On psycholinguistic features in teaching Russian as a foreign language

Article is based on analysis results of RSL teaching pedagogical experience in groups with different cultural, social, psychological features. In article it is emphasized that the modern technique of RSL teaching implies considering psycholinguistic features of trainees. Examples from practice are given, recommendations about accounting number of the significant factors marking target audience are made (language, national, age, gender factors; factors of time and place of training, group structure, motivations of the trained etc.). Authors indicate the need of developing teaching technique as specific subject taking into account psycholinguistic assimilation features for foreign students: lexicon and grammar of the learned language. Considering generational criterion is also relevant. In article the conclusion that competence of the modern RSL teacher shall include such parameters as mentalization, flexibility, reaction speed and ability to well and quickly be guided in virtual space is drawn

On psycholinguistic features in teaching Russian as a foreign language

Article is based on analysis results of RSL teaching pedagogical experience in groups with different cultural, social, psychological features. In article it is emphasized that the modern technique of RSL teaching implies considering psycholinguistic features of trainees. Examples from practice are given, recommendations about accounting number of the significant factors marking target audience are made (language, national, age, gender factors; factors of time and place of training, group structure, motivations of the trained etc.). Authors indicate the need of developing teaching technique as specific subject taking into account psycholinguistic assimilation features for foreign students: lexicon and grammar of the learned language. Considering generational criterion is also relevant. In article the conclusion that competence of the modern RSL teacher shall include such parameters as mentalization, flexibility, reaction speed and ability to well and quickly be guided in virtual space is drawn

On psycholinguistic features in teaching Russian as a foreign language

Article is based on analysis results of RSL teaching pedagogical experience in groups with different cultural, social, psychological features. In article it is emphasized that the modern technique of RSL teaching implies considering psycholinguistic features of trainees. Examples from practice are given, recommendations about accounting number of the significant factors marking target audience are made (language, national, age, gender factors; factors of time and place of training, group structure, motivations of the trained etc.). Authors indicate the need of developing teaching technique as specific subject taking into account psycholinguistic assimilation features for foreign students: lexicon and grammar of the learned language. Considering generational criterion is also relevant. In article the conclusion that competence of the modern RSL teacher shall include such parameters as mentalization, flexibility, reaction speed and ability to well and quickly be guided in virtual space is drawn

On psycholinguistic features in teaching Russian as a foreign language

Article is based on analysis results of RSL teaching pedagogical experience in groups with different cultural, social, psychological features. In article it is emphasized that the modern technique of RSL teaching implies considering psycholinguistic features of trainees. Examples from practice are given, recommendations about accounting number of the significant factors marking target audience are made (language, national, age, gender factors; factors of time and place of training, group structure, motivations of the trained etc.). Authors indicate the need of developing teaching technique as specific subject taking into account psycholinguistic assimilation features for foreign students: lexicon and grammar of the learned language. Considering generational criterion is also relevant. In article the conclusion that competence of the modern RSL teacher shall include such parameters as mentalization, flexibility, reaction speed and ability to well and quickly be guided in virtual space is drawn

Medico-social characteristics of families and quality of life of teenagers

Studied the social portrait of families and the quality of life of 2240 adolescents aged 10 to 17 years. More than 20% of families of surveyed adolescents can be attributed to the families of medico-demographic risk. Quality of life of adolescents is characterized by high levels of social and physical functioning at a relatively low level of school functioning. Total index of the quality of life of adolescents aged 10-14 years is higher than among adolescents aged 15-17 years

SEARCH for NEW microRNA MARKERS FOR DIFFERENTIAL DIAGNOSIS OF different grade CEREBRAL GLIOMAS

Purpose of the study - searching of new microRNA markers for differential diagnostics of different grade cerebral gliomas. Material and methods. Surgical material is tumor and externally unchanged brain tissue that was obtained from 41 patients with gliomas of different grade anaplasia. In 6 patients with cerebral glioma, a high-throughput Nanostring platform was used to determine the level of expression of 800 microRNAs. 37 patients with a similar pathology were subjected to real-time PCR, microRNA-128, 143, 144, 182, 183, 199b, 204, 7, 99a. Results and discussion: It has been established with the NanoString technology that the level of expression of miRNA 199b was significantly higher in gliomas of grade III and IV than in gliomas of grade II. In contrast, the expression level of miRNA-144 and miRNA-182 was reduced. There was also a significant 10-fold increase in the level of expression of microRNA-7 in tumors of grade IV in comparison with grade II. These differences in the expression of four microRNAs in these types of gliomas can be additional markers that distinguish rapidly growing malignant gliomas (grade III, IV) from slowly growing tumors (grade II) and timely assign an adequate comprehensive treatment