methodologically proved. The purpose of the research is to develop scientific-technical scope as a condition of increasing the quality of professional training and professional competences. The results of the research: (1) the definition to the term “scientific-technical scope” is given and the conditions of its development are described; (2) functional-didactic meaning is defined from the point of view of psychology and pedagogy; (3) the system of methodical procedures of science-technical scope development, required in the process of professional training is developed and tested. Methods of the research are theoretical, empirical, experimental, methods of mathematical analysis.

The paper deals with the problem of humanization and humanitarization of technical education. The relevance of these processes for training highly qualified engineers is shown. Students of technical universities must acquire the humanitarian knowledge to realize the mission of science and technology in the life of humanity and for identification of their own role in realization of the mission. One of the ways to do it is interdisciplinary education; social and humanities in technical education should be treated as fundamental, including advanced language study, changing stereotypes of thinking, acceptance of humanitarian culture and development of communication competence. The new state educational standards in Russia for all technical programs require a new approach to designing curriculums. The proposed research studies the curriculums designed for engineering fields of study at technical universities. The results of research show that elective courses have been added to curriculums which can be chosen by students. They are aimed at developing general cultural humanitarian competences and personal qualities important for a future engineer. New curriculums include an increased amount of credit hours for foreign language study and many new humanities elective courses such as Culture of Scientific and Business Communication, Culture and Personality, Basics of Personal and Communicative Culture, Social Technologies, and Organizational Psychology. Methodological system is developed based on polyparadigmal approach. The results of comparative analysis of programs for Electrical Power Engineering and Electrical Engineering at technical universities of Siberian region are provided.

Competence profile of a technical university graduate should be formed in the logic of the needs and interests of modern information society. The authors consider the main directions of interdisciplinary convergence of competences in the research and educational projects of the university. The methodological basis for this is the interdisciplinary, comprehensive and competency-based approaches, practical usefulness principles focusing on personality. The article considers specific features of introduction of interdisciplinary mechanism of competences formation in the scientific and educational projects of the Faculty of Humanities in Tomsk State University of Control Systems and Radioelectronics (TUSUR), such as formation of graduates’ intercultural competence and the study of TUSUR students’ motivation potential in the learning process. Practical significance of the work lies in the fact that relevance of a modern specialist depends on the degree of development of the cultural identity and ability to successfully interact with representatives of other cultures, as well as internal personal factors that interfere with learning and encouraging learning, are defined. Socio-educational projects, initiated and developed by the Faculty of Humanities of TUSUR as a coordinator for the interdisciplinary convergence of practices, are aimed at creating the atmosphere of tolerance and interethnic harmony in the region. The authors conclude that interdisciplinary educational effect goes beyond the cycle of the humanities disciplines, allowing us to talk about qualitative changes in training.

The article discusses the problem of the integrative nature of scientific, technical and institutional components interaction in engineering education. The authors consider the contradiction between the impersonal technologies of mass education, individual abilities and professionalism. In the process of graduates’ preparation in the formation of the new technological system, techno-science, the role of social-humanitarian disciplines increases. Socio-humanitarian profile contributes to formation of critical and reflective thinking that is necessary for the convergence of knowledge that is in demand today. The authors distinguish between monodisciplinary and transdisciplinary organization of science and emphasize the problem of ethics in research, including, in particular, the limits of the permissible in a scientific experiment. The article shows the problem areas of ethical control in the field of NBIC-technologies and determines the need for theoretical and methodological reflection between new technologies and fundamental human values, and generating new versions of anthropogenesis. The semantic nodes between tradition and innovation, professional duty and responsibility, short-term and long-term goals, professional community and society as a whole is proposed as the basis for building the future of education. The key to this research is the model of engineering education for future seeks to consider the context of technoscience, ethics and responsibility.

In this paper, we discuss the relevance of students’ learning outcomes evaluation using computer-based testing. The learning process is based on mixed diagnostic tests. For the purpose of evaluation, we use the threshold, fuzzy logic and cognitive graphic tools. The construction of mixed diagnostic tests, representing a compromise between unconditional and conditional components, in order to develop students’ knowledge evaluation is proposed for a number of disciplines. We suggest a technique for optimal mixed diagnostic tests construction based on the expert knowledge of the subjects for effective learning. The developed approach is used for a number of both the humanities and technical disciplines. One of useful outcomes of mixed diagnostic tests application is the learning trajectory design for each individual. We construct students’ learning trajectory using the intelligent learning and testing system and suggest defining their inherent approach to the learning process within the problem area.

The process of bachelor’s training should meet such students’ needs as learning the world, acquiring knowledge – on the one hand, and on the other hand adaptation to regional situation, which requires high level of personal development. The purpose of research is to increase the quality of bachelor’s training by means of local cultural information. Methods of the research are theoretical, empirical, experimental, mathematical calculation (Fisher’s criteria). The results of the research: local cultural information about Siberian arts and crafts can be used to develop cultural traditions, professional competencies, and personal qualities of modern bachelors; chemical-technological bases of ancient crafts in Tobolsk province in XVII–XIX centuries, used in basic and elective parts of the curriculum are shown; efficiency local information on chemical bases of material and intellectual culture in development of bachelors’ scientific and technical view is proved [1].Key conclusions: the scientific concept on the possibility of bachelors’ personality development in the process of studying humanitarian, scientific and special disciplines on the bases of local cultural material. The approach considers the example of Tobolsk province (Siberian arts and crafts) as the basis for development of cultural traditions and innovations of bachelors.

According to the Federal Standards of Education 3+ and new demands of employers there is an aim to enhance professional development of bachelors. In the scope of innovative knowledge-driven economy a single unit of training and bachelors’ development based on the integration of the system “bachelor-lecturer - mentor” should be introduced. This dialectal interconnection may be fulfilled in the dual organization of bachelors’ training where the practical orientation principle plays the key role both in personal development and enhancement of professional competences. The purpose of the research is to increase the quality and level of professional competences. The results are: (1) selected individual educational trajectory for students allows developing general cultural and professional competences; (2) the importance of the concept is proved basing on scientific ideas, competence approach, as well as dual and project approaches; (3) it has been proved that the dual approach of bachelors’ training helps to develop flexible and dynamic systems adaptive to the market demands; (4) the dual approach is fulfilled according to the integrational principle which allows studying the same processes many times (teaching and learning processes), but at the new level of development; (5) the system of dual training becomes effective when the university-based theoretical training is combined with practical training at the enterprise.Methods of research: theoretical, empirical, experimental work, mathematical method (Fisher criterion).The key conclusions are: the concept is created, the programmes are written and professional competences are included into the educational profile. The employers require the following professional competences: “ability to organize work and conduct the process of ethylene and propylene polymerisation”, “ability to conduct technological process according to the regulatory documentation of an enterprise”.It is proven that the dual form of training allows to overcome the gap between theoretical and practical training.

In this article we focus on the problem of motivation to learn a foreign language. Researchers show that regardless of the subject matter students with a high level of motivation tend to achieve better academic results, get a deeper understanding of a subject, feel more satisfied with their results, and strive for success. To explore the topic, we outline three components of motivation, namely, interests, emotions, leading motives, and study their levels. The empirical study is based on the Russian students majoring in Linguistics. The results prove that a low rate of any motivation component has a negative impact on academic achievement. The results of the experiment show that students’ interest in learning English is episodic. The leading motive is the coercion motive, i.e. seeking to avoid criticism and academic problems. The majority of students have a low level of overall emotional well-being. We conclude with the issue of exploring the prospect for further research, based on the obtained data, as to find psychological tools for creating an emotionally comfortable atmosphere and means of fostering students’ interest in English, cultivating their motivation, making them realize the value of learning; and, as a result, enhancing the quality of education.

The article deals with use of MOOCs as a resource for development of students’ professional and foreign language competencies. Based on current trends in teaching foreign languages at tertiary level – a shift from teaching language for specific purposes to content and language integrated learning and use of subject MOOCs in language learning purposes – the authors discuss the ways of acquisition of subject and language knowledge and skills through learning environment which includes MOOCs along with other learning materials, learning management systems and authentic resources both in native and foreign languages. The offered components of bilingual learning environment are described; the examples of content related MOOCs selected for pilot study in frame of Advertising and Public Relations, Psychology, Linguistics and Architecture undergraduate curricula and project, analytical, creative tasks, interactive exercises created in NSTU language learning management system eLang are given; main results of the project and prospect of its further development are presented.

According to the standards of new educational context, this paper highlights children’s speech development and pays attention to the aspects connected with communication skills development. The main reasons of preschool children low speech development have been observed. These reasons cause a lot of difficulties not only for a good grammar development but for a successful social communication. For a full-fledged development, it is important to include each child in a confidential informal communication. It is noted that the methodological methods of activating and developing speech of preschoolers should be thought out and selected the game-based ones. In this case they can cause interest, and the main thing is not to damage neither the physical nor mental health of children.

Modern translation training approaches are not aimed at the development of the future engineers’ necessary translation skills. Therefore there is an increasing need to teach engineering students how to translate original foreign language non-literary texts. We suggest to develop more efficient and up-to-date translation training model and experimentally prove its reliability. The training model will be based on original non-literary text translation of complex-incomplete and elliptical sentences. The proposed model feature is that it takes into account these sentenses perception and recognition peculiarities.We have analyzed scientific literature, foreign and local textbooks, learning and teaching sets and performed the approbation of the experimental model for the engineering students training. As a result, we concluded that complex-incomplete and elliptic sentences complexity affects their perception and recognition. Perception during these texts translation training is not always equal to complete recognition of the content. Firstly, the known grammatical phenomenon recognition occurs. Secondly, the process of the new information perception starts followed by the subsequent updating of knowledge in the transfer process – this phenomenon is understudied scientific literature. Complex-incomplete sentence structure and elliptical models are various. Consequently, it is necessary to apply different methods to reach the optimal translation.The performed comparative analysis of the engineering students teaching to original non-literary text translation before and after the experimental training has shown positive results. Correctness of the complex-incomplete and elliptic sentences translations has doubled. Theoretically, we have proposed a new translation teaching approach concerning the relationship between two concepts - perception and recognition. The developed translation training model of the original non-literary texts takes into account their peculiarities and serves as a starting point for the further research.

This article investigates the issue of the university language education optimization for future engineers. The pedagogical ideas that were chosen for the study are the following: the educational potential of control means, applied character of university language education and students’ self-development. These ideas are considered to be the methods that impact the quality of language education and, therefore, professional education. The necessity of the following testological ideas for successful educational practice is proved: monitoring of educational process, a validity of test tasks, the training and developing potential of tests and autonomy of students’ work. The experimental data about influence of these interconnected methods on quality of the university language education for future engineers is analyzed. The investigation of pedagogical and testological methods confirms that harmonious interaction between pedagogical and testological ideas provides a positive effect. This outcome can be observed in transformation of testing from the controlling procedure to the training and developing tool. The specific results obtained during the experimental work performed with the engineering students are presented: improved oral and written communication; increased quality and quantity of creative products; formed ability to work independently and to transfer the knowledge in new professional and language situations.

Modern translators face the necessity to cope with substantial amount of translation done at a shorter time than ever. Computer assisted translation (CAT) tools have been successfully used for this purpose. Therefore future translators should possess the skills of CAT tools application. We argue that translation internship, which students have during their final year, can serve a platform to master these tools. We compare the students’ performance without and with the use of SmartCAT during the internship. The advantages of this tool application are evident, since the number of terminological inaccuracies, lexical and grammar mistakes have significantly decreased, the marking-up process became easier and more transparent. Students aptly used the theoretical and practical knowledge in fulfilling the task and self-analysis. Both students and supervisors report positive attitude towards implementation of SmartCAT. Considering the prevailing beneficial reviews we conclude that the skills in CAT tools should become an obligatory part in future translators’ curriculum.

There are main features of students’ research competency formation in a Liberal Arts Curriculum. Researchers highlight the main features of that process: firstly, this research competency formation is based on the students’ individual and collaborative research activities; secondly, the development of a reflexive attitude to research activity and its results; thirdly, results of positioning their own research experience in the educational and academic community. Basic forms of research activity organization at each stage are examined: students’ creative associations, teachers’ and students’ problem-creative group, scientific and practical conferences. It is distinguished that focused efforts in forming of students’ research competency in the classroom and after-hours activities contribute to students’ successful implementation in professional self-determination. As a result, students can try their hand at applying research skills for various educational projects and their future professional activity.

In this article the experimental work of forming lexical competence by the signs and symbolical means is described. Signs provide the form of lexical units and symbols depict their meaning. Primary school children’s cognitive abilities are not high, though they are to learn a lot of new words and collocations in a very short period of time. It was proved, and showed the effect of creating symbolical means for memorizing as many lexical units as possible. Working with younger students on the use of lexical material, it’s useful to rely on the semiotic and symbolic functions of the language. We have described the components of the offered model.

The article explores linguistic features of communication in massive open online courses (MOOCs), the possibilities of their usage in professionally oriented foreign language teaching at tertiary level. A number of linguistic features of various types of texts created by MOOCs participants are revealed, possibilities of this type of foreign language resources in teaching specific language are analyzed, the structure of foreign language competencies in professional and scientific spheres and foreign language competencies related to the usage of information and communication technologies (ICT) are determined.

The research work is dedicated to the problem of gaining useful learning benefits from providing the “University – Employer” interaction system in the field of foreign language training. What is important in this respect is to have a clear idea of what skills students will need to carry out the tasks set by the Master’s degree programs.The article presents some ideas for computer-based language learning activities, namely, using on-line training courses for master’s students. Attention is drawn to the importance of methodological issues which relate both to the Internet and language teaching. It is vital to be sure that E-learning, a popular educational trend nowadays, could provide ways of following the trends of global information and communication space, checking tightly the specified competences which students are asked to demonstrate in practice. In fact, such approach presents the practical value of the project.The article gives valuable information about the existing on-line platforms both in Russia and abroad. Their advantages and disadvantages are specially noted. The data are given about the advantageous use of modern training on-line platform Moodle that challenges students to trace their own progress and create the training independently.By way of conclusion the authors offer the list of chief functions and characteristics of the “University - Employer” dyad and the training course structure revealing different methods providing interrelated formation and development of almost all the components of communication.

Higher education teaching encompasses more than merely giving students knowledge and developing skills. It entails engaging students in their own self-development in order to be able to grow in both ways personal and professional. Under the conditions of time constraints in technical universities of Russia, the emphasis on student independent work motivates researchers to look for new teaching methods that would make students responsible for their learning results and collected skills. In this regard, the roles of higher education faculty are constantly modified in response to the educational paradigm change. The task of a teacher is to help a student to realize him/herself as a subject of educational process, to teach them how to search, systematize and integrate knowledge from different areas of global experience. Another core task is to provide students with learning strategies that could be widely used in their further independent study of a foreign language and professional fields. From this perspective, the authors’ aim is to investigate the teacher’s role and formulate the main tasks for teacher aimed at development of skills in foreign language reading and self-manage learning activity at technical universities.

The article examines evaluation tools kit as means to control the level of foreign language acquisition. Certain principles of such a kit collection are described. With the help of the kit objective evaluation and assessment of foreign language skills in diverse educational environments are possible.

The article considers formation of the linguo-cultural competence in the framework of the developed elective course “US Higher Education”. The created methodology for the competence formation is based on a set of principles (personality-oriented, cognitive-cultural orientation, culturally-correlated study of foreign and native languages, reliance on the native culture, productivity, principles of increasing the ratio of students’ independence, constructive cooperation of the university courses; principles of monotony and concentricity) and teaching methods (information-receptive, reproductive method of problematic presentation, heuristic and research methods), including a number of functional stages.Linguo-cultural competence is determined as a structural component of the sociocultural competence within the framework of the communicative competence of students in a language-oriented elective course. The article illustrates the use of the linguo-cultural field of the studied culture as a means of generalization and systematization of knowledge about a foreign culture for specification of the elective course content within the framework of the linguo-cultural approach. The specific content of student’s educational activity represents the linguo-cultural interpretation of the text, the task to which requires the students’ comprehension of the culturally-labeled lexical units.

The author of the article poses ten questions vital for understanding the phenomenon of Intercultural communication. These reveal the most crucial aspects of the concept and the myths around it that are quite firmly established in the popular consciousness. The author believes that it is a matter of the utmost urgency for the world cross-cultural research community to demythologize of the term “Dialogue of Cultures” and to work on scientifically based principles of the parity cross-cultural communication.

Learning a foreign language nowadays is not just remembering words and grammar rules; it is a process of penetration into the hidden meaning of the message. Context plays a major role in the success of oral comprehension. This investigation looks at the issue of perception of authentic speech from the perspective of discourse approach. The authors study various factors influencing EFL learners’ comprehension of authentic English American speech. Our observations and empirical data have led us to believe that there are some major difficulties of comprehension in the level of discourse which include not only unknown words but also lack of cultural awareness and pragmatic competence. Problems arise when the learners cannot infer the right meaning of the utterance because their perception stays in the vocabulary or grammar level without integrating both linguistic and extra linguistic features of the context of communication.

The research of terminological fragments – the fragments of the text or discourse containing the terms, which designate special objects of a certain knowledge area is considered in this article. Using a method of terminological fragmentation authors define a fragment functional intensity in respect of cognitive and pragmatic contents. Cognitive interpretation is carried out concerning fund of knowledge of the author and the recipient. The definitions of scientific concepts are considered by the author of the text in the field of cognitive interpretation with the indication of their hypo-hyperonymic relations; correlation to the frame structure of knowledge of the corresponding field is emphasized. Pragmatic interpretation concerns the intentions of speaker, intensions for informing or assessment, statement impacts on the addressee, influence of a speech situation on subject and communication forms. Set of rules of cognitive and pragmatic interpretation allows specialists to establish interrelations between concepts, to recreate cognitive model and to present professional communication as the integrated multidimensional language phenomenon.

Deviation is a multidimensional category including technical, legal and juridical, moral and ethical, biological and some other subcategorial components. The analysis of the human aspect of mental deviation subcategory is carried out and its three constituent parts are determined. These are medical terms; words of everyday language, expressing various mental disorders and aberrations; words of everyday language, expressing the underdevelopment of mental capacities. The human aspect of mental deviation subcategory is rich in linguistic means which represent not only the essence of mental disorder or underdevelopment but also one’s attitude to it. Every constituent part has its own core and a periphery zone composed of euphemisms, dysphemisms and slang words. Dysphemisms and most slang words include name-calling and any sort of derogatory comment directed towards others in order to insult them or to express one’s distaste or contempt. Abnormal behavior and deviations from normal mental activity may be also presented nonverbally. Most of the words and expressions of the periphery zones are lingual units of dualistic nature; their nature is ambivalent from the point of view of situations, participants and their tolerant or hostile attitude to the situation and each other. In English, alongside the true dysphemisms and insulting slang words one can find a lot of trite words and expressions of dysphemistic and slang stock which lost their novelty, becoming stereotypes. Nevertheless they can provide patterns for the formation of new expressions representing stronger, more emotional negative attitudes.

The mental representations study is one of the main problems in cognitive linguistics. The language in which the person’s special view of life is recorded can be the basis for the human cognition studying; in this context the various knowledge formats structuring attract interest. The objects of reality and inner world of a human differently exist in his brain. For mental representations of the propositional objects (event, situation and process) the following terms can be used: concept, scheme, scenario, scene, script and frame). The frame as a typical structure of such a type of knowledge contains some semantic units: obligatory and optional slots. Obligatory slots form a stereotype situation; they become optional slots by describing the actual one. The content of a set of information nodes (semantic roles) corresponding to the main categories of human life such as the “subject”, “object”, “action”, “result”, “instrument”, “purpose”, etc. can be considered as a form of knowledge arrangement. The complex of such nodes can be studied as the categorial network by means of which a person structures the knowledge about the event.

The paper analyses media neologisms in modern American English considering their pragmatic, functional, stylistic, structural and semantic features. The analysis is based on the onomasiological approach to studying neologisms with the focus on their representative function in mass media. The authors establish selection criteria for neologisms as well as their classification. The research follows the paradigm of neological approach to describing vocabulary surplus, which draws attention to the following aspects of neologisms: their standardization, graphical form, semantics, stylistic function and productivity.

The article focuses on the structure changes of standard German accumulatively forming a tendency for its hybridization in the process of invasive borrowing of English words with relevant tendencies for internationalization, univerbation and aposteriorisation of the lexical means. The analysis of terminological hybridism in the borrowed fund of fixed Anglo-Americanisms is carried out and the degree of hybridization in the nucleus, adaptive and peripheral spheres of lexical-semantic system of standard German is determined. Hybridization of the standard German system as a component of exoglossic language situation in contemporary Germany is symptomatic and occurs mainly due to a multilevel asymmetry of contiguous idioms and functional aspect of English-German bilingualism. Close attention is paid to the theoretical foundations of the hybrid phenomenon in general and in German literary language in particular. Hybridization of the lexical structure in the German language is recognized as the maximum in the peripheral layers of the system and is a parallel phenomenon of its (terminological) neologization.

Background. This article is about a relationship of the Chulym Turkic language to the peripheral and Uralian Kipchak Turkic languages. The Chulym Turks are the people of the South-East of the West-Siberian Plain. The number of the Chulym Turks is around 365 people in Russia.Materials and Methods. Research materials are words of the Leipzig–Jakarta list of the Turkic languages. These most resistant words were written out from dictionaries and publications. The Leipzig–Jakarta list is a 100 word list to test the degree of a relationship of the languages. In this survey the comparative method is used as the main method. A quantitative method is applied to count the similarities and discrepancies in the Leipzig-Jakarta list of the Turkic languages. Also an interdisciplinary approach and different data to study the classification status of the Teleut (as peripheral) and Siberian Tatar (as Uralian) idioms are employed.Discussions. Previously we reached a conclusion that Chulym Turkic is of the Kipchak Turkic language origin according to the Leipzig-Jakarta list. This article sets the questions to which modern Kipchak languages Chulym Turkic is related or whether it is a separate Kipchak language group. Also, the classification status of Teleut and Siberian Tatar is discussed.Conclusions. Authors come to the conclusion that the Chulym Turkic language is more similar to the peripheral Kipchak languages. The Teleut and Siberian Tatar idioms are the separate Kipchak Turkic languages where the first one is peripheral and the second one is Uralian.

This article is about a classification status of the Teleut language according to the Leipzig–Jakarta list. The Teleuts are the Turkic people located in southwestern Siberia, Kemerovo Oblast, Russia. According to the 2010 census, there were 2,643 Teleuts in Russia.Materials and methods. Research materials are words of the Leipzig–Jakarta list of the Turkic languages. These most resistant words were written out from the dictionaries and publications. The Leipzig–Jakarta list is a 100 word list to test the degree of a relationship of the languages. In this survey the comparative method is used as the main one. A quantitative method is applied to count the similarities and discrepancies in the Leipzig-Jakarta list of the Teleut idiom in comparison with the Oghuz and Kipchak languages. Also different data to study the classification status of the Teleut idiom are employed.Discussions. Teleut as the Altai language dialect was previously considered to belong to the Kipchak languages according to Baskakov’s conception. On the other hand, according to Mudrak’s opinion Teleut was included into the Siberian group of the Turkic languages together with Khakass, Shor, Saryg-Yughur, Yakut, Tuvinian, Altai and others.Conclusions. Authors come to conclusion that the Teleut language is of the Kipchak Turkic language origin according to the Leipzig–Jakarta list. Also the Teleut language has its own linguistic (phonetic and lexical) features that differ it from the Altai language and this fact proves including the Teleut language to peripheral group along with the Kyrghyz and Altai languages.

In the Selkup dialects the lexical-semantic group of movement verbs is represented by a large amount of the verbs describing various ways of movement, its nature, general orientation against the speaker, environment in which this movement occurs, and some other additional components. Most Selkup verbs of movement (60%) are monosemantic, i.e. about 60% of meanings does not repeat, they are peculiar to one verb of movement. In the Selkup lexico-semantic group of verbs of movement the synonymic relations are poorly developed in comparison with Russian in spite of the fact that among the Selkup verbs of movement the synonymy is more developed than in other lexico-semantic groups of the studied language.Selkup verbs of movement can be divided into two groups: verbs of undirected movement and verbs of directed movement. The group of verbs of directed movement includes two subgroups: verbs with absolute orientation (verbs of vector movement in horizontal direction, verbs of vector movement in vertical direction) and verbs with relative orientation (verbs denoting orientation of the movement to an object, verbs denoting orientation of the movement from an object).The verb qənqo is the central element of the lexico-semantic group of verbs of movement in the Taz dialect of the Selkup language. The semantics of this verb does not include the description of conditions in which the movement occurs, its direction, way and mode; however, some meanings of this verb are oriented in space. The verbs čāǯįgu and kwangu are the central elements of the lexico-semantic group of verbs of movement in the southern and central dialects of the Selkup language. Description of the general direction of the movement (approach or removal) and orientation in space is the most essential feature of the Selkup verbs of movement. There are several specifics of the lexico-semantic group of verbs of movement in the Selkup dialects: existence of the space-oriented verbs; verbs denoting movements in space made by means of certain devices/vehicles; almost full incompatibility of verbs of movement with abstract nouns and nouns denoting objects, incapable of the independent movement.

The Stroganovs’ personal library as an organic whole unit is housed in the Scientific Library at Tomsk State University and contains some Shakespeare’s literary works in English which are accompanied by numerous graphic illustrations to his tragedies, comedies and historical chronicles. This part of the personal multilingual book collection is analyzed in the present article in terms of the intermedia studies approach which allows to reveal how “the cult of Shakespeare” was being constructed in the British literature of the XVIII-XIX centuries. This task entails considering the role that Shakespeare’s works played in the development of the national self-awareness and national identity concept in the British society at that time as well as the construction of the Imperial myth in the British literature. Besides, a case study of the English editions of Shakespeare’s works kept in the Scientific library enables one to trace the evolution of Shakespeare studies in Europe. It can also give an insight into the reception of the Briton’s works in the Russian society in the XIX century. The article addresses the issue of the impact that the library owner’s personality has on the composition of the book collection and the ensuing interpretation of how the Western European and Russian literatures interact within the Stroganovs’ library.