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¿Desea aprender ruso de una forma amena y divertida? Tiene en sus manos el manual ideal. En cada una de las 21 lecciones, el señor Blanco —su simpático compañero en este recorrido— viaja a Rusia por primera vez y se ve envuelto en las típicas situaciones de la vida cotidiana: coger el metro, comer, ir al médico, asistir a un espectáculo, concertar una cita… Este nuevo método le proporciona, a través del diálogo y situaciones del día a día, los instrumentos necesarios para dominar las cuatro habilidades lingüísticas: hablar, escuchar, leer y escribir. Además, el libro contiene un completo diccionario con los términos más utilizados, acompañados de su correspondiente transcripción fonética.

The paper is devoted to the study of the cognitive function associated with the generation of elliptical sentences in the Russian language. The study is conducted by testing this cognitive ability using a computer system specially developed by the authors for this purpose. Testing of this cognitive ability is proposed and implemented for the first time. The system is an extension of Moodle and is openly hosted in the github repository. Elliptical constructions are limited to verbal and nominal ellipses, which are theoretically possible to be completely reconstructed based on the context of the sentence. The study is conducted with the participation of SPbPU students as respondents. The texts of planimetric tasks are chosen as the subject area. As a result of the analysis of testing data, the following results are obtained: the influence of the respondent’s knowledge of the subject area (planimetry) on the test results is established; a tendency towards self-study of respondents was discovered, which is manifested in a reduction in time and an increase in scores as they pass tests; it is shown that respondents are poorly motivated if they do not see feedback on the answer to the completed task. The paper discusses the problems of further development of the testing system and its use in adapting questionnaires (tasks) to assess the knowledge of SPbPU students in the field of automation of bug detection in programs, as well as for diagnosing the functional state of operator specialists and express diagnosis of dementia. It also seems promising to use the system to improve the processes of syntactic parsing of elliptic sentences and automate the restoration of ellipses in the subject area of planimetry.

One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

The article focuses on the study of foreign students’ subjective satisfaction with the results of their education using a video conference. The educational subject is Russian as foreign language. The attitude of students to video lectures was studied using an online questionnaire. The purpose of the study is to assess the methods of organizing video sessions. The study confirmed the general trend towards a decrease in students’ interest in distance learning. According to studies’ results it was stated the pedagogical conditions to ensure satisfaction with video lessons at a sufficient level. To maintain interest in a video lesson, we suggest preparing basic materials and materials for self-study. All texts should be converted to electronic format and placed in special repositories. During the video lesson, it is recommended to alternate activities (listening, speaking, writing, reading) and visualization. Although videoclips, pictures and presentations were received favorably by students it was pointed a decline in interest to these training facilities. It is suggested to record planned and spontaneous explanations in video recordings and text. The results of the study have been applied in educational process for Russian students.

The effectiveness of advanced professional training for a teacher of Russian as the second language is possible only based on the complex use of modern distance learning technologies that are aimed at usage in a specific subject area and reflect its specifics as adequately as possible. This article summarizes the results of project activities on the formation of a system of advanced professional education for teachers of Russian as the second language, carried out at the premises of The Kosygin State University of Russia. The project aimed to develop strategies for creating an integrated system of distance support, including 1) a model of an electronic educational environment based on cloud technologies and representing a secure solution in a controlled segment of the Internet, capable of accumulating resources for teaching the Russian language in Russia and abroad; 2) a system of diagnostic measures to identify the competence gaps of RSL (Russian as the Second Language) teachers in the subject, organizational, methodological, psychological spheres; 3) recommendations for the creation of advanced training programs (modules) capable of eliminating the identified competence deficiency in these areas. The following can be considered as objectives of the project: 1) selection of distance technologies (elements of distance technologies), relevant for use in the process of professional training of an RSL teacher; 2) formation of a cluster of diagnostic measures; 3) modeling educational content; 4) determination of cognitive strategies for teaching and self-education of an RSL teacher in the system of advanced professional training. The system of diagnostic measures described in the work assumed the assessment (measurement) of the teacher’s activities in three aspects: 1) from the standpoint of subject knowledge, 2) from the organizational and methodological standpoint, 3) from the psychological standpoint. This approach made it possible to single out the components of professional competencies and form a methodology for expert assessment of the educational environment, including the Russian-speaking educational environment abroad. In this case, the instrument of pedagogical measurement was testing carried out remotely on the constantly operating platform of The Kosygin State University of Russia at https://edu.rguk.ru .

Due to wide-scale introduction of distance learning, the education sphere faces new social and psychological problems related with self-actualization, improvement of intelligence level, and spiritual development of youth and students. Today, the young teacher is a bearer of a unique subculture, the holder of a special personal position, which is characterized by the active nature of consciousness, understanding of the importance of personal initiative in the education of the generation. We consider the student as a representative of young people, who is a carrier of cognitive activity, owning ways of interacting with social reality, including personal initiative. The status of a student of a pedagogical university in Moscow plays an important role in creating a certain socio-cultural environment of the metropolis. Research objective is to substantiate and diversify interdepartmental experience of the Institute of Foreign Languages in development of initiative and activity of students during studying socio-cultural space of the capital. This article presents the training experience of future teachers, which can be used in university educational environment, as well as illustrative examples confirming appropriateness and consistency of educational policy of Institute of Foreign Languages, Moscow City University, in this direction. The research is based on generalization of teaching experience in training teachers of the English language and theoretical methodological provisions described by leading Russian and foreign researchers. This research generalizes the most efficient methods and skills of development of youth initiative upon designing and implementation of authors’ projects of study of socio-cultural space of Moscow, the toolkit for support of students’ projects is presented. The importance of development of youth initiative for formation of socio-cultural competence of teacher and his self-education has been proven.

The article substantiates the urgency of the problem of implementing the pedagogical coaching technology as a basic model of support for the personal development of students in the context of modernization of Russian education. Performing value-motivational and personal-semantic functions in the educational process, innovative technologies actualize and develop internal resources of the personality of students, form the necessary competencies that ensure their preparedness to independently solve not only professional tasks, but also various life situations. In modern society, the role of a higher school teacher as a carrier of scientific knowledge is transformed into the role of a coach teacher who focuses the main attention on the development of emotional and cognitive resistance of students to constantly changing conditions; on the formation of the competitiveness of students as future specialists in the modern labor market; on the acquisition of skills to analyze, compare, generalize educational information and apply it in practice; on development of skills for self-education and career growth. In this regard, the purpose of the article is to study the technology of pedagogical coaching in the aspect of new opportunities for developing creative partnerships between all participants in the educational process. The main idea of implementing the technology of pedagogical coaching in higher education is to form students’ ability to set constructive goals, apply the most effective methods for solving professional problems, and develop skills of self-organization and self-development. The mechanisms for implementing the technology of pedagogical coaching do not only complement and expand the personal and social components of professional activity, but also make them more meaningful and rational, which allows optimizing their results in practical activity. The authors conclude that pedagogical coaching in the field of education is a necessary innovative technology capable of concentrating the internal resources of a teacher and students on achieving the intended result and can be considered as an effective mechanism for increasing the creative interaction of all participants in the educational process.

The modernization of higher education is mandatory condition for the current stage of Russian society development and the ensuring of the Russian economy competitiveness. One of the priority issues of modernization is the strengthening of the significance of self-students studying. This is due primarily to the considerable reduction in the number of classroom sessions and the increase in hours provided for self-students studying. Self-studying becomes the basis for the professional development of a bachelor, encourage his cognitive interests, promotes the essential objectives of the training, that is, the formation of communicative and professional competences. The nature of the relationship between the teacher and the bachelor alters within the framework of competence-oriented education. The teacher, released from the mere transfer of knowledge, gets freedom in choosing forms of interaction or rather in choosing the methods used in such field of studying as “Foreign Language”. Classical teaching methods are replaced with new ones. The emergence of information and communication technologies led to their rapid introduction into the educational process. The organization of self-students studying through the use of information and communication technologies is of great interest to many educational specialists. The specific nature of information and communication technologies lies in the creation in the educational process of various kinds of relations and conditions of real life, requiring from bachelors not only the knowledge of work-related material, but also their familiarization with a given image, a holistic immersion in the professional environment. The use of simulation technology facilitates the formation of cognitive-search activity of bachelors, causes incentive for learning a foreign language.

Research in cognition has shown that expert learners in diverse fields, including chess, mathematics, physics, and language learning, approach new learning tasks differently than novice learners. More recent research in neuropsychology makes a strong claim that metacognition is separate from cognition and consists of two types of behavior: self-assessment and self-management. This article analyzes self-directed language learning behaviors of adult third-language learners based on qualitative data. The data were gathered in 1993 and 1994 from 11 learners of Georgian and Kazakh at the University of Maryland at College Park. All learners had 2/2/2 (L/R/S) proficiency in Russian according to the Federal Interagency Language Roundtable (FILR) scale. Data were analyzed using the Grounded Method for analyzing qualitative data (Strauss & Corbin, 1990). All learners were found to assess their progress, learning styles, strategy preferences, and conflicts with teaching styles and with the behaviors of other learners regularly. Based on these assessments, the majority of learners made attempts at specific self-directed learning behaviors, focused primarily on changes to course materials and classroom activities, and targeted specific learning tasks and strategies.