Determinants of Modern Scientific Discourse in the Context of “Socialization” of Knowledge

The aim of the article is to disclose some general trends in scientific discourse studies that have emerged by the second decade of the 21 st century, to characterize scientific discourse as a means of promoting knowledge, and to consider its contribution to public communication. The notion of scientific discourse incorporates both conventional (scientific articles, reviews, theses, dissertation abstracts) and modern forms of discourse (online academic conferences, symposia, colloquiums, seminars). The research is viewed in the article as a result of scientists' social activity targeted at new knowledge discovery and broadcasting, whilst the scientific text is defined in terms of verbal representation of the research results in a par with new knowledge transmission. Two types of determinants are introduced to regulate the model of scientific text composition – internal and external. The internal determinant is represented by discursive structures, which promote knowledge in scientific text as the element of scientific communication, while the external dominant is represented by extralinguistic factors, which provide the promotion of scientific discourse outside the professional community (socializing). Воth kinds of determinants provide the interpretation of the scientific discourse as open systems. An assumption is made on the increasing role of external determinant in discursive extension of modern scientific text by means of the Internet; the addressee factor wider representation and scientific knowledge inclusion into cross-cultural communication.

Formation of Foreign Language Hedging Competencies in the Context of Academic Writing

The article is devoted to the problem of teaching academic writing as a concept of academic literacy of students, undergraduates, graduate students in higher education. Violation of the norms of academic writing is a common practice among both foreign language and domestic authors. This results from the fact of poor acquired and often lack of possession of formal stylistic competencies that affect the quality of writing a clear, concise and convincing scientific text. As the title implies, the aim of the article is to present the technology that avoids traditional errors when working on a scientific text. The need to follow the specific tone of the genres of academic writing, dictating the choice of words and phrasing, is especially noted. The technology of teaching hedging is proposed as a system of sequential operations (algorithm) for solving the stated problem. The algorithm for the formation of hedging competencies acquaints students of all levels in higher education with the genres and style of formal writing, teaches them to construct their own knowledge in academic discourse. In addition, the goal was to develop hedging competencies and to use foreign language lexical phenomena in academic writing genres, which may help to warn authors against typical stylistic errors. This work may be of interest both for students of all levels in higher education and for researchers-beginners, since the article discusses the international requirements for the writing of academic scientific documents that may be useful while preparing a foreign publication. The recommendations made as a result of the research may also arouse the interest of teachers of foreign languages, draw attention to the problem of academic writing and integrate them into the course of the profile discipline. This, in its turn, may help to meet the requirements to the quality of specialists training at universities, including scientific work support of students of all levels.

Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic

The subject matter has been based on three systematizations of experiences in teacher training through remote teaching, during the COVID-19 pandemic of 2020–2021. They were developed in IES in Brazil, Ecuador, and Peru. The objective has been to show the experiences implemented to build the teachers’ pedagogical knowledge, from online teaching practices. The theoretical framework has been the theory of collaborative and developmental learning, according to L. S. Vigotski and his followers. The work methodology has been the systematization of experiences, according to Jara and others. The results of the Brazilian experience show how it is possible for students of the degree in pedagogy to acquire didactic knowledge and develop skills, through collaborative work in virtual rooms. The Ecuadorian experience shows the effectiveness of teaching focused on autonomous work, which is based on asynchronous activities. The results of the experience in Peru show how asynchronous accompaniment is an effective means for guidance and sustained feedback by the trainer, with an impact on the process of construction of a scientific text and on the productivity of the doctoral student in Education.

Glossary of Russian-German Literature

The article presents a large fragment of the authors glossary (dictionary) on the literature of Russian Germans (the authors definitions of literary concepts related to the literature of Russian Germans, based on its study in a doctoral dissertation and a number of articles). Writers - Russian Germans - Russian-German bilinguals, therefore the dictionary on the literature of Russian Germans should be presented in German-Russian format (articles in German and Russian). In the original literature of Russian Germans, there are phenomena and facts specific to this subculture. The Dictionary of the Literature of Russian Germans, explaining the meanings of words that may be unfamiliar, incomprehensible, or partially incomprehensible to the reader, makes it possible to significantly expand the circle of connoisseurs of the literature of Russian Germans, facilitates the perception of literary and scientific text.

Workshop menghindari plagiasi dengan teknik parafrase pada penulisan karya ilmiah mahasiswa tingkat akhir 2021

Scientific paper often becomes the toughest obstacle faced by students. This community service article was written based on a workshop with the same theme which aims to avoid plagiarism on writing scientific papers for final-year students in Salatiga with paraphrasing techniques. The workshop was held online via Zoom application and joined by 20 eight-semester students in Salatiga 2021 who had difficulties in writing their final assignments. The activities were: material presentation on paraphrasing techniques, question and answer session, paraphrasing techniques practice directly from scientific text sources according to the student's scientific field, and direct feedback/evaluation to students. At the end of the activity, the presenters as well as the authors distributed a link to check students’ understanding questionnaires about paraphrasing techniques in general. From these activities, it can be concluded that the paraphrasing technique is very important for students and is needed to reduce the percentage of plagiarism check results. In addition, from the results of the questionnaire, overall, all participants understood and could practice well the paraphrase technique material from the Workshop.

Manifestation of the attitude of V. O. Klyuchevsky to the educational reform of Peter the Great (based on the course of “Russian History” by V. O. Klyuchevsky)

This article discusses the peculiarities of manifestation of the category of the author’s image in working with historical sources in V. O. Klyuchevsky course of “Russian History”. Major attention is given to the educational reform during the reign of Peter the Great. Category of the author’s image as a personal attitude of the author to object of depiction, which indicates the beginning of the text, was studied primarily on the material of literary texts in the works of such scholars as V. V. Vinogradov, L. A. Novikov, M. L. Novikova. But is has explanatory potential to the scientific text. I. I. Baklanova gave a general principle for the analysis and identification of the author's image in the scientific text; however, this category has not been studied in a specific work of scientific style. The novelty of this research lies in the fact that the category of the author's image in the scientific course of “Russian History” is examined for the first time. The article employs the method of philological analysis of the text; examines the use of linguistic means as a form of expressing the author's thoughts. Comparative method is applied for juxtaposition of the initial idea with the acquired result, as well as for tracing the causal link to determine correlation of the content with the author's idea. It is established that the image of the historian is represented by contrariety of the initial concept of the reform, reflected in the dialogue between the Tsar and Patriarch Adrian, and its actual implementation indicated in the quotations from the decrees (1713–1723). Category of the author's image also manifests in linguistic means used to characterize the selected facts. The obtained results can be used in such university courses as “Philological text analysis”, “Stylistics of the Russian language”, “Russian language and speech culture”. The article reveals that V. O. Klyuchevsky expressed objection to the educational reform of Peter the Great.

http://sjeducation.academysps.edu.ua/an/anishchenko-v-o-2-7-eng/

In the article the authors substantiate the peculiarities of how to teach reading popular-scientific texts to law students during the distance learning English. The aim of the article is to give the definition of an English popular- scientific text and it’s structure in the linguistic paradigm and to show the peculiarities of how to teach reading this kind of texts to future lawyers. Methodology. Theoretical statements include the analysis of the existing methods and approaches to teaching reading English popular-scientific texts to law students. General principles of higher school didactics and methods of teaching foreign languages, general scientific, comparative, descriptive, logical and semantic approaches to defining the peculiarities of English popular-scientific texts in linguistic theory are the theoretical and methodological basis of this article. Results. The definition of an English popular-scientific text is given on the basis of the linguistic research, the features of such texts are specified on the basis of the analysis of linguists` research, popular-scientific sites and printed editions. The requirements as to the level of mastering English competence in reading English popular-scientific texts are made according to the stages of learning English by future lawyers at the Academy of the State Penitentiary Service starting from the first to the fourth year of studies. In the article the authors use the critical analysis of the national and foreign linguistic and methodical literature sources on the research topic as well as of the educational documents and programmes. Practical implications of the results achieved lies in giving an English popular[1]scientific text in the context of future lawyers learning English at the different stages of the educational process. The authors define the types of reading and corresponding skills which are to be formed at each year of studies while learning how to read English popular-scientific texts. Some specific requirements as to the level of mastering English reading competence are to be taken into account while organizing educational activities that should help to get the degree of Masters of Law. The materials for the research are popular-scientific sources, first at all, scientific blogs, popular-scientific events and editions. Value (originality). The value of the study is characterized by the presentation of a new vision of forming future lawyers English competence while reading popular-scientific texts. The authors also give the definition of an English popular-scientific text and its structure on the basis of the linguistic research. Key words: an English popular-scientific text, future lawyers, English, reading.

Structures lexico-syntaxiques fondées sur le verbe viser dans l’écrit scientifique. Analyse contrastive franco-polonaise

The paper offers an analysis of lexical-syntactic structures based on the verb form viser typical of a scientific text, that is a text that follows quite a stable and rigid structure. A corpus-based analysis, achieved through the use of the Scientext corpora, runs across two dimensions. The first dimension is constituted by the subject matter of the text while the other dimension concerns the relation between the author of the text and the recipient. The analysis presented is a two-stage process. At the first stage, lexical-syntactic structures are singled out. The second stage is to assign those structures to the particular parts of the text, such as Introduction, Main body, Conclusion.