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Until recently, the question of the methodological role in the professional activity of a teacher, depending on the peculiarities of the performed functions, has remained unexplored. Also, a number of urgent problems have not been fully studied. What is the actual connection between teaching methodology and methodology? What is the influence of methodology on teaching methodology? How can methodology help teachers while implementing their multifunctional professional tasks? This study can be divided into several stages: identification of the connection between the general methodology of teaching foreign languages and methodology (the first stage of the research); clarification of the main directions of the methodological function implementation of the theory of teaching foreign languages (second stage of the research); specifying the conditions of the successful implementation of the methodological function of teaching foreign languages theory (third stage of the research). The study not only reveals the connections between teaching methodology with methodology, but also identifies the prospects for the development of methodological thought in relation to the professional training of foreign language teachers. This prospect is closely related to the methodological function of teaching methodology. The implementation of the present function is aimed at the research, reconstruction and description of certain methods and value-based objects of language education as well as methodological reflection of scientific research conducted within the framework of the given study and the educational activity. The consideration of the teaching methodology from the point of view of methodology allows us to reveal the content and direction of the methodological function realisation within the given science as well as to provide arguments for the significance of its inclusion into the scientific vocabulary of such categories as ‘methodological consciousness’ and ‘methodological culture’. [ABSTRACT FROM AUTHOR]

In the digital era, a new concept of teaching foreign languages using digital technologies has been developed. Today’s emphasis is on cultivating highly competitive specialists who not only possess fluency in their respective professions to meet global standards but are also prepared to actively leverage digital technologies. The purpose of the article is to reveal current trends in teaching a foreign language in the digital era and to assess the opportunities and main ways to improve foreign language training for future specialists in the field of intercultural contacts, since the digitalisation of education has brought foreign language teaching to a qualitatively new level. The article explores the methodological foundations underpinning the concept of foreign language training for a competitive specialist through the integration of digital technologies. Employing analytical-synthetic methods, the comparative approach, and contrastive analysis of national and foreign educational practices, the study looks into the aspects of language training in the contemporary context. The authors reveal the content of the concepts ‘digital educational environment’, ‘digital technologies’ and ‘digital educational resources’ and identify problematic aspects of modern professional training for a foreign language teacher in the context of digitalisation of education. The identification of the most prominent trends in modern foreign language education was a key focus. The imperative shift towards utilising digital tools in language instruction was underscored, affirming their role in attaining high-quality outcomes in the training of competitive specialists. The article’s scientific novelty and theoretical significance stem from the authors’ rationale for incorporating digital technologies and establishing a digital learning environment in foreign language instruction. This entails not only an optimal blend of promising technologies but also the utilisation of a comprehensive array of tools and software. These tools enable the development of more advanced educational materials and foster foreign language speech activity among students through immersion in a dynamic digital language environment. [ABSTRACT FROM AUTHOR]

In 2016, Euroexam International launched an extensive research campaign with the aims of increasing transparency and accountability while preserving our professional values and achievements. Reviewing and renewing our scoring methodology was uppermost on the agenda, especially as the diverse potential in checklist-based scoring was particularly appealing in our context. Research and development had to conform to the administrative frameworks including time and financial constraints, as well as recognise stakeholder needs. In the present study, we report on the issues we had to tackle when introducing checklist-based scoring into practice. The participants of this mixed-methods research were 12 examiners, six EFL teachers and 28 language learners in four study groups. We used a total of 600 scripts by stratified random sampling from live examinations at levels B2 and C1. In the quantitative study, two division schemes were trialled to decide how to share the workload between examiner pairs. In the qualitative inquiry, teachers and language learners were invited to share their views on checklist-based feedback for formative purposes. With mutually beneficial compromises that enabled the successful introduction of our checklists for writing, the most important implication of this study is that evolving stakeholder needs can be fulfilled with adequate flexibility. [ABSTRACT FROM AUTHOR]

The issue of language learning anxiety has received considerable attention in the last decades due to interest in learner psychology. Foreign language anxiety has been investigated as situation-specific anxiety related to the language classroom. Lately, researchers focused on language anxiety from a skills perspective, mainly the productive ones, speaking and writing, exploring the debilitating effects of anxiety on language learners. This paper reports on a study on speaking anxiety that included a sample of sixteen EFL undergraduates who took part in focus group interviews. They were conducted to collect qualitative data that would shed light on speaking anxiety from students’ perspectives. Based on existing language anxiety research, a theoretical overview of some of the personal and procedural factors that are thought to contribute to foreign language speaking anxiety is provided. The findings revealed a significant impact of the teachers’ role (s) in alleviating much of the anxiety experienced by the subjects in EFL speaking. An essential aim of this paper was to suggest some possible pedagogical measures that would help learners, as well as teachers, overcome major difficulties caused by foreign language speaking anxiety in an EFL university setting with reference to the teaching and learning of the speaking skill in the EFL Algerian university context. Ways to deal with and minimise foreign language speaking anxiety could be more effective if they intersect with students’ concerns. [ABSTRACT FROM AUTHOR]

The article explores prosody as one of the most salient aspects of speech in expressing culture-specific speech behaviour of Russian teachers of English and their English counterparts. The significance of the research has been determined by the need to establish the features that display one’s identity in a foreign language. Our concern is with the L1 strong influence on L2, due to which non-native speakers fail to conform to native-speaker norms of English. The question of whether to teach students native speaker-like pronunciation/prosody or tolerate the interference of their mother language was once strongly debated and many tend to abandon native-speaker norms for various reasons. However, based on a recent students’ survey we can note that their view is to acquire the appropriate norm and sound native speaker-like. Moreover, the study analyses several groups of teachers of British and Russian origin and their classroom English language to point out certain prosodic features indicating their native accent and culture. Each of the segmentals is illustrated with examples from authentic demonstration lessons. A general scientific descriptive method is applied alongside the method of phonetic investigation. The assumption that prosody conveys strategies of politeness theory in the speech of language teachers in classroom discourse was confirmed by study results. We observe maximum correlation between implicit and explicit modality in the classroom management by the group of British informants whereas socially and culturally conditioned speech behaviour of the Russian teachers determined by the type of discourse accepted in society leads to a marked difference from the dominant strategies and prosodic features regarding politeness in British culture. The findings demonstrate the key role of prosody in the study of im/politeness. The article may be of interest to specialists in intercultural communication, phonetics, didactic communication and to anyone researching the issues of the culture-specific speech behaviour of English language teachers. [ABSTRACT FROM AUTHOR]

This article considers the policies, preparations and perceptions of competence development of pre-service foreign language teachers within the context of an innovative remote teacher training module. Responding to a recent call for triangulated research on teacher professional competences and to curricular changes resulting from the turn of German universities to online teaching in summer term 2020, a Developmental Model of Teacher Professional Competence (DevTPC) is proposed that can serve as basis for operationalising required context- and content-specific teacher competences. The article's aim is to establish the theoretical background of the DevTPC and report on first promising results of a pilot study (n=39) asking pre-service foreign language teachers about their perceived competence development in remote foreign language teaching between April and July 2020. By focussing on the perceived development of technological pedagogical content knowledge in the area of foreign language instruction, the results of the pilot study contextualise the potential of remote teaching contexts to transform foreign language teacher training and (foreign) language education in the years to come. The article ends with a series of questions and recommendations for further research to promote innovation in remote foreign language teacher training. [ABSTRACT FROM AUTHOR]

The article describes the ways of teaching the linguistic students programming for specific purposes and deals with the global problem of training future teachers of a foreign language and culture in the context of digitalisation. The issues related to the linguistic component in teaching programming are also revealed in the framework of the paper. An innovative tutorial in programming on Python is described as an example, which is built on the classical principles of comparison, contrast and 'from simple to complex', and considers the following topics: basic operations on Python (Part 1), basic knowledge about the PyQt5 graphics library (Part 2) and introduction to developing web applications on the web2py framework (Part 3). The tutorial is provided with examples of programming code and screenshots of the application interfaces. Part 1 of the tutorial is mandatory for learning, as it is intended for developing basic skills of programming (active learning) that can help the students to understand the structure of the algorithms analysed in the 2nd and the 3rd parts (passive learning). The first two parts of the tutorial were tested by the students of the German Faculty at Moscow State Linguistic University (about 150 people in total in the period from 2018 to 2020). Most of the students successfully coped with the Part 1 tasks, which were actually the goal of the work. Though a deep understanding of the materials of Part 2 was achieved by 5% of the students, this could be considered a success, especially since some of them used programming methods for their research. The conclusion draws upon the results of the testing of the tutorial. The proposed approach to teaching the linguistic students skills in programming for specific purposes seems to be promising and effective. [ABSTRACT FROM AUTHOR]

The article discusses the changes in the language caused by the influence of German and French and the influence of the printing press and social influences over the centuries which have led to small changes in pronunciation. Topics include changes in social influence have also been important, such as the need to make an emotional impact or send social signals; and Pronunciation has drifted with its borrowings, adaptations and inventions is as marked by its exceptions as much by its rules.

The article informs about language learning environments with spatial perspectives on second language acquisition. Topics include concepts of space and language learning research on the learning environment both inside and outside the classroom and its impact on the success or failure of language learning; and language learning environments and space and second language acquisition (SLA) environments.

Globalisation has been a powerful force taking over every field for a very long time, including the field of language education. Any discussion of globalisation cannot be held in isolation without extending it to include its counterpart, localisation. Teachers of English as a foreign language have long been aware of the fact that global coursebook providers enhance global culture in their coursebooks. However, getting students to identify with these global topics within their local contexts often proves challenging. Teachers experience the frustration of mediating between the global information and the local context. As has been observed, students experience the foreignness within the lessons and shy away from exchanging ideas and practising their language skills and, thus, they cannot engage with the language work. One solution to this could be merging the two concepts of globalisation and localisation, called glocalisation. This study aims at presenting good practices of glocalisation, starting from local culture and local background awareness and extending to global topics and information. In the search to ease the teacher's mediating role and student's motivation, and embedded in global 21st century skills, our study reveals strategies to use in English coursebooks for the successful application of glocalisation in language learning with reference to ELT in particular. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including training, language and culture.

The study discusses the problem of competitive specialist training in the field of intercultural contacts and aims to assess the opportunities and main means to improve professional training for competitive specialists, which are considered quality indicators for university education. The authors analyse global educational practices, define the concept of 'profession-oriented training technology', identify relevant problematic affecting the efficiency of vocational training quality, consider general trends and principles for modelling profession-oriented technologies, and argue that applying profession-oriented training technology ensures high quality training results for a competitive specialist whose qualification complies with the world standards. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the author discusses various topics within the issue, including language learning in tourism, emergency remote learning and teaching, and the challenges in simultaneous interpreting course.

The article analyses the way non-native speech can be brought closer to authentic speech (that of native speakers) via a number of key parameters. Arguments are offered in favour of the view that approximation is necessary due to intensification and expansion of international contacts causing the need for deeper crosscultural understanding. Language teachers face the challenge of forming and developing non-native speech habits exceeding the level of communicative sufficiency. The level of non-native speech needs to be raised so that it sounds like authentic speech. The script-based approach is offered as a solution to the problem. These are dialogues, which reflect the foreign language as it is actually used in practice, focusing on current language usage and culture. Cultural scripts, as they are known, are viewed as constituent parts of the ethnic culture constituting the cognitive substratum of verbal communication. Native speakers' verbal behaviour 'moves along the tracks' of cultural scripts. Therefore, the scripts must be embedded into students' linguistic and cultural competence and included in the generative models of speech. The research is based on English language material contrasted with Russian language material. The article is intended for experts in speech production and foreign language teaching. [ABSTRACT FROM AUTHOR]

The article offers news briefs related to the RUDN University including the university was awarded with the Jose Acevedo and Gómez Order of Civil Merit; experts of the Russian Social and Media Research Centre rated social media presence of the 21 universities participating in the 5-100 programme; and the university is introducing joint MA programmes with leading Brazilian universities.

The article offers news b5riefs including the Adult Education Community Centre VHS Hanau (Germany) has become a new EUROLTA training centre for language teachers; the ICC European Language Network has its own Certificate of Quality Assurance recognising excellence and best practice in materials; and Myriam Fischer Callus, the ICC EUROLTA trainer, will be attending the 5th Foreign Languages Conference in Saarbrucken.

The article presents updates on the journal as of January 2022 including the addition of members of the Editorial and Advisory Boards, invitation for authors who have benefited from the peer review process, and invitation for contributors to submit book reviews on relevant issues.

An introduction to articles in the issue is presented on topics including ideas for a new type of online digital academic journal, a study on speaking anxiety that included a sample of 16 English as a Foreign Language (EFL) undergraduates, and the concept and practical manifestation of perspective taking embedded within the studies of culture and language.

The article reports on activities and projects of the International Certificate Conference (ICC)-Languages as of July 2021. Also cited are the ICC's move to strengthen relationships with European organizations like the European Committee for Modern Languages (ECML), the ICC's monthly webinars on language and cultural topics, and the conduct of the ICC annual online conference titled "Language Teaching and Learning in a New Era."

The article discusses that the research has continued apace and proud to publish academic research helping to better understand attitudes to organizational culture around the world, the relationship between intercultural communication and national identity. It mention that the role of authentic materials in language teaching and learning, the relationship between human translation skills and neural translation machines.

The article announces EUROLTA, the International Cricket Council Languages language teacher training programme has a leading teacher training programme aimed at practising teachers wishing to achieve a recognised qualification and improve skills.

The article discusses about issue of Training, Language and Culture. Topics include language specialists have being involved in a variety of technical projects for professional path; and going step by step for two parts of a three-part programming tutorial, the authors explore the subtle aspects of teaching Python to language students and offer valuable insights to both the process.

The article offers information on the 20th meeting of the Russian Chinese Subcommittee on Educational Cooperation was hosted in the format of a videoconference on September 8, 2020.

The article informs that the RUDN University, Russia hosted the 9th International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication on September 24-25, 2020.

The article informs that the Common European Framework of Reference for Languages (CEFR) Companion volume broadens the scope of language education. It mentions it reflects academic and societal developments since the publication of the Common European Framework of Reference for Languages (CEFR); and it owes much to the contributions of members of the language teaching profession across Europe and beyond.

An introduction is presented in which the editor discusses articles in the issue on topics including the training, language and culture.

The article offers updates on issues related to the non-profit organization International Certificate Conference (ICC) as of September 2019. Topics covered include new members of the ICC and the European Certificate in Language Teaching to Adults, the ICC 2020 Conference to held from May 8 to 10 in Belgrade, Serbia, and the concept of innovation in language teaching.

The article offers information on European Certificate in Language Teaching to Adults teacher training programme designed by ICC–The International Language Association for people who want to teach languages to adults using up to date methodologies. It mentions that the tools will include teaching languages for special purposes, using digital tools in the classroom, an introduction to teaching literacy, and how to facilitate interaction between teacher and student.

The article offers International Certificate Conference (ICC) news briefs as of March 2019. A conference is scheduled to tackle the challenges faced by language teachers in teaching foreign languages. Other news topics include the various benefits for ICC members in the field of language learning, teaching and testing, and the full scholarship offered by Sharek Centre, London, for the Certificate in Contemporary Arabic Programme.

The article offers ICIC news briefs. Topics discussed include ICC-Languages goes from strength to strength with a new series of webinars, publicity for its EUROLTA language teacher training programme and development in quality assurance; and ICC-Languages is updating its quality assurance criteria to ensure that its members can offer high level standards of education both for teacher training courses and language teaching.

The article offers RUDN University news briefs. Topics include RUDN University was awarded with the Jose Acevedo and Gómez Order of Civil Merit, and Media Re-search Centre rated social media presence program-me based on the Engagement Rate index, and the training, language and culture being proud to announce that it has been accepted into the Directory of Open Access Journals being officially helping the scientific communities in the endavour to disseminate quality Open Access research.

The article offers information on the German as a Foreign Language EUROLTA Certification Course for Trainers in Berlin offered by educational society All on Board.

The article offers information on European Certificate in Language Teaching to Adults (EUROLTA's) teacher training programme. It informs on development of intercultural competence; understanding to communicate with people from other cultures successfully; and enhancing the role of teachers for understanding, moving from giving information and communicating knowledge to being a mediator between cultures.

The article offers information on ICC the international language association Conference 2018 in Santorini, Greece. Topics discussed include aspects and different challenges for language teaching; acknowledgment to Ozlem Yuges and Ifigenia Georgiadou for organizing the conference; and views on the knowledge gained through the conferences on language ability.

The article offers information on European Certificate in Language Teaching to Adults (EUROLTA's) teacher training programme. It informs that intercultural communication plays a dominant role within EUROLTA teacher training programme; and developing the awareness, knowledge and skills needed by the language teacher dealing with people from different cultures.