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We analyze the specific genre of public lectures in English – the TED Talks. Being very popular nowadays these science lectures contain a lot of professionally oriented lexis and are a useful tool to enrich the vocabulary bank and improve listening skills. The characteristic traits of these lectures are briefness, appropriateness, convincingness, clear and rigid structure, careful preparatory work, high extent of the orientation to the audience. The language of TED talks lectures on architecture is characterized by the abundance of professional terms, collocations, expressive means and stylistic devices, such as simile, metaphor, personification, hyperbola etc. Interrogative and imperative forms and personal pronouns are widely used. They help speakers establish the contact with the audience, create the expressive and emotional speech, emphasize the main idea or make listeners think about the important points of the information. The idioms, coarse lexis and lexical repetitions create vivid and meaningful performance. Also we noted the upbeat mood and high emotionality of this genre of public speech.

The article deals with issues related to the application of an inductive approach in the process of teaching foreign languages. In contrast to the deductive approach, it embodies the rejection of pedagogical compulsion, has great potential as means of stimulating cognitive interest, increasing motivation and developing cognitive independence of students in mastering educational material. The article analyzes the feasibility and effectiveness of the application of inductive strategies of teaching foreign languages, in which the problematic nature of tasks contributes to the development of the students’ critical thinking. The advantages of inductive pedagogy are considered by the authorson the example of the formation of grammatical skills and speaking skills during the foreign language classes at various levels of education. The authors conclude that the construction of the teaching process based on the inductive approach creates the basis for the students’ self-realization, contributes to the development of activity and personal independence, which ultimately enhances the importance of the teaching process itself, in contrast to today’s traditional teaching model, aimed only at its result. In addition, the inductive approach is the best match for the tendency to enhance the practical orientation of the teaching process, established in modern education. At the higher education level, inductivepedagogy ensures the formation of professional and professionally-applied competences of future specialists on a more conscious basis. In the process of teaching foreign languages, the inductive approach forms the graduate’s ability to adapt to various language situations of everyday and professional communication, independently and creatively build effective communication strategies. Thus, the inductive approach is aimed at creating the foundations for the further development of the creative potential and self-education of the individual, which provides him with broad prospects forapplication in the educational sphere.Key words: inductive approach, deductive approach, content of education, teaching foreign languages,cognitive-speech independence, competence, transfer.

This article considers the problem of foreign language creative teaching; its actualization and necessity of its introduction reflect the dynamic nature of modern society development, which requires the formation of the creative personality and the search of real mechanisms for providing creative education. In the process of experimental work the legitimate use of new creative educational technologies, innovative forms and methods of teaching, that contribute to the formation of creative language personality, possessing the high level communicative competence, has been proved.

The article analyzes the prospects for the possible participation of the Russian Federation in the Convention on the International order of alimony recovering and Other Forms of Family Maintenance in 2007. Identified factors contributing to the ratification of the Convention, as well as circumstances that create certain difficulties. Among the first are: universality of the Convention; compliance of many provisions of the Convention with the norms of family, civil procedural legislation and legislation on enforcement proceedings of the Russian Federation; the existence of a real mechanism that facilitates the effective alimony recovering abroad, and thereby satisfies the vital needs of needy family members. Among the factors of a “restraining nature”, some differences were noted in the provisions of the Convention and Russian legislation regarding entities entitled to alimony. In addition, Russia's accession to the Convention may require a review of national legislation on the provision of free legal aid. However, the system of reservations and declarations of amendment or cancellation of the rules provided for in the Convention allows to mitigate the constraints. As a result, it was concluded that for the Russian Federation, ratification of this Convention will have a greater effect and will solve the problem of receiving alimony from abroad.

The article deals with the peculiarities of modern technologies in teaching professional French, taking into account the requirements of international examinations, specific language-learning needs of students and level of their language proficiency. Pedagogical technologies are demonstrated by the example of teaching business French in the sphere of tourism, hotel business, as well as the guide-interpreters training. The educational courses are aimed at the development of basic speaking skills and skills necessary for business communication in French. The developed pedagogical technology is based on French for specific purposes (FOS) methodology and cognitive-practical activity methods that allow to develop trainees’ communicative competence and their cognitive independence effectively. One of the conditions for successful development of communicative competence in the field of business communication in a foreign language is to ensure that students do the necessary number of training exercises, in particular, connected with the use of business vocabulary, as well as with speaking exercises aimed at solving communication problems in real life situations of business communication. Similarity to the real life business environment is achieved through the use of information technologies and simulation games, which ultimately enhances the individual's ability to interact with others and adapt in the social and professional spheres of life. Successful completion of the end-of-course assessment is indicative of the fact that the students have reached high business communication competency.

© Medwell Journals, 2016.The study is devoted to defining methodological approaches to the formation of students' Foreign language communicative competence in multilingual environment. This research is of current interest due to the worldwide tendency towards integration in the economic, cultural and political spheres and due to the need to develop multilingual personality. The modernization of Russian society, including education, defines the overall learning concept and methodology and sets the scientists the task of developing the particular methodological issues of teaching certain disciplines in order to create the most effective strategies and methods of teaching. We consider this issue using the example of French teaching in Tatarstan Republic, one of the regions of the Russian Federation where the language situation is represented by two state languages, Russian and Tatar. In our opinion, an urgent need to develop new methodological teaching approaches and to write textbooks and teaching aids on their basis is due to the need to use a positive transference of language and speech skills of native tongues while learning other languages for effective students' communicative competence formation.

The article deals with the pragmatic analysis of code switching on the basis of comparative study of advertising discourse texts in English, French and Russian in order to find out current trends in the use of the dominant foreign pragmonyms in advertising texts. In determining a communicative intention of the sender of advertising messages the pragmalinguistic analysis allowed to establish basic and extended switching functions. By applying the methods of generalization and comparison, the component and contextual analysis of the language units as part of the context in different matrix languages, the selection of the advertising text, often subjected to code switching, have been identified. Thus, systematization of structural features of code switching in advertising discourse in different languages presented in the study contributes to developing translation aspects of advertising messaging, as well as issues of multilingualism in sociolinguistics. In addition, the analysis of pragmatic functions of switching and structural models and linguistic appearance of pragmonyms allows to more competently create and edit advertising texts for specific target audiences. In general, the technology of the study of the advertising text for linguistic code switching opens further prospects for comparative analysis in this area based on the material of other genres and discourses to more accurately identify pragmatic functions of present code changes.

The article is devoted to defining the peculiarities of national perception through the analysis of the comments taken from news media. The research is based on comparative and contrastive analysis of the reader’s comments to the articles devoted to the terroristic attack in Nice happened on July 14, 2016 and reflected in mass media in the French and Russian languages. On the first stage of the research the object of comment and the peculiarities of its representation in two languages are defined. On the second stage of the research the frame analysis of the studied material is fulfilled, consisting of defining the contextual frames. The key topical subframes, which in turn are divided into slots, are determined in the structure of frames. The logical-semantic relations are built among the structural elements of frames. The possibility of crossing topically-different subframes within one frame is demonstrated. The frequency of domination of this or that slot in comments is defined and explained. The allomorphic and isomorphic features defined in the research show the peculiarities of cultural and historical values influencing national mentality.

In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.

© Journal of Language and Literature. This article considers the problem of foreign language creative teaching; its actualization and necessity of its introduction reflect the dynamic nature of modern society development, which requires the formation of the creative personality and the search of real mechanisms for providing creative education. In the process of experimental work the legitimate use of new creative educational technologies, innovative forms and methods of teaching, that contribute to the formation of creative language personality, possessing the high level communicative competence, has been proved.

ÖZETGünümüzün karmaşık iş dünyasında yönetim paradigması ve insanların çalıştıkları örgütler hızla değişmektedir. Bütün bu değişimlerin altında işletmelerin nasıl ve hangi amaçlarla faaliyetlerini sürdürmeleri gerektiği ile ilgili değerlerin ön plana çıkması yatmaktadır. Günümüzde işletmelerin başarılı olmaları ve toplumdaki meşruluklarını ve dolayısıyla varlıklarını sürdürebilmeleri için, yüksek ekonomik performansa sahip olmaları artık yeterli değildir. Bunun yanısıra, faaliyetlerini sosyal sorumluluk anlayışına ve etik değerlere uygun olarak gerçekleştirmeleri gerekmektedir. Sosyal sorumluluk burada, işletmeleri etik değerleri temel alarak, ekonomik ve yasal şartlar çerçevesinde örgüt içi ve örgüt dışı birey ve grupların beklentilerine uygun bir şekilde faaliyetlerini sürdürmesine zorlayan sorumluluk duygusudur. Bu nedenle işletmeler sosyal sorumluluk anlayışını ve bireysel düzeyde iş etiğini, günlük faaliyetlerinin ve karar verme süreçlerinin ayrılmaz bir parçası haline getirmek, yani kurumsallaştırmak zorundadırlar.Bu çalışma birbirini tamamlayan iki temel amaca sahiptir. Birinci amaç, işletmelerde sosyal sorumluluk ve iş etiği söylevlerini belirleyen ve etkileyen faktörleri incelemek suretiyle bu kavramları daha sistematik biçimde açıklamaktır. İkinci olarak da, sosyal sorumluluk ve iş etiği anlayışlarının işletmenin günlük faaliyetlerine ve fonksiyonlarına entegre edilmesini sağlayacak yöntemleri ve süreçleri irdelemektir. ABSTRACTCORPORATE SOCIAL RESPONSIBILITY AND BUSINESS ETHICS In today` s complex business world, the paradigm of work and the formal organisations within which people work are changing. Trends in organisations include less hierarchy, integrated structures, empowered employees, teams and teamwork, government-management partnership and myriad other changes. Underlying all these changes is a new emphasis on values regarding how and with which objectives organisations function. Among the critical organisational functions to which the values framework applies are corporate social responsibility and business ethics. Nowadays field of business management sees a basic shift in emphasis from discretionary social responsibility to imperative change in the managerial philosophy in order to maintain legitimacy within society. So managers are anxious to receive assistance with the mechanisms by which social responsibility discourse and business ethics can be integrated into their organisations. This study has two overlapping goals. First, it seeks to elaborate the more adequate conceptions of corporate social responsibility and business ethics by determining and describing major factors influencing these approaches. Second, this study intends to review current systems and procedures available to managers for integrating social responsibility and ethics into business.