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The article is devoted to the didactic potential of English-language YouTube vlogs for learning English as a foreign language by students of non-philology programs. Modern teachers of foreign languages, working in non-philological specializations, face the challenge of diversifying didactic materials. The emergence of Web 2.0, technological advancements, and the information age present a plethora of opportunities to facilitate engaging, efficient, and high-quality English language learning for both educators and students. The purpose of the article is to provide an in-depth analysis of English-language YouTube vlogs encompassing a diverse range of topics, intended for learners of various demographics, including age, gender, socioeconomic background, and English proficiency level. The study explores the potential of integrating these YouTube channels into classroom and independent learning activities for students enrolled in non-philological programs. Methodology. The research employed a multi-pronged approach. An analysis of existing literature on the research topic provided insights into the current state of mobile learning research, both domestically and internationally. A descriptive method enabled the researchers to synthesize the experiences gained during the exploratory phase. Finally, the synthesis of the gathered data facilitated the formulation and execution of the research concept. The study investigates the didactic potential of eleven YouTube channels for fostering English language learning (as a second foreign language) among students in non-philological programs. A selection of English-language vlogs has been analysed, encompassing categories such as everyday life (The Cottage Fairy), education (Lindie Botes, Ruri Ohama, RealLife English), culinary arts (Delish), popular science, (Geography Now, Smarter Every Day, Vsauce, Thomas Frank, Matt D’Avella), and culture and arts (Chris Stuckmann). These vlogs cater to a broad audience, varying in terms of age, English proficiency level, thematic focus, subscriber count, viewership statistics, and uploaded video content. The analysis revealed that the proposed materials can be seamlessly integrated into the learning process for first-year students categorized as elementary, pre-intermediate, and intermediate learners. A unifying characteristic across the examined YouTube channels is the “edutainment” concept. This approach emphasizes the achievement of educational objectives by combining a gamified learning experience with the instructional content itself. The sheer variety of English language learning vlogs empowers learners to select topics that align with their personal interests, preferred language complexity, and desired level of visual engagement. Additionally, the content offers valuable knowledge for overall development. For educators, the primary advantage of YouTube channels lies in their ability to illustrate key lesson topics with engaging video content delivered by native speakers or individuals who, like the students themselves, have learned English and can offer practical advice. Visual content ranks among the most effective pedagogical tools. Strategically chosen YouTube vlogs can significantly enhance students’ vocabulary development, facilitate the acquisition of idioms and colloquial speech patterns, improve pronunciation, strengthen linguistic competencies, and refine listening and speaking skills. Furthermore, the broad thematic range of the content contributes to an expanded worldview. Students gain exposure to diverse cultural aspects of other countries, acquire new knowledge about the world, develop effective time management skills, and glean a wealth of valuable and engaging information. Conclusion. The integration of English-language YouTube vlogs into the curriculum of non-philological programs presents a promising avenue for enriching the foreign language learning experience. The “edutainment” approach fosters a stimulating and interactive learning environment, catering to diverse learning styles and facilitating the acquisition of essential language skills and knowledge. Further research is necessary to explore the long-term efficacy of this approach and its impact on student learning outcomes.

The research deals with linguistic and extralinguistic features of the internationalization process of multimedia products text materials. The term internationalization is considered in the paper within the framework of the translation activity “GILT processes” (processes of globalization, internationalization, localization and translation). The article describes the current state of linguistic and translatological studies of the internationalization process. The paper presents the definition of the internationalization concept. The range of procedures carried out in the process of internationalization is defined. The paper describes the most significant technical procedures performed on the product during internationalization. The paper provides some characteristic linguistic transformations caused by the tasks of internationalization. The research paper offers several examples of using internationalization in the video game industry, the film industry and in creating multilingual and global versions of websites. As a result of the conducted research, two directions of internationalization were identified: pre-localization and global ones. The pre-localization direction of internationalization is to create an intermediate version of the product (mainly in English), which serves to simplify localization (following internationalization) into other languages. This approach significantly reduces the cost of creating a multilingual version of the product. The global direction of internationalization is to create a global version of this product in English. It is assumed that users of the global version can be not only native English speakers, but also those who speak it as a foreign language. Due to the wide spread of English as a foreign language in the world, the creation of an internationalized English version of the product allows companies to enter the global market with significantly lower financial costs and in a shorter timeframe than in the case of creating a multilingual version of the same product.

В современных исследованиях задается новая парадигма лингвистического описания терминов как единиц специальной номинации. Акцент ставится на изучении динамических процессов, охватывающих терминосистемы разных предметных областей, выявлении качественных изменений в способах представления специального знания. Предпринята попытка выявить некоторые специфические черты терминологической лексики физики в рамках активно разрабатываемого направления физических исследований, связанных с проблемой темной материи. Относительная новизна данной сферы, междисциплинарный и активно развивающийся характер приводят к усложнению ее понятийной структуры, порождают определенные изменения в формальной и семантической репрезентации специальных понятий. В центре внимания данного исследования аналитические единицы специальной номинации – многокомпонентные термины, обладающие спецификой комбинаторики и семантики отдельных компонентов. Цель статьи заключается в описании лексико-семантических особенностей данной разновидности терминов, обусловленных лингвистическими и экстралингвистическими факторами. Сбор лексического материала для анализа осуществлялся не на материале словарей, как это происходит традиционно, а на материале англоязычных публикаций из высокорейтинговых научных журналов за 2014–2024 гг. Эмпирический материал для анализа отбирался произвольно, с учетом особенностей представления терминологических сочетаний тематической сферы «темная материя» в научном тексте (варьирование форм), специфики составляющих их компонентов. Выборка многокомпонентных терминов составила 223 единицы. Использовался метод лингвистического описания, представленный приемами наблюдения и обобщения, систематизации, количественного подсчета, компонентного и семантического анализа. Проведенный анализ позволил выявить некоторые особенности многокомпонентных терминов тематической сферы «темная материя»: вариативность форм репрезентации одних и тех же понятий в контексте одной статьи и в публикациях других авторов; гибридизация формы выражения понятий (сочетание словесных форм с аббревиатурами и специальными символами); усложнение семантической емкости терминологических сочетаний за счет эпоминимных и метафорических компонентов; подверженность таким семантическим процессам, как синонимия и антонимия. Практическая и теоретическая значимость проведенного исследования видится в возможности применения полученных результатов для разработки теории межкультурной научной коммуникации, определения закономерностей для составления специализированных словарей и глоссариев узкоспециализированных физических терминов, для разработки и преподавания курсов языка для специальных целей, курсов специального перевода.

This paper examines the relationship between applied linguistics and language discourse analysis in English language teaching. It explores the significance of these fields in enhancing language learning and teaching practices. The article discusses the theoretical foundations of applied linguistics and language discourse analysis. This study shows that applied linguistics and language discourse analysis share a close relationship as they both investigate language use and its practical applications. It is stated that it is essential to recognize the diversity of students’ linguistic and cultural backgrounds. This can be achieved through a variety of approaches, including the use of discourse in language teaching and cultural responsive teaching. The significant contributions that applied linguistics and language discourse analysis have made to English Language Teaching, there is a strong call for continued research and implementation of these approaches in language teaching contexts. Furthermore, future research should focus on the effectiveness of different approaches and techniques in promoting applied linguistics and language discourse analysis in English language teaching.

An anthropological character of the language is one of the most current research paradigms of linguistic culturology. Within the mentioned aspect, language is considered a system of signs to which a group of people ascribes certain meanings in accordance with the specifics of their world perception and processing. Proverbs and sayings are texts that contain didactic and cultural information on values and representations of different ethnic groups. Traditional nature is the key feature of folklore texts, and in this context paroemias can be investigated as cliches that include culturally explained signs or codes, combination of which forms the language of culture, structures and estimates the reality. The aim of the paper is to reveal semantic characteristics of a gastronomic word ‘bread’ in English folklore on the examples of proverbs and sayings. The objectives were the following: to study the texts of paroemias with the component ‘bread’ and its synonym ‘loaf’; to determine semantic groups (macrofields) defining functional, axiological and mythological aspects of bread; to identify traditional representations verbalized in English paroemias. To obtain the aim of research we applied the methods of contextual, semantic, semiotic and interpretative analyses; the complex of applied methods allowed revealing key symbolic meanings of the basic food in English folk texts. In the course of the study we obtained the following results: in paroemias there is a mythologem of the bread alone and spiritual bread; we found some texts verbalizing a topic of punishing for sins by hunger; gastronomic code ‘bread’ reflects the elements of archaic and domestic traditions of England as well as realia, euphemisms and superstitions; bread serves an instrument for comparison, a symbol of Christian religion denoting the God’s gift; bread is the main attribute of wellness and poverty, labour and idleness, it represents basic demand in food and material values in the life of a human-being.

This article explores the multifaceted nature of “The British Identity” within the context of political discourse, focusing on its representation in The Guardian newspaper. The aim of this study is to investigate the content specificity of the concept and its transformation under the influence of socio-cultural and extralinguistic factors. Through a qualitative analysis of selected articles from The Guardian, the paper examines the linguistic units used to represent the British identity and the evaluative nature of their expression. The study adopts a conceptual framework that considers the British identity as a political and cultural concept, susceptible to diverse interpretations and judgments within the ideological context. By employing a content analysis approach, the research reveals the tensions arising from the attempt to cater to both conservative and progressive factions of the UK society. The findings indicate that the representation of the British identity in The Guardian is influenced by socio-cultural factors, reflecting the evolving dynamics of British society. The analysis highlights the presence of evaluative expressions, reflecting the conceptual domain’s evaluative nature and its connection to political and cultural debates, particularly those concerning multiculturalism. While the study predominantly relies on articles from The Guardian, it acknowledges the need for broader source diversity to capture a more comprehensive understanding of the British identity. Moreover, the paper suggests that further research in this field holds promise for exploring the evolution and adaptation of conceptual domains in an ever-changing world. This study contributes to the existing body of knowledge by shedding light on the complex and evolving nature of the British identity within political discourse. The research serves as a foundation for future investigations into the concept of identity and its representation in professional media outlets, and its implications for social cohesion in diverse societies.

The article aims to study the usage and influence of expressive syntax within a variety of culture-related articles featured in contemporary Australian digital media. Leveraging textual analysis on online articles sourced from prominent Australian newspapers such as “The Sydney Morning Herald”, “The Alice Springs News”, “Katherine Times”, and “The New Daily”, the research provides insights into the frequency and novelty of expressive syntactic elements employed within. Particularly prevalent techniques, such as parenthetical inclusions, interrogative sentences, elliptical, nominative, and parcelled constructions, are thoroughly examined for their expressive potential. The study offers a comprehensive breakdown of these syntactical elements, highlighting key types, delineating their general attributes, and enumerating the specifics of their implementation within the researched texts. It especially highlights the frequent interaction of various expressive syntax within single sentences, proposing that this phenomenon increases the techniques’ effectiveness. Furthermore, the study explores the amplification of expression through the usage of specific punctuation marks, including quotation marks, dashes, colons, brackets, semicolons, and ellipses, each undergoing a thorough analysis for potential effect. In summarizing the principal outcomes of the research, the study asserts the significant role of expressive syntactic techniques in crafting engaging and impactful cultural articles within modern Australian media.

The article is devoted to the analysis of the semiotic field of the concept FAMILY in the English and Chinese languages through the application of the methodology of critical discourse analysis and corpus linguistics. The article is based on the materials of the Chinese English Learners Corpus (CELC) and the combined materials of the BROWN and the written British National Corpus (BNC) for studying the vocabulary co-occurrence of the node word “family” from the point of view of collocation, colligation, semantic preference, and semantic prosody. The differences between Chinese and Western family cultures are revealed from the perspective of critical discourse analysis and the use of a horizontal combination of vocabulary relevant to the semiotic field of family. The study exemplifies the significant differences between Chinese learners and English native speakers in the choice and the use of core collocations in the minimal context of the family-related vocabulary. The conducted examination of the use of the node word “family” and its collocations in the Chinese English Learners Corpus compared to the combined English native speakers corpus in terms of semantic preference and semantic prosody demonstrates the most significant differences in understanding of the related concept as observed through the most common collocations. The article demonstrates the efficiency of the critical discourse analysis use in combination with the methods of corpus linguistics for the purpose of validation and verification of the conclusions regarding the content of the semiotic fields, as exemplified on the basis of the semiotic field of the concept FAMILY. Future research developments are seen in the possible extension of the corpus material base, including the materials on a wide variety of languages, for the purpose of further comparative analysis.

Language environment is now being created and cultivated in most Russian universities. However, as a concept it has been defined quite fragmentary, and in many cases is completely ignored as something obvious and self-evident. In this paper, we conduct a literature review of most typical definitions of this phenomenon and identify a set of features underlying its understanding. We then propose a more precise definition of language environment and highlight the basic principles that contribute to its effective functioning and ensure the linguistic socialization of an individual. We suggest that our “definition-assumption” and the minimum set of principles should be at the core of university measures towards creating a foreign language environment.

The article singles out the semantic and linguo-cultural specificities of the use of “metallized” colour names in English fairy-tales. The nomination of the colour “metallized” continuum of the English fairy-tale discourse is carried out through the verbalization of the colour of precious metals (gold, silver), non-ferrous metals (iron) and alloys (bronze). “Metallized” colour names reveal a limited position – 12 units. Lexical units golden, silvery, bronzed are the most general designations of the metallic colours within the ancient English worldview. The color of gold – golden – dominates as hierarchically the most significant one. English fairy-tales represent a wide use of “metallized” colour names within the NATURE, HUMAN BEING and SUPERNATURAL domains. “Metallized” colour names join such thematic groups, as FAUNA, FLORA, NATURAL PHENOMENON (within the NATURE domain), APPEARANCE, ACTIVITY, ARTEFACTS (within the HUMAN BEING domain) and APPEARANCE (within the SUPERNATURAL domain). “Metallized” colour names are indirectly related to colour explication. The lexical units conveying “metallized” colour designations are characterized by part-ofspeech heterogeneity, simple / complex structure of constituents, the presence of an identifier of a qualitative feature and shading semantics, axiological marking, the unproductiveness of the formation of diminutives, the presence / absence of a non-colour component, the presence / absence of signs of radiance and shine.

The article is devoted to the usage of video materials as an innovative way of learning and teaching contemporary foreign language, particularly slang. The article is aimed at studying and defining the ways to use films and series at the English language lessons effectively for the purpose of enlarging students’ vocabulary with the words and phrases of colloquial speech. The article is based on various works on this issue, for example the works of L.V. Sadovina, N.S. Savitskaya, D.M. Chun, J. Sherman and others. It dwells on the prerequisites of involving video into the studying process, defines the advantages of learning by means of films and series, specifies the criteria of film selection and the stages of the studying process involving films and series. The problem of the absence of slang words in textbooks is discussed and the necessity of including slang into language learning is highlighted. Films and series are viewed as the unique authentic materials in which slang is widely represented. The importance of comparing neutral words and synonymous slang is emphasized. The peculiarities of the work at each stage are exemplified by the tasks to the TV series «Gilmore Girls». As a result of the research we can conclude that a film is an effective and entertaining way of learning contemporary spoken speech. The scientific novelty of the research is manifested in focusing on slang as a feature of the modern English language and also on video as the means of learning slang and thus increasing students’ vocabulary, quality of comprehension, the ability to differentiate styles and usage peculiarities. The article is of particular interest to the teachers of foreign language at higher educational establishments or high school.

Введение. В статье исследуются метафорические модели цветообозначения человеческого тела на материале русских, английских и китайских текстов, входящих в судебно-медицинский дискурс. Изучение вопросов метафорического словообразования на основе обыденного знания представителей разных культур имеет большое значение не только для лингвокультурологии, но и для исследований, направленных на анализ языковых картин мира; лексемы-цветообозначения также являются ценным материалом для этнокультурологических и дискурсивных исследований. Цель – произвести сопоставительный анализ метафорических моделей цветообозначений человеческого тела на материале русских, английских и китайских текстов, входящих в судебно-медицинский дискурс. Материал и методы. Эмпирическим материалом исследования послужили тексты судебно-медицинских исследований на русском языке; судебно-медицинские англоязычные статьи Дж. Пралоу, Г. Скопп, М. Цокоса и Р. Байярда, К. Стюарта, Р. Кобба, В. Кит; китайскоязычные книги «Судебно-медицинская экспертиза» Чжао Цзыциня и «Путеводитель по судебной патологии» Цзин Хуаланя и Ли Хуаньсяна. Из вышеобозначенных текстов при помощи приема сплошной выборки были выделены сначала все цветообозначения человеческого тела, а затем те из них, в основе которых лежит метафорический перенос. В исследовании применяются следующие методы: дефиниционный анализ, анализ внутренней формы слова, а также сравнительно-сопоставительный анализ семантических параметров метафоры применительно к трем указанным языкам. Результаты и обсуждение. Среди русскоязычных цветообозначений выявлено две метафорические модели, в которых сравнение идет с пятью объектами окружающего мира; в англоязычных – пять моделей со сравнением с девятью объектами; в китайскоязычных – пять моделей со сравнением с семью объектами. Отмечено, что процессы метафоризации русских цветовых обозначений судебно-медицинского дискурса менее выражены. Среди англоязычных цветообозначений наблюдается большее разнообразие объектов окружающего мира, на основе которых происходит сравнение. В русских и китайских цветообозначениях актуализируется одинаковое сравнение – «цвет плода вишни». В русских и английских цветовых лексемах близким является сравнение с глиной и кирпичом. В англо- и китайскоязычных цветообозначениях присутствует сравнение «цвет пепла», а близкими по смыслу являются сравнения результатов действий «вымывать» (о цвете) и «линять». В лексических единицах русскоязычного судебно-медицинского дискурса отсутствует сравнение с действиями, сладостями и признаками объектов. Для английского материала уникальным является сравнение со сладкими продуктами питания – шоколад и крем, для китайского – с различными характеристиками объектов. Заключение. В результате проделанной работы были выявлены особенности метафорического словообразования лексем, называющих цвета человеческого тела и используемых в судебно-медицинском дискурсе: для русского языка характерно словообразование, основанное на сравнении с цветами объектов флоры, для английского – с цветами материалов, для китайского – со степенью выраженности характеристик различных объектов окружающего мира. Это можно объяснить различиями в культуре привлеченных к анализу языков. Результаты сопоставительного анализа метафорических моделей выявили значительные различия между лексемами-цветообозначениями в текстах судебно-медицинского дискурса в трех привлеченных к анализу языках.

Введение. Актуальность предлагаемого исследования продиктована необходимостью выявления основных тенденций структурного развития терминов экологического медийного дискурса, а также идентификацией их функционального потенциала. Цель исследования заключается в выявлении основных структурных типов и функциональных особенностей многокомпонентных терминов, зафиксированных в англоязычных текстах научно-популярной журналистики по проблемам экологии. Объектом изучения выступают многокомпонентные терминологические сочетания англоязычного медийного экологического дискурса. Предмет исследования – структурные и функциональные особенности многокомпонентных экологических терминов медийного экологического дискурса. Материал и методы. Материалом исследования послужили тексты, представленные на сайте англоязычного онлайн-журнала «An Earth Island Journal» («Журнал острова Земля») медиаподразделения экологической организации «Earth Island Institute» («Институт острова Земля») за 2021–2022 гг. Количество выборки составило 212 единиц. Использовались методы наблюдения, моделирования, систематизации, количественного подсчета, структурного и функционального анализа. Результаты и обсуждение. В результате было установлено, что многокомпонентные термины являются важной составляющей современного англоязычного медиадискурсивного пространства. Ориентация терминов экологического медиадискурса на многокомпонентность может быть обусловлена рядом причин: необходимостью отразить ряд признаков объекта исследуемого/описываемого объекта с помощью одной формы, стремлением показать с помощью внутренней формы связь термина с иными сферами знаний, а также может являться средством экономии языковых средств, когда происходит лексикализация синтаксических конструкций, что характерно для современного английского языка. Анализ языкового материала позволил выявить основные типы структурных моделей и специфические черты многокомпонентных терминов сферы медийного экологического дискурса, определить их частотность, а также установить особенности функционирования МКТ в исследуемом типе дискурса. Заключение. В итоге сформулирована практическая ценность исследования, которая заключается в возможности использования его результатов в процессе преподавания специализированных курсов по лексикологии английского языка, лингвистике текста, в практике подготовки студентов-переводчиков, слушателей программ по направлению «Научно-популярная журналистика», «Исследовательская журналистика», специализирующихся на вопросах экологии. Помимо этого обозначены перспективы дальнейшего исследования.

The article sheds light on some of the new developments in English under the influence of the COVID-19 pandemic: namely, various types of neologisms, which have appeared over the past year and a half. The paper offers an overview of these new formations, supplemented by discourse analysis. The study is based on the material gleaned from online editions of The Economist newspaper, with the examples selected using the method of continuous sampling. Research results indicate that the majority of neologisms are portmanteau words; however, abbreviations, compounds and new coinages referring to people’s work arrangement are also encountered. In addition, some data on the increase in dictionary searches for words connected with the pandemic are adduced. COVID-19 has boosted the capacity of the English language for expanding its vocabulary, and the changes brought about by this process should be thoroughly studied and understood.

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

The article deals with the problems of cognitive and pragmalinguistic parameterization of floronims in the frame structure “food”. To achieve the goal – to identify and describe the specifics of the cognitive and pragmatic parameters of floronims in the frame structure “food” – on the basis of the cognitive-frame approach, traditional methods for linguistics are used (descriptions, observations, combining units into classes based on obligative features) and definition analysis. The article clarifies the structure of the frame”food”, offers arguments for the use of the term macroframe as to this object; defines its complex structural organization, taking into account the presence of elements of two ranks; analyzes frames and subframes formed by floronims. A set of parameters that are significant for the macroframe”food”, correlations of cognitive and pragmalinguistic parameters and frame structure are established; the selected parameters of floronims and ways of their actualization in the analyzed frame structure are classified based on the material of plants’ names in the English language. Such parameters of floronims as form, size, colour and taste in the structure of the frame “food” are defined as obligatory cognitive parameters, while the motivational and actual target parameters are defined as pragmatic ones. The article substantiates the predominance of endocomposite names in the macroframe “food”, which have actualized cognitive and pragmalinguistic parameters. Cognitive-frame approach allows a more detailed parameterization of the linguistic units, including floronimic ones, to describe systematically the components of a frame structure concerning the naive and scientific language worldview, the status and intentions of communicators, the specific spheres of functioning (professional/ common), and grammar features in a language, recorded in a language-specific representations (as to the analyzed frame structure – floronimic).

Abatract. The article presents the results of a lexico-syntactic analysis of valency and collocability of English words, related to one semantic group: effectiveness and efficiency . The aim of the research was to study the ability of these words to syntactically and lexically contact with other words, taking into consideration certain difference between their lexical meanings. The objectives included determining semantic variations and analysis of word classes in the left and right contexts. The material, 177,144 words, comprised 700 article titles and abstracts from seven international journals with geological and petroleumrelated specializations. Methods of study involved continuous sampling, classification, and analysis of lexical meanings of relevant words. It was found that the frequency of effectiveness was 40% higher than that of efficiency. Both of them had similarities in syntactic valency: they occurred in identical syntactic structures, however, with different rates of occurrence. The difference is the most obvious in such syntactic structures as N(E)+of+N - characteristic of effectiveness, and V+A+N(E) - specific to efficiency. A typical example of effectiveness was the effectiveness of the proposed method , while that of efficiency - improve production efficiency . Effectiveness collocated more often with method-related notions, whereas efficiency - with processes. The gained data correlate with the definitions: effectiveness has a wider semantic field (which explains a higher rate of its occurrence) and is oriented towards result, while efficiency implies process and has an additional technical meaning. The data can be used in the practice of teaching English as a second language for students with technical specializations and technical translation.

Conceptual alterations in the development of general language theory of nomination are considered in the article. They have defined the status of science-oriented cognitive nomination and the status of naïve-cognitive nomination. The mechanisms of functioning of cognitive-frame theory on the flora naming materials are classified in the article. Nominative frames of flora nomination participate more actively under the indirect meaning of flora objects through exocentric compounds. The indirect nomination gives the possibility to represent nominatively those facts, which are impossible to represent by direct meaning. In this case the nominator uses the transponation mechanism. The theory of non-obvious knowledge explains cognitive-frame essence of namings among nature’s objects. Cognitive-frame flora nomination is interpreted in the terms of prototype’s semantic theory, the theory of rema holding as “figure and ground”, the relevance/nonrelevance theory and also the theory of logical-semantic introduction. Extrapolation of these theories in the sphere of floranimic macrofield has given grounds to explain its heterogeneous nature. Microfield of parametric namings of plants is motivated by informative-ethic and emotional factors. From the volume of motivation-nominative qualities the one, which is called “form” of the plant, is the most numerous and is represented by indirect exocentric nomination. Microfield of pragmatic namings of plants is motivated by discourse-logical factors, the volume of indirect nomination has greatly descreased, exocentric nomination is not present wholly. The same situation is with the microfield of locative-temporal flora namings qualities.

The translators of fiсtion, drama and poetry from Russian into English have to render the Russian vision of foreigners while representing some literary characters. According to a time-honoured pattern foreigners have been depicted more often in a comic or humorous way. In Russian classical literature, in humorous context authors tended to embody the traditional stereotypes of foreigners, sometimes incorporating the ethnic nicknames which had been created long before the epoch of political correctness.

Code-switching and code-mixing are considered dynamic conversational phenomena in interpersonal interactions, that is an alteration between two or more languages, dialectal variants, language registers, and it is an effective communicative strategy which Persian-English bilinguals consider a genuine thing in their ordinary speech practice. The focus of the present study is on the structural analysis of reverse code-switching between Persian and English that are known to be referred to two typologically different languages. Participants of the present research, all late bilinguals, reported on frequent use of code-switching (CS) and code-mixing (CM) in everyday language practice. CS/CM is quite normal and frequent among Iranian bilinguals, especially in informal settings where bilingual speakers can freely switch between their languages. Furthermore, the results revealed that Iranian bilinguals switch from English to Persian and in verso mostly at the lexical and the phrasal levels (intrasentential switching mode), but less frequently at the clausal or the sentence level (intersentential switching mode). The research states that there are some restrictions on inserting English verbs into the Persian syntactic frame: the Persian language is thought to be the matrix language and the preverbal part comes from English as the embedded language, such incongruity between the morphosyntactic structure and the verbal system of the Persian and English languages impose some constraints on the occurrence of switching codes between the pair of the languages under study.

The article belongs to the field of ethnogrammar, a branch of linguistics founded by Anna Wierzbicka, and the main goal of which is the reconstruction of cultural specificity on the basis of grammatical analysis. The analysis of grammar in the ethnocultural aspect enables us to reveal the ethnocultural factors which might have served as the backbone of certain grammatical categories or might explain the grammatical changes happening here and now. The aim of the article is the analysis of the category of voice in the ethnocultural aspect and elucidation of the ethnological factors which determine the choice of voice forms in various types of discourse. The choice of this category as the object of study is determined by the fact that it presents one of the most culture-sensitive categories and it reflects most fully the specificity of the nation’s mentality, its cultural values as well as the specificity of communication ethnostyle. The author shows the evolution of views on the essence of the category of voice in the context of changing paradigms of scientific knowledge, presents the essence of voice relations viewed from the functional and cognitive-discursive points of view and attempts to elucidate the ethnocultural factors which determine the choice of both categorical and noncategorial voice forms in various types of discourse. One of these factors is the ‘doing’ type of Anglo culture, and especially American culture in which a human being is presented as an active agent, a creator of his/her destiny and it finds reflection in the language consciousness and in the language units, including the choice of voice forms. Among other important factors which determine the necessity and expediency of using the passive constructions the author points out the following:a deliberate wish not to point out the agent of the action in accordance with the politeness principle;an attempt to avoid responsibility for one’s actions; 3) the intention to impart a generalizing meaning to one’s own opinion by disguising it as a general rule. All this enables the author to make a conclusion about the significance of discourse culture for the realization of voice forms as well as about the discourse variability of voice functions.

The article deals with kinship terms and affi nity terms in the Kalmyk and English languages as a means of verbalization and realization of gender aspect in the analyzed languages.

The article views two historically interrelated phenomema, interconnection of which has continued for 900 years (since the Norman conquest of England until the end of the World War II), which are anglicization of the French language and gallicization of the English language. The aim of the article is to reveal and demonstrate the development of linguistic research, resulting in contemporary studies of anglicists and experts in the field of the French language studies, on the origin of English and French vocabulary, and also to present and compare quantitative characteristics of English loanwords in French and the number of English words ascending to French and Latin. These two typologically distant languages are united by the words of Latin origin, however, in case of the English language it’s more precise to talk about the words of Latin and French origin 85 % of vocabulary), while in case of the French language it’s about 80 % of vocabulary ascending to Latin. The authors of the article note that the history of formation and long-term coexistence of the English and French languages has no equivalents in the evolution of the world’s languages. Two powerful and beautiful languages has developed on the basis of one another, so nowadays there are no reasons to tell that one of them is more prestigious than the other and that one of them is losing its national identity. Each of the languages viewed has substantial intralinguistic resources to preserve its peculiarity: “the most ungrateful daughter of Latin”, the most Germanic of all the Romance languages and the most “Mediterranean” Germanic language.

The article analyses various ways of representing homonyms in different types of dictionaries of the English language (bilingual and monolingual). The author considers the influence of these representative methods on students’ perception of homonyms; studies various structures of dictionaries and reveals the lack of integrity in representation of homonyms regardless of the type of a dictionary (English- English or English-Russian) and its intent (educational or explanatory). The carried out experiments (free associative experiment; insertion of homonyms in a context) with high school students in a school with advanced study of English showed that even pupils who are good at a foreign language often don’t distinguish homonymy from phenomena related to it, such as polysemy.

The paper considers some actual problems of the foreign languages teaching in the context of the new challenges faced by Russian higher school and demands for building its competitive scientific and educational image and for increasing international scientific ranking. The complex of the problems relating to Englishization – the application of the English language in national educational and research processes – is discussed, internal and external factors of ineffective traditional methods of teaching in Russian higher schools are revealed, comparison with European approaches to foreign language teaching is made. On the basis of the theoretical sources and practical experience of EFL teaching a number of efficient techniques and necessary measures for overcoming “language backwardness” of Russia are described.

The phenomenon of perfectionism and its influence on students’ progress in the English language is considered in this article. In the research 5-scale technique «Perfectionism questionnaire» developed by N.G. Garanyan and A.B. Kholmogorova was used. 157 first and se-cond year students at one of St. Petersburg universities took part in the research. The group of students was divided into 3 subgroups: well advanced students in English (who only get marks «4» and «5»), rather advanced students in English (who get marks «3» and «4») and poor students in English (who get marks «3» and «2»). It appeared that rather advanced students in English had the highest values of perfectionism on 3 scales and the general indicator of the construct was the biggest among this subgroup of students. Rather advanced students in English on the scale «the overestimated claims and requirements to themselves» differed from both poor and well advanced students (р < 0.01). On the scale «high performance standards while focusing on the most successful people» the level of perfectionism was higher among rather advanced students than well advanced ones (р < 0.01). On the scale «selection of information about own failures and mistakes» statistical distinction between rather advanced and poor students in English was noted (р < 0.01). The general indicator of perfectionism is also the highest among rather advanced students in comparison with students from 2 other groups (р < 0.01). The results testify that well advanced and poor students in the English language aren’t perfectionists while rather advanced students in English show the highest level of perfectionism.

The article describes the main stages of the development of the English language, the influence of historical events on the development of the English language, and discusses various examples of education and borrowings of new vocabulary.

The author presents a review of her professional experience in developing and implementing English language curriculum in the training of consultant-translators in Humanities. She focuses on a number of particular problems of adjusting the basic principles of PFUR's translator-training tradition to the present-day requirements and the possible ways of their solution.