80301 2782-5450 12 1 2021 1-114

RAR RUS 7-18 Sharko Maria ivanova.mi@mail.ru Typology of situations of professionally oriented communication in penitentiary discourse The key idea of the article is the provision on the appropriateness of a communicative approach in teaching pedagogical disciplines for the professionalization of employees by forming a professionally oriented communicative competence. The ability to solve professional problems by speech means is associated with discourse. The research is aimed at solving the methodological problem: you need information about the features of penitentiary discourse and its typical communication situations, texts for developing communicative-speech tasks. The article gives working definitions of the concepts of “communicative approach” and “penitentiary discourse”, considers communication-speech tasks in the aspect of implementing the communicative approach. To characterize communication in professionally significant situations of penitentiary discourse, the authors used methods of analyzing scientific literature, normative legal acts, results of questionnaires, modeling. The result of the researches is a typology of speech situations (by the number of participants, intentions, topics) and some features of communication in penitentiary discourse, an example of the statement of an employee of the penitentiary system in speech interaction with convicts, an example of a communication-speech task. 10.18721/JHSS.12101 378.147 communicative approach penitentiary discourse communicative-speech tasks profes-sionally oriented communicative competence communication situation https://human.spbstu.ru/article/2021.43.1/ 7-18.pdf

RAR RUS 19-32 Gadomski Aleksander akazsimf@mail.ru Religious language on the Internet (on the material of Russian and Polish studies) In the modern world, against the development of new information technologies began not only the penetration of the Internet in all spheres of human life, but the blurring of the boundaries between these spheres and the Internet, penetration of the real in the virtual and the creation of new virtual realities. Such world religions as Buddhism, Christianity, and Islam are forced to take this process into account. Despite the fact that the presence of the Internet in the various religious institutions is not always the same, and the Internet has created new structures that do not exist in the real religious life (new religions, sects, etc.), and the attitude to this phenomenon is ambiguous, religious Internet communication, religious Internet discourse are already an established fact, which has been studied by numerous Russian and Polish linguists. In religious language, as in the entire universum of language, there is a genre differentiation. The religious language of the Internet is also not free of this differentiation. As a result, research in the field of religious Internet genology began to be published. The results of research by Polish and Russian linguists show that Internet genres and real language genres have not only common features, but also differences. The article analyzes prayer on the Internet as a genre of religious language. Attention is also drawn to the fact that the boundaries between the core and the periphery of the religious language on the Internet are blurring, which can lead to a new wave of secularization. The author of the article believes that one of the tasks of theologians and linguists is to purposefully preserve the religious language on the Internet and, above all, its proto-genres, one of which is prayer. 10.18721/JHSS.12102 811.161.1+811.162.1’374 Internet religious language genre theolinguistic Internet genology religion https://human.spbstu.ru/article/2021.43.2/ 19-32.pdf

RAR RUS 33-45 Shilintcev Artem pchilucter@mail.ru Abakumova Maria bramantero@mail.ru Denglish as the result of Anglo-Americanization process of the German language: Translation aspect (based on the translations of English-language texts) Due to the belated paradigm shift in linguistics science there are only few well-researched papers about language contacts. Up to this day, many studies focused mainly on loanwords. The paper aims to reveal the nature of the process of denglishisation as the result of a massive spontaneous borrowing of Anglo-Americanisms that began at the turn of the 20th century. In the article the unique features of phenomena in the modern German phonetics, lexical and grammar systems influenced by the English language are highlighted and described, the types of assimilation of loanwords are examined, the notions of denglish and denglish inclusions are considered. The scientific originality lies in the fact that the notion of denglish inclusion is introduced for the first time in order to categorize new linguistic phenomena in the German language more accurately. Denglish inclusion is defined as a newly borrowed Anglo-American vocabulary and syntactic models with nonlinear, inconsistent assimilation in the German language. 10.18721/JHSS.12103 81'33 anglicism anglo-americanism borrowings translation Denglish Denglish inclusion https://human.spbstu.ru/article/2021.43.3/ 33-45.pdf

RAR RUS 46-55 Hlazko Pavel pavel.glazko@hotmail.com Expressiveness as a criterion of genre differentiation in the US media space The article deals with the language means of actualization of expressiveness in the genres of blog and column of American media discourse. The category of expressiveness is one of the key categories for adequate understanding and interpretation of modern media and effective cross cultural communication in the context of technological convergence, increased information sharing, significant changes in genre system and accretive subjectivity. To elucidate the trends in representation of the above-mentioned category in the genres of American media space, recently published texts of different authorship were subjected to linguo-stylistic, contextual, and comparative analyses. The study has proved that the genre of blog tends to demonstrate a greater degree of expressiveness at lexical and syntactical levels. Having said that, both the genres are mostly similar from the point of view of the pragmatic functions which the corresponding stylistic devices perform in American media discourse. Thus, the syntactical devices perform the dialogical function and that of accentuation, whereas lexical devices perform explanatory, distance shortening, compositional, generalizing functions as well as those of enhanced credibility and economy of language. The results of the study indicate that the linguistic peculiarities of expressiveness actualization can be a ground for genre differentiation. 10.18721/JHSS.12104 81’42 expressiveness blog column media discourse stylistic device pragmatic function https://human.spbstu.ru/article/2021.43.4/ 46-55.pdf

RAR RUS 56-64 Gnitetskaya Tatyana Drozdova Ekaterina ek-drozd@yandex.ru Quality of science education in a digitalized educational environment This article is devoted to the problem of quality of natural science training in modern universities. The lack of readiness of Russian universities and schools for any conditions of natural science training, including online training, is discussed. The authors of the article propose the following factors as the main signs of the quality of natural science education: 1) professionalism of faculty; 2) availability of training courses, the content of which is characterized by a high degree of intra- and interprandial connectivity and includes achievements of modern research in natural sciences; 3) provision of the experimental-laboratory base with modern equipment. An additional factor is considered – digital educational environment. The article introduces indicators for each factor and proposes a way to evaluate them. 10.18721/JHSS.12105 378.1 natural science education natural science quality indicators digital education environment remote technology online learning https://human.spbstu.ru/article/2021.43.5/ 56-64.pdf

RAR RUS 65-70 Kashevarov Anatoliy oulianova@mail.spbstu.ru Educational activity of V.A. Levshin on the dissemination of advanced agricultural knowledge in the second half of the XVIII – first quarter of the XIX century In this article, based on the works of V.A. Levshin (1746–1826) “on the economic part” and the proposals and letters of the educator to the Free Economic Society, which are stored in the Russian State Historical Archive, identified by the author and introduced into scientific circulation, the first attempt in Russian historiography to review his main economic works, which brought Levshin well-deserved fame among his contemporaries, is made. Review of the main economic works and translations of V.A. Levshina testifies that he fully shared the aspirations of the advanced landowners-entrepreneurs who were looking for ways to increase the productivity and profitability of the economy. The author comes to the conclusion that the economic works of V.A. Levshin, who made a significant contribution to the development of agricultural knowledge and its practical application in Russia, can be considered progressive for his time. First, his translations of the works of foreign authors useful for land use, which were made taking into account the peculiarities of the climate and soil of the regions of Russia, as well as his own observations, theoretical developments and advice on the practical organization of agriculture, crafts, could give a tangible economic effect, increasing the productivity and profitability of the economy. Secondly, they were part of the educational activities of V.A. Levshin in terms of dissemination of advanced agricultural knowledge. The author also made a previously unknown clarification in the biography of V.A. Levshin, which has an essential character for studying the life of the educator. 10.18721/JHSS.12106 947.084.8 V.A. Levshin economic works Free Economic society agrotechnical knowledge agriculture home Economics https://human.spbstu.ru/article/2021.43.6/ 65-70.pdf

RAR RUS 71-78 Zheng Guangchao zhengguangchao@jhlu.edu.cn Li Menglong 244591055@qq.com Development and Effects of Education for International Students in China This paper serves as a historical study of the development of China’s education for international students, based on which the authors try to summarize its effects on promoting China’s hard and soft powers. Since the implementation of the Reform and Opening-up Policy, the education of international students in China has made remarkable progress, boosting the internationalization process of China’s development. Its experience and implication deserve close observation and analysis. The paper uses data collected from Chinese government documents, public files and education reports, aiming to illustrate the facts and characteristics of the three stages of China’s international students education since 1978. The study was conducted using the historical approach to research, while combining the perspective of Education Science, Sociology and International Relations. The paper presents conclusions that the development of education for international students in China has: promoted the oversea popularity of Chinese culture and China’s soft power; created a positive effect on promoting bilateral relations and attracting foreign investment; facilitated human resources exchange; accelerated the internationalization process of Chinese universities. With the continuous growth of overall national strength and reputation, education for international students in China still has great potential. 10.18721/JHSS.12107 378 China scholarship International Students Education the Reform and Opening-up Policy the “Belt and Road” Initiative https://human.spbstu.ru/article/2021.43.7/

RAR RUS 82-91 Rykova Maria rykovamary@mail.ru Bokova Tatiana tnbokova@mail.ru Developing sociolinguistic receptive skills while teaching professional communication students of non-linguistic universities This article discusses updated speech characteristics of a modern specialist in non-linguistic university with an emphasis on social component. Such factors as communicative situation, person’s social status, his or her profession, origin or age determine the sociolinguistic conditionalism in cross-cultural communication. Therefore, communicators challenge various social speech features while interacting with each other. These are communicative behavior, communication standards, foreigner’s language identity that predetermines his or her specific view of the world. All these factors affect the speech produced and should be taken into account when teaching professional communication in a non-linguistic university. In this case we should pay attention to linguistic variability, which externalizes as a part of business discource. For the purposes of this study the authors analyze scientific literature in a sociolinguistic field devoted to teaching L2, as well as conduct a content analysis of competence-based and intercultural approaches. Russian and European requirements for the level of L2 competence for non-linguistic specialists emphasize the importance of developing ability to understand and determine the influence of social factors on a speaker's language behavior. The research emphasizes the role of phonetics as an effective tool to understand sociolinguistic speech of foreign interlocutors due to language variation acknowledgement. As a result, the communicant should demonstrate certain sociolinguistic skills in the professional verbal communication. It is concluded that it is necessary to extend communication skills in terms of social interpretation during intercultural interaction, since this will allow non-linguistic specialists to become full-fledged participants in a professional dialogue of cultures. 10.18721/JHSS.12108 372.881.1 professional discourse sociolinguistic interpretation non-linguistic university intercultural communication professional linguistic variety https://human.spbstu.ru/article/2021.43.8/ 82-91.pdf

RAR RUS 92-103 Voronina Lyudmila LyudaVoronina@gmail.com Letun Sergey let.serg@yandex.ru Extra-linguistic information and its explanatory potential in teaching the Korean language The authors highlight features of the extralinguistic information that are important in terms of methods to teach the Korean language to Russian-speaking students. A task was set to develop an appropriate teaching system that considers the non-obviousness of availability of extralinguistic information, which is necessary for students to communicate in a foreign language, and also considers the non-linguistic nature of this information and the difference in its scope as a teaching subject depending on the level and profile of the educational institution. Stages for researches aimed at the settlement of this task are indicated. Concepts of “extralinguistic information”, “lexical background”, “background knowledge”, “background information” are compared, and their socio-cultural conditioning by context, as well as a methodologically important distinction between the concepts of “information” and “knowledge” are emphasized. Accordingly, a number of conclusions are made about the methodological significance of separating such information into long-term and short-term, about fluidity of the teaching content and about necessity to correct it promptly. It is noted that it is important for teaching communication to gain the ability to reveal the implicit, which is based only on sufficiency or insufficiency of relevant information. The authors attempt to classify and structure the scope of extralinguistic information, on the basis of which students form their background knowledge, using a notion of “information reserve” developed in the frame of translation theory. A methodically significant difference in the scopes of “extralinguistic information” depending on a degree of such reserve is shown on specific examples. It is shown also that the scope of accumulation of extralinguistic information at a certain level of teaching can vary. The conclusion was made that “extralinguistic information” cannot always be represented and, therefore, should not always be presented exclusively in the verbalized form. The authors highlighted the groups of relevant issues as to determination of how to convey such information during teaching and marked out the methods to form and to interpret the corresponding associations and images in the process of teaching Korean language. 10.18721/JHSS.12109 811.531 (371.3) extralinguistic information lexical background background knowledge background information information reserve image teaching the Korean language https://human.spbstu.ru/article/2021.43.9/ 92-103.pdf

RAR RUS 104-113 Yarmakeev Iskander E. ermakeev@mail.ru Pimenova Tatiana pimenova_ts@mail.ru Abdrafikova Albina albina112000@mail.ru Students’ mother tongue in teaching foreign languages: A new angle Educators and researchers highlight the role of mother tongue in teaching and learning foreign languages. Some perform the role of its proponents, others are its opponents. The issue of the preservation of native languages and cultures has always attracted public attention. In this context, the problem of the usage of mother tongue in teaching foreign languages through their comparison is becoming especially essential. In this paper, the authors offer a comparative approach aiming to compare students’ L1 with the target language (L2). The authors assumed that this approach provides conscious and effective assimilation of language phenomena by L2 learners in the classroom. A 3-staged pedagogical experiment allowed the authors to come to the conclusion that a comparative approach to teaching foreign languages builds up lingual and paralingual parallels, due to which the process of language acquisition is fostered, the amount of digested educational materials is increased, students’ native language knowledge is improved. The paper discusses issues and practices on the topic and offers general recommendations for university and school teachers of the English language. 10.18721/JHSS.12110 372.881.1 foreign language teaching methodology; 3-staged pedagogical experiment; mother tongue; comparative approach; lingual and paralingual parallels https://human.spbstu.ru/article/2021.43.10/ 104-113.pdf