Коммуникация в современном поликультурном мире: прагматика лингвистического знака
The principles of ethnic and religious self-identification, acting as the basic bases of self-identification of today's youth are explored in the article. If for a considerable part of the population of Russia the ethnic principle of self-identification is a key principle, then for the migrant people from Muslim regions such key principle is confessional one. Various principles of self-identification define a various vision of the world, which inevitably complicates communication and formation of a unified national identity. Moreover, the non-Muslim youth treats a position of the Muslim through a prism of an ethnic factor and not from the standpoint of confessional self-determination, which leads to the encapsulation of Muslim communities, mutual alienation of Muslims and non-Muslims in Russia.
To diagnose the logic of development and transformation of the principles of self-identification in the Russian youth environment the author conducted the research implemented in parallel in groups of bachelors of the first year of training and in groups of masters of the first year of training. The research included a series of stages, being limited to the scope of the article, the author highlights the first phase of the research devoted to the analysis of cognitive aspect of ethnicity through a closed questionnaire for recipients. The subsequent phases of the research are planned to diagnose affective aspects of ethnicity, and then the research will undergo religious principles of self-identification (in the same way). As the final stage of diagnostics there is a free associative experiment urged to verify the data obtained through the prism of a language picture of the world of participants.
The research was conducted in a number of universities in Moscow, the participants were selected by the method of continuous sampling on a voluntary basis. The nature of the selection of participants was defined by aspiration to localize an objective ethnoreligious structure of modern student’s groups. Parallel implementation of the research in groups of bachelors and masters allows to track the dynamics of self-identification bases under the influence of joint activities and common interests.
It is stated in the article that the use of techniques of the lexical approach in a university foreign language course, in particular, an English for Academic Purposes course, contributes to the development of lexical competence. As lexical competence is an integral part of linguistic and, therefore, communicative competence, it constitutes one of the criteria in international examinations, and it is necessary to master it to effectively function in academic settings. The principles and techniques within the approach are outlined, examples from authored textbooks are provided. The activities include tasks on the recognition and use of collocations, synonyms and antonyms, discourse markers, and also word formation. In addition, some techniques which allow teachers to implement the lexical approach with existing materials or encourage learners to work autonomously are suggested. It is concluded, that when the lexical approach is implemented alongside with other approaches and methodologies it gives a teacher instruments to enrich students' language repertoire alongside with providing students with strategies of autonomous work and lexical items for functioning in academic contexts.
The article offers a comparative analysis of teaching and learning of Basic course in Arabic language within "Oriental and African studies” Academic Bachelor Programme in the National Research University "Higher School of Economics" with the use of learning information environment (Learning Management System, LMS) as a remote support of discipline and without its use.
LMS is a dynamic learning management system used in the Blended Learning Programmes (combining face-to-face training with remote support of the disciplines). Accumulated results of the use of LMS for the period of two years in teaching of the course allowed the author to make an informed conclusion that a blended form of teaching Arabic language at the University is more effective compared to the traditional form, which is confirmed by the analysis of the course general and aspectisized results with statistical data, as cited in the article. The author describes the benefits of using an LMS from the point of view of the possibilities for differentiated flexible assessment system, as well as increase in self-discipline and development of self-management skills of students, efficiency and effectiveness of feedback in the course of "teacher-student" interactions when performing tasks for self-training, development, motivation of students studying in the discipline, enhanced coordination of the development of educational material and the objectivity of the assessment results in the simultaneous teaching of the discipline in several groups with different teachers, personalization of learning, etc. The article also highlights the constraints of organizational and methodological nature that accompany the introduction of LMS into the learning process, and identifies issues that require discussion in the scientific community and their subsequent solutions.