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All spheres of human life: spiritual, social, economic, political, and scientific are touched by the process of globalization in the XXI century which leads to intercultural communication and citizenship. Therefore, recent developments in language research focused on the intercultural, economic and political dimensions of foreign language education and foreign language teacher's social, political and moral responsibilities. We explore the connection of foreign language education and borrowings in the economic term system. We are interested in numerous changes in terms, in particular in the economic term system of the Russian language in the XXI century as in correlation of intercultural citizenship as preserving the identity. We observe a quickly changing linguistic reality of the Russian language. It predetermines the necessity of the fastest studying and systematization of the new words appearing in the speech and remaining in language. Last decades the process of replenishment of Russian lexis very dynamically becomes more and more active. Among the new words there is a group consisting of financial and economic terminology and most of the main economic terms are commonly used by the major part of society. Within the cultures of different countries become closer, economic processes of any country involves in world trade closely intertwining economic systems. All processes of economics become the reason of internationalization of economic terminology of the different countries in connection with intercultural communication, exchanging of information, etc. The structure of the Russian language is constantly enriched by new borrowed words meaning the new phenomena which entered our life permanently and it is more rapid process in the XXI century. The economic term system is examined across etymology, parts of speech and the ratio of economic terms to the other fields. The main goal of this study is to characterize borrowed words in the field of economics and its inf

© Canadian Center of Science and Education. This article is the result of a study of the influence of English and German on the Russian language during the English learning based on lexical borrowings in the field of economics. This paper discusses the use and recognition of borrowings from the English and German languages by Russian native speakers. The use of lexical borrowings from English and German by Russian people is examined across age groups, occupations and knowledge of foreign languages. The main goal of this study is to demonstrate that use and recognition of lexical borrowings vary between age groups, occupation and knowledge of foreign languages.Analyzing the results we found out that the age of an individual influences the degree of recognition of borrowings; people connected with the field of economics by their occupation performed more recognized borrowings; the occupation of the participants had more effect than knowledge of goal languages. Fully assimilated words were difficult to identify. The results may benefit English teachers in terms of emphasizing the signs of distinguishing borrowings to English learners, and contributing to using native words.

All spheres of human life: spiritual, social, economic, political, and scientific are touched by the process of globalization in the XXI century which leads to intercultural communication and citizenship. Therefore, recent developments in language research focused on the intercultural, economic and political dimensions of foreign language education and foreign language teacher's social, political and moral responsibilities. We explore the connection of foreign language education and borrowings in the economic term system. We are interested in numerous changes in terms, in particular in the economic term system of the Russian language in the XXI century as in correlation of intercultural citizenship as preserving the identity. We observe a quickly changing linguistic reality of the Russian language. It predetermines the necessity of the fastest studying and systematization of the new words appearing in the speech and remaining in language. Last decades the process of replenishment of Russian lexis very dynamically becomes more and more active. Among the new words there is a group consisting of financial and economic terminology and most of the main economic terms are commonly used by the major part of society. Within the cultures of different countries become closer, economic processes of any country involves in world trade closely intertwining economic systems. All processes of economics become the reason of internationalization of economic terminology of the different countries in connection with intercultural communication, exchanging of information, etc. The structure of the Russian language is constantly enriched by new borrowed words meaning the new phenomena which entered our life permanently and it is more rapid process in the XXI century. The economic term system is examined across etymology, parts of speech and the ratio of economic terms to the other fields. The main goal of this study is to characterize borrowed words in the field of economics and its inf

© Canadian Center of Science and Education. This article is the result of a study of the influence of English and German on the Russian language during the English learning based on lexical borrowings in the field of economics. This paper discusses the use and recognition of borrowings from the English and German languages by Russian native speakers. The use of lexical borrowings from English and German by Russian people is examined across age groups, occupations and knowledge of foreign languages. The main goal of this study is to demonstrate that use and recognition of lexical borrowings vary between age groups, occupation and knowledge of foreign languages.Analyzing the results we found out that the age of an individual influences the degree of recognition of borrowings; people connected with the field of economics by their occupation performed more recognized borrowings; the occupation of the participants had more effect than knowledge of goal languages. Fully assimilated words were difficult to identify. The results may benefit English teachers in terms of emphasizing the signs of distinguishing borrowings to English learners, and contributing to using native words.