Foreign language teachers' training in the system of continuing education

Nowadays Russian universities offer applicants three linguistics and philology majors: "Philology" (profile "Foreign Philology"), "Linguistics" and "Teacher Education" (profile "Foreign Language"). However, which of them fully prepares students to become teachers of foreign languages. In this paper, the author gives an analysis of the situation in the national education system in the undergraduate, graduate and post-graduate continuing education and offers an individual education path "bachelor-master-graduate school" for training foreign language teachers

Features of translating economic texts from Chinese into Russian

This paper considers basic definitions of "discourse" proposed by various scholars and describes institutional economic discourse. On the example of the economic text in Chinese the authors analyze in detail the four groups of signs of institutional discourse (constitutive, institutional; specificity; neutral), and describes the differences in lexical composition, stylistic and syntactic structures used by the speaker, depending on the intentions of a certain economic sector communication. The authors distinguish features of translating texts with an economic discourse from Chinese into Russian, classifies the difficulties in translating the texts and outlines key conditions required for the translation of economic texts. One of the key conditions for successful translation is analysis of the source text as the most difficult stage in translation from Chinese into Russian

Foreign language teacher’s competence in using information and communication technologies

В названии статьи ошибочно указано The development o

Foreign language teacher’s competence in using information and communication technologies

В названии статьи ошибочно указано The development o

Modern Information and Communication Technologies in the Development of Learners’ Discourse Skills

AbstractThis paper addresses the issue of students’ discursive skills development via new modern information and communication technologies (ICT). The authors discuss the notion of discourse, define the structure of the discourse competence, and develop a nomenclature of discursive skills, which can be developed by the use of modern information and communication technologies