Keyword: «английский язык»

The relevance of this study stems from the growing interest among specialists in the introduction of games into today’s student community as an optimal way to engage students in foreign language learning. Throughout the language learning process, teachers develop various methods to simplify learning. Our article presents results that can be used to develop new types of language games, facilitating the development of solutions for enhancing the assimilation of lexical and terminological apparatus in a short period of time. The aim of the study is to conduct a complex experiment to obtain the results of mastering vocabulary in various subject areas by the 1st-year full-time students of the Institute of Geography, Geology, Tourism and Service at the Kuban State University. The following methods were used: 1) classification, 2) statistics, 3) description, 4) illustration (in the form of presentation of different crossword puzzle constructions). During the experiment, activity-based and systemic approaches proposed by both domestic and international scientists were used, ensuring the development of students’ independence and individuality. The following results were obtained: 1) the crossword puzzles were tried as final control tests on terms in academic groups; 2) students’ knowledge indicators had average scores on the studied material (given in tables). The theoretical significance of the study: the article proposes an improvement to the existing principle of presenting new material in the form of crossword puzzles, which helps to solve the problem of memorizing foreign words. Future plans include further development of educational games aimed at activating students’ work not only in their practical lessons but also during independent work, thus contributing to solving emerging issues and overcoming different problems. The practical significance of the study: the authors identified factors that enhance students’ motivation to learn English, particularly through the use of “language games”, which can satisfy their growing intellectual and aesthetic needs. The paper demonstrates the effectiveness of the proposed method for learning foreign languages and describes the course of the experimental study. The integration of the experiment into independent learning activities had a positive effect on the process; this experience in English classes was new, interesting and informative for students.

The relevance of the research is due to the rapid digitalization of the global information space and the steady dominance of the English language in international media systems, which actualizes the requirement for future specialists to develop a high level of media literacy and critical analysis skills of English-language media texts. Modern higher education faces the fragmentation of teaching media linguistics, the lack of unified educational standards and insufficient adaptation of curricula to the dynamic development of digital media technologies. In this regard, there is an objective need for a scientifically based methodology aimed at developing among graduate students professional competences in the field of critical perception, interpretation and generation of media speech in English. The aim of the work is to theoretically substantiate and empirically test a system of methodological techniques for teaching graduate students the basics of media linguistics in English. The research is based on competence-based, communicative activity-oriented and critical-discursive approaches. The work uses a set of methods: theoretical analysis of scientific and educational literature, comparative study of educational practices, statistical verification of data. The results of the study demonstrate the high effectiveness of the developed set of techniques that integrate analytical, discussion and project-based tasks aimed at identifying media manipulative strategies, decoding discursive markers and creating original media texts in English. The pedagogical experiment confirmed a statistically significant increase in the level of media linguistic competence development among graduate students of the experimental groups compared with the control samples. The theoretical significance lies in the systematization of the conceptual foundations of teaching media linguistics in graduate school and the expansion of the methodological apparatus of modern linguodidactics. The practical significance is determined by the possibility of direct implementation of the developed educational and methodological complex in the syllabi of graduate school, as well as in advanced training courses for language teachers.