Учебное пособие 1782

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began to write funny stories. Nobody could in such a small volume, so economically, accurately and clearly use expressive means to contain a deep content.

"The Death of a Government Clerk" is a short humorous story, written from 25 to 26 June 1883. The plot of the story is simple, like most of A. P. Chekhov's stories, he is quite anecdotic: a government clerk who inadvertently sneezed in the theater at his superior, he went to him the next day and began to apologize for causing him anxiety in the theater.

In our opinion, the problem of this story is already stated in the title — it is a short story about the termination of the functioning of a government clerk, despite the fact that the most used keywords are related to the sneezing of this government clerk. The whole story is written within critical realism. It is surprising that in this volume of text, the writer was able to accommodate a huge social and psychological content. The given story is relevant in the present time, since veneration, sycophancy, servility are often met now.

The story is felt as humorous, because sneezing for no apparent reason leads to the death of a government clerk, which in this story is perceived as a non-serious thing. The story is also felt as sad, because the plot of this work is ironic, because it shows the man's self-abasement.

Methodology of the research.

The object of the study is the language of A. P. Chekhov's short story "The Death of a Government Clerk". The subject of the article is a polyaspect linguistic analysis of A. P. Chekhov's "The Death of a Government Clerk".

The purpose of this study is to examine a literary text from a linguistic angle, to study the linguistic aspects of the short story and to reveal the meaning of the various elements of the language in order to fully understand the text. Achieving this goal requires solving the following tasks:

1)to acquaint with the story of the writer and to understand the depth of his thoughts;

2)to study the individual author's use of language tools;

3)to reveal the lexical meaning of outdated words, without understanding the meaning of which the assimilation of the content will be difficult;

4)to identify and describe the word-formation types of individual parts of speech;

5)to investigate the peculiarities of semantic adaptation of borrowed words to express historical facts.

The material of this study is the short story of A. P. Chekhov's "The Death of a Government Clerk".

The main methods of this work are the statistical method, the method of semantic, quantitative and qualitative analysis, the method of analysis of aesthetic onomastics.

Results of the study. There is no doubt that the vocabulary of this short story keeps the specifics of the Russian culture of the XIX-th century, for example, jekzekutor, policejmejster, tajnyj sovetnik, statskij general, vicmundir, «Arkadija», milostisdar' [1*]. The total volume of such words was 07 lexical units (01.03% of the total).

If we translate outdated words into another language, then in the target language they should undoubtedly represent the culture of the original language. The task of the translator is difficult in the course of the transfer of the above-mentioned cultural lexical units, because the translator "not only must know both languages, but also have a good understanding of the subject. Only then he/she will be able to cope with the difficulties of translation" [1, p. 128].

Along with this, L. Abid argues that "the translator should strive to preserve the singularity of the original, without violating, however, the norms of the translation language. It should

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not be forgotten that what is familiar to one language may look quite unusual in translation and bring to it the affect and pretentiousness, foreign to the original. In all cases of removal of imagery, the translator has the right to use the method of compensation. The translator must possess not only knowledge of both languages, but to be able to analyze stylistic, historical and cultural aspects of the source text in comparison with the possibilities of the target language and culture" [2, p. 25].

Historisms "present serious difficulties when translating into Arabic, sometimes not only because of the absence of a certain reality in Arabic, but also due to the fact that the word is outdated and incomprehensible to the native speakers of the language themselves" [3, p. 185].

In this study, we offer the following classification of sources and methods of forming the words of this story:

1)borrowing, which means verbal occurrences from other languages, as well as calques;

2)the syntactic method by which the phrases are formed;

3)morphological and syntactic method, the types of which are syllabuses and abbrevia-

tion.

The choice of this classification order is due to the fact that two main sources are involved in the formation of the vocabulary of the Russian language, which can be conditionally designated as external and internal. The external source is represented by units included in the Russian language from other languages, the internal source is represented by units formed in the Russian language with the participation of their own derivatives. The external source is represented by calques and borrowing.

One of the most important results of the interaction of languages is borrowing, i.e. units borrowed in Russian from foreign languages. Borrowed words in general are words transferred by one language to another as a result of language contacts.

D. S. Lotte considers borrowed words "those words that entered the Russian language without any change, and those that underwent significant changes and already at the very moment of borrowing in form were very different from the corresponding foreign prototypes" [4, p. 9].

At the same time, borrowing also means not only the entry into the Russian language of foreign lexical units. The term "borrowing" is sometimes used in other meanings, for example, in the sense of "domestic borrowing," which means the transition into the language of science of verbal units of the national language [5, p. 33; 6, p. 124].

V. I. Kodukhov emphasizes that "words are borrowed from the Russian language and foreign languages — English and German, French and Spanish, as well as other languages of Europe, Asia, Africa and America. Even in ancient times were borrowed words versta, kvas, mamont, mjod, pud, rubl', samovar, sobol', step', tajga, shhi. Words have been borrowed, reflecting our history: car', voevoda, strelec, zemstvo, duma, intelligencija. Especially many Russian words reflecting the socialist revolution and space exploration entered the languages of the world: sovety, komsomol, bol'shevik, leninizm, kolhoz, sovhoz, subbotnik, udarnik, sputnik, lunnik, raketa, etc." [7, p. 194].

"There are also rare cases when a word, having penetrated from one language to another, then comes back completely unrecognized. Perhaps, such a trip "with a return ticket" made the Russian word hrip. It is believed that at first it was borrowed in French, where in the form grippe [flu] began to denote one of the most common infectious diseases. And only after this — already in a foreign guise — this word returned back to the Russian language. So as a result of the "trip" to France, the Russian hrip turned into gripp" [8, p. 148].

In this short story, we found borrowing words from the Latin language: jekzekutor (from the Latin. executor, performer), vitsmundir (lat. vice instead, like + uniform), person (lat. persona, Fr. Personne - person); from the Greek: blazhenstva (macarism, from Greek. μακαριοςhappy, blessed); from German: policejmejster (him. Polizeimeister), statsky - (from German. Staat - the state); from the French language: entr'acte (FR. entracte, from entre — between and

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acte — action), apartments (Fr. appartement, from Italian. Appartamento - apartment) [1**]. With the help of borrowing were formed 08 words (1.18% of the total number of words). In the analyzed material, we have not found the calques.

It is interesting to note that most of the borrowed words are exoticisms. Exotisms are borrowed words, according to S.V. Grinev-Grinevich, in the meaning of which the distinctive features of public life, everyday life and customs of a particular people are expressed, including the names of national institutions and organizations, monetary units, types of clothing, dishes, posts and titles, dances, foreign instruments, villages, dwellings, etc. Such words are used in scientific, journalistic and literature in describing the life of a particular people [6, p. 154-160].

According to the classification of lexical units according to the formal structure, the following structural types of words in this short story can be distinguished: words, phrases and abbreviations. The author uses more words in this short story, because their number is 673 words (99.12% of the total number of words), the number of phrases is the smallest percentage of their total (00.88% of the total number of words). During this analysis, we have not found abbreviations.

When considering the structural features of the lexical units of this short story, the main attention is paid to the form of the word. We have found a significant number of abbreviated words, formed by syllabuses, used to speed up the transfer of information. This process is caused by the tendency to save language resources, due to the need to transfer to readers social and psychological facts that require reduction. These lexical units are 12 lexemes. This number is 1.77 % of the total array of the studied lexical units, for example, Dmitrivich → Dmitrich, vashe velichestvo → vashe-stvo, chihnul sudar' → chihnul-s, znat' sudar' → znat'-s, → milostisdar', → milostivyj gosudar' [1*].

From parts of speech, the author uses verbs and nouns more, because he needs actions, facts. Verbs serve as a means of transmitting information about life circumstances that determine many actions in the short story. The number of verbs is 159 lexical units. This amount is 23.48 % of the total array of lexical units under study. The number of nouns is 84 lexical units (12.41% of the total number of words). In the description of feelings the author used qualitative adjectives and short forms of adjectives. The number of adjectives is the smallest percentage of their total number (02.36% of the total number of words).

Table 5

Number of verbs and names of nouns and adjectives

The author of the article "Typology of Spanish anthroponyms" believes that "the analysis of proper names (onyms) contributes to the emergence of new, more in-depth general linguistic concepts. Onyms are usually the designation of individual or homonymous objects perceived individually, as opposed to the names of common nouns associated with the whole class of concepts. Among the variety of proper names anthroponyms, which are the various namings of a person, are singled out: surnames, names, patronymics, nicknames, aliases" [9, p. 107].

N. S. Yakovenko argues that "in the artistic realization, the occasional anthroponym is very specific, it is unique from the lexical or structural-word-formative side. Occasional names are names more saturated in meaning and emotional value than usual, common names, but the specificity of them is that, serving a certain context, they do not pretend to gain a foothold in the language, to enter into common use. Hence one of the important properties of anthroponyms occasional: they retain the novelty, felt like new regardless of the time of its creation" [10, p. 187].

N. V. Merkulova notes, in turn, that "in terms of artistic reality, onyms act as aesthetically significant and informative objective signs of the image of the world, which is created and recreated not only by the writer, but also, from the point of view of the modern hermeneutic approach, by the reader, the recipient, taking into account linguistic, speech and cultural factors " [11, p.145].

Continuing her idea, N. V. Merkulova emphasizes that "aesthetic formation of onyms in the space of the artistic text acts as one of the key semantic and symbol-forming elements that are invariably endowed with a certain (sometimes hidden at first reading) connotative-and- expressive potential of different levels (identification values is often possible only in the course of deeper philological, linguistic and literary criticism, philosophical and critical interpretation)" [12, p. 18].

From the point of view of onomastics, we pay attention to the names of the speakers. So we can immediately see the character of a person, the writer chose such names as: Ivan (anc. Heb.), Dmitry (anc. Greek), Chervyakov, Brizzhalov. A simple view of the electronic dictionary Goldendict [1**], shows that these names were chosen specifically: Ivan (anc. Hebrew - "the gift of God") — God granted, the mercy of God, Dmitry (anc. Greek) — dedicated to Demeter, the goddess of fertility and farming. Chervyakov is a worm, a worm, a ringed, anthropoid animal that crawls, croaks (Dal), Brizzhalov — squeamish — strumming, shaking with trembling, chattering; to disdain — to shout with a sharp voice, grumble (Dal) [1**]. In our opinion, this choice is due to the fact that the writer sought to reflect the history of the story through the surnames and names of the main characters: Ivan — God granted life to the hero, Dmitry — connection to the earth, Chervyak — animal that creeps on the ground. So, the main idea of the story: God gave the hero a person's life, and he turned it into the life of an animal.

Conclusion.

Despite the fact that the outdated vocabulary in this story reflects the specifics of the Russian culture of the XIX-th century, it was used to reproduce the characteristic language features of its historical era, which complicates the translation of this short story.

In our opinion, the author used exotic vocabulary for aesthetic purposes to create a comic effect, because the exoticism of this story not only performs a nominative function (they call the concepts that have no equivalents in the Russian language), but also an aesthetic function.

The large number of abbreviated words in the story to speed up the pace of speech is proof that the author used them as a means of creating humor in connection with the need to transfer to readers of social and psychological facts. The increase in the number of verbs in a story is due to the fact that they give dynamism to the story, increase tension and, of course,

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convey the action.

Having analyzed the story of A. P. Chekhov, we came to the conclusion that the use of proper names in this story is not accidental, each of the proper names plays a special role. By choosing a certain onomastic material, the author creates a comic effect. The analysis showed that the study of the proper names functioning in this story allows a deeper understanding of the artistic world of the author, what is considered an important step towards the understanding of his work as a whole.

Thus, the story is written with the help of means of different sections of linguistics: vocabulary, word formation, morphology and onomastics. The author's image is manifested in the choice of lexical units, stylistic, semantic means of language involved in the creation of this story.

This article has been prepared exclusively using free open source software.

References

[1]Milud M.R. Strukturno-semanticheskij analiz leksiki neftegazovoj promyshlennosti.

—Saarbrjukken, Germanija.: Izdatel'stvo Lap Lambert Academic Publishing, 2014. — 141 s.

[2]Abid L. Osobennosti perevoda frazeologicheskih edinic s russkogo jazyka na arabskij jazyk / L. Abid // Perspektivy Alzhirsko-Russkih otnoshenij v tret'em tysjacheletii: trudy vtoroj nacional'noj konferencii: Buzarea, 24 aprelja. — Alzhir, 2015. C. 19 — 25.

[3]Kadim M.M. Ustarevshaja leksika v komedii N.V.Gogolja «Revizor» i ee izuchenie v arabskoj auditorii / M.M. Kadim // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija. — 2010. vyp. 2 (14).

—S. 186 – 193.

[4]Lotte D.S. Voprosy zaimstvovanija i uporjadochenija inojazychnyh terminov i terminojelementov. — M.: Nauka, 1982. — 149 s.

[5]Danilenko V.P. Russkaja terminologija: Opyt lingvisticheskogo opisanija. — M.: Nauka, 1977. — 246 s.

[6]Grinev-Grinevich S.V. Terminovedenie: ucheb. posobie/ S. V. Grinev-Grinevich. — M.: Akademija, 2008. — 303 s.

[7]Koduhov V.I. Vvedenie v jazykoznanie. — 2-e izd. — M.: Prosveshhenie, 1987. — 291

c.

[8]Otkupshhikov Ju.V. K istokam slova. — 2-e izd., ispr. i dop. — M.: Prosveshhenie, 1973.

—256 s.

[9]Sheveljova A.S. Tipologija ispanskih deantroponimov / A.S. Sheveljova // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodikodidakticheskie issledovanija. — 2008. vyp. 2 (10). — S. 106 – 114.

[10]Jakovenko N.S. Osobennosti antroponimicheskogo mira anglojazychnoj prozy V. V. Nabokova / N. S. Jakovenko // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija. — 2010. vyp. 2 (14).

—S. 181 – 186.

[11]Merkulova N.V. Jesteticheskaja onomastika i ee funkcii v hudozhestvennom tekste i intertekste (na materiale proizvedenij francuzskoj literatury) / N.V. Merkulova // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Lingvistika i mezhkul'turnaja kommunikacija. —

2015. №4 (18). — S. 143 – 149.

[12]Merkulova N.V. Hermeneutic Analysis of the Art Text in the Aspect of Synergy of

Aesthetic Onyms (based on the material of the novel «Sentimental Education» by G. Flaubert) /

N.V. Меrkulovа // Scientific Journal “Modern Linguistic and Methodical-and-didactic

Researches”. – 2018. - №1 (20). – P. 9 - 27.

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Analysed sources

[1*] Chehov A.P. Smert' chinovnika // Chehov A.P. Polnoe sobranie sochinenij i pisem: V 30 t. Sochinenija: V 18 t. / AN SSSR. In-t mirovoj lit. im. A. M. Gor'kogo. — M.: Nauka, 1974—1982. T. 2. [Rasskazy. Jumoreski], 1883—1884. — M.: Nauka, 1975. — S. 164 —166.

Dictionaries used

[1**] Goldendict Gnu-Linux Ubuntu versija jelektronnyj slovar', URL: https://apps.ubuntu.com/cat/applications/precise/goldendict/ (vremja obrashhenija – 29.03.2018).

[2**] Ahmanova O.S. Slovar' lingvisticheskih terminov. — M.: Sovetskaja jenciklopedija, 1966. — 598 c.

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SCIENTIFIC OVERVIEW

L.V. Lukina

INFORMATION ABOUT XXIV INTERNATIONAL CONFERENCE OF THE NATIONAL ASSOCIATION OF TEACHERS OF ENGLISH IN RUSSIA (NATE RUSSIA):

«SHAPING MINDS, ENRICHING SOULS, CHANGING LIVES»

(18-22 April, 2018, Samara)

From 18 to 22 April, 2018 in the center of the Volga region of Russia in Samara city the XXIV Annual International Scientific and Practical Conference of the National Association of Teachers of English (NATE Russia): «Shaping Minds, Enriching Souls, Changing Lives» was held. The task of this public organization is to promote the continuous improvement of the quality of teaching foreign languages in educational institutions of various levels in Russia.

This year the largest scientific forum of teachers of the English language of Russia was held on the basis of the Modern Foreign Languages and Professional Communication Department of Samara National Research University named after Academician S.P. Korolyov. Samara University is one of the leading Russian Universities, the main scientific and educational center of the country in the field of aerospace technologies.

More than 500 English teachers of universities and schools from various regions of our country - from Kaliningrad and St. Petersburg to Chelyabinsk and Yamal, as well as over 100 Russian and foreign leading speakers and scientists, including Svetlana G. Ter-Minasova, Carolyn Westbrook, Elena N. Solovova, Joanna Stirling, Marina I. Solnyshkina, Lyudmila Gorodetskaya, Karen Ottevell and many others took part in the conference. The conference was attended by both Russian and foreign scientists from different countries, including the United States, Britain, Canada, Russia.

The conference was co-hosted by the National Association of Teachers of English in Russia “NATE-RUSSIA”, Samara National Research University named after Academician S.P. Korolyov, the Institute of Social Sciences and Humanities, the Modern Foreign Languages and Professional Communication Department and in partnership with the largest international publishing houses, producing literature for the study of foreign languages: Cambridge University Press, MacMillan Education, Pearson Longman, etc. The English Language Office (ELO) of the US Embassy in Moscow also took part in the organization of the forum.

Today, the National Association of Teachers of English (NATE Russia) is the largest professional organization in Russia, which includes more than 1000 members and more than 40 regional pedagogical communities. The Association provides an opportunity to develop pedagogical skills in the field of foreign languages through national and international unions, educational projects and grants. The annual scientific conferences of the National Association of Teachers of English offer teachers of English language of all levels from pre-school to higher education a unique opportunity to share their experience, learn about up-to-date problems and methods in teaching English, attend master classes, talk with colleagues, listen to leading experts.

The purpose of the conference is to establish an information exchange between scientific communities, to develop international cooperation, to promote the continuous improvement of the quality of teaching foreign languages, and to integrate Russia into the world scientific environment.

Voronezh branch of the National Association of Teachers of English at the conference was represented by a delegation of six lecturers from Voronezh State University and Voronezh State Technical University, representing the Coordinating Council of Voronezh Association of

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Teachers of English (VATE), headed by its president, Doctor of Philology, Professor Marina A. Sternina. Voronezh State Technical University was represented by Lyudmila V. Lukina, Ph.D. (Linguistics), Associate Professor of the Chair of Foreign Languages. At the section meeting she presented the report “Methods of Semantic Scaling in Contrastive Research”.

At the official conference opening NATE-Russia (18 April) the participants were greeted by the director of the Institute of Social Sciences and Humanities Mihail M. Leonov, the head of the Modern Foreign Languages and Professional Communication Department Victoria V. Levchenko, Kelli Odhuu, English Language Officer (US Embassy in Russia).

In her speech, Kelli Odhuu noted that the conference was not only a time to learn, but also a time to unite. It is time to meet as many teachers as you can, share what you know, and learn from each other. Kelli Odhuu stressed, when teachers learn together education is improved.

Svetlana G. Ter-Minasova, the honorary President of the National Association of Teachers of English, Doctor of Philology, Honored Professor of Moscow State University named after M.V. Lomonosov, addressed the conference participants with welcome words (by video link). The well-known linguist spoke about the difficulties of teaching English at the present time: “in the new globalizing world, in the kingdom of the Internet.” «We are dealing with a very new and very different type of students, teaching the global language in the tense situation. These and many other professional questions: what to teach and how to do it, are to be discussed at the NATE Russia Conference».

Opening the major international conference for teachers of English in Russia, the head of the Modern Foreign Languages and Professional Communication Department Victoria Levchenko spoke about the plans and prospects for the development of international cooperation, the popularization of the study of foreign languages in higher educational institutions and schools, the tasks of internationalization of education, as well as the need for continuous development the quality of teaching foreign languages in Russia.

At the plenary sessions, workshops, section meeting, round-table discussions, poster session the presentations were made by leading foreign and Russian scientists in the field of teaching foreign languages and intercultural communication

Special interest was aroused the report made by Virginia Simmons, PhD (USA), specialist in Inclusive Education, «You Can’t Cross the Sea Merely by Standing and Staring at the

Waves». Her report was devoted to teaching students with disabilities and the importance of including students with special needs in the system of education.

At the plenary session other foreign experts in the field of foreign language teaching also spoke: Johanna Stirling (UK), Carolyn Westbrook (UK).

In the presentation «Unlocking Your Students’ Cognitive Skills» Associate Professor of Southampton Solent University Carolyn Westbrook (UK), a Senior Lecturer in English as a foreign language and applied linguistics, noted that students often consider the task as a huge mountain, which cannot be overcome, while the teacher believes that the task is very simple. It was shown how the “mountain” task is transformed into a “molehill” task on the example of the main types of speech activity: reading, speaking, listening, writing.

Johanna Stirling (UK), the author of online courses, Associate Trainer of Norwich Institute for Language Education, began her report «Teaching Humans» by saying that the teacher should not fight against human characteristics, but work with them. She said how human traits affect the student’s learning and behavior in the classroom.

Professor Elena N. Solovova, Ph.D., Doctor of Pedagogical Sciences, Director of the FL Department at National Research University Higher School of Economics, a leading expert on teaching English, devoted her report to the urgent problem: “A Road Map for Language Testing and Assessment in Russia: from Primary to Post-Graduate School”.

The XXIV scientific and practical conference NATE Russia in Samara National Research University was held in the form of plenary and section meetings, workshops and master-

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classes of leading specialists in the field of English teaching methods, presentations and roundtable discussions, meetings of academic writing problem groups, using of modern technologies in teaching English at school and university. A wide range of urgent problems in the field of teaching English from preparation for exams and Olympiads to blended learning technology, from the formation of cross-cultural communication skills to innovative educational forms were discussed at the conference.

Topics of the conference include such problems as Professional Image of a Modern Teacher of Foreign Languages; Testing, Evaluation and Assessment of Foreign Communicative Competence; Developing Critical Thinking Skills and Teaching Strategies for CrossCultural Communication at Foreign Language Lessons; Multicultural Environment of the Modern University; Integrated Language Learning; English for Professional Opportunities; Philology, Literature and Cultural Studies; Distance Learning of Foreign Languages; Teaching English for Scientific and Academic Purposes; Inclusive Education of Foreign Languages and many others.

The conference materials were published in the collection of articles «Foreign Language Education in a Multicultural Environment», indexed in the Russian scientific database (RINC).

For three days, more than 50 international experts and more than 500 participants from different parts of the country (Moscow, St. Petersburg, Voronezh, Nizhny Novgorod, Tula, Rostov-on-Don, Yakutsk, Petrozavodsk, Perm, Kolomna, Kazan, Astrakhan, Saratov, YoshkarOla, Kaliningrad, Ufa, Chelyabinsk, etc.) shared experience and new ideas, present their own methods of teaching English in various areas.

In the Hall of Samara University the exhibition of posters was organized, where you could get acquainted with the work of regional groups of the National Association of Teachers of English.

The closing ceremony of the XXIV Conference was held on April 20 at which the organizers summed up the results of the conference. A traditional lottery was held from the partners of the National Association of Teachers of English - the largest publishing houses producing educational materials for the study of foreign languages. All three days at the conference were exhibitions and sales of educational literature from the international publishing houses.

All the conference participants were awarded certificates of the XXIV International Scientific and Practical Conference of the National Association of Teachers of English in Russia.

As part of the XXIV Scientific and Practical Conference, the II School of Academic Writing «Publication of Scientific Articles in English» was held on the basis of the Modern Foreign Languages and Professional Communication Department under the guidance of the Doctor of Pedagogical Sciences, Professor Viktoria V. Levchenko. The purpose of the project is to increase the level of language competence necessary for writing and publishing scientific articles in international journals. Specialists and teachers from leading Russian and foreign educational institutions conducted seminars and workshops devoted to important problems of academic writing in English. The II School showed the growing popularity of teaching academic writing.

The conference organizers also prepared an interesting cultural program which helped the participants of the conference to get acquainted with the glorious history of the center of the space industry of our country and could admire the wonderful view opening from the beautiful embankment to the Great Russian River Volga. Samara is one of the main research centers of the country in the field of space and aviation technology. The architecture of Samara is interesting and diverse, there are many historical monuments. The architectural heritage, which has survived to the present day, is one of the richest in modern Russia.

At the closing ceremony many kind words were said about the organizers of the conference. It was three days of inspirational and fruitful work, a dialogue in a friendly atmosphere.

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Foreign specialists and leading representatives of the national school of teaching foreign language shared their advice with colleagues and students on how to improve their skills in learning foreign languages, what to do in order to make learning fun and interesting:

Karen Ottewell, PhD, Director of Academic Development and Training for International Students of Cambridge University (UK): Speak, read, write and watch!

The British scientist believes that the main thing when learning a foreign language is to speak language a lot, and also read as many books and other literature as possible: newspaper materials, scientific publications, journals. K. Ottewell notes that to make learning of a foreign language more interesting, it is better to focus on your interests, and hobbies. It is also important to write as many letters in English as possible, watch news and films. Accordingly, if you practice every day, you will soon see the results.

Akiva Weiss, English teacher (USA): Practice!

A. Weiss advises watching movies and shows with English subtitles without Russian-language voice-over, as well as finding friends who speak English and train together. The teacher recommends not afraid to make mistakes when practice, read about current events in newspapers and magazines in a foreign language. And, of course, it is good to live in an English-speaking country, although it is difficult, but it helps.

Carolyn Westbrook, Associate Professor of Southampton Solent University (UK): Speak English to yourself!

Useful, but at first glance, a strange advice is given by K. Westbrook: Speak English to yourself, for example: "How to explain in English that you have found something or drunk a cup of tea?" It is useful to ask yourself, "How will I ask it in English?" She also points out that the best way to learn more about the target language and learn to speak is, if possible, to provide training in another country.

Elena Solovova, Ph.D., Doctor of Pedagogical Sciences, Professor, Director of the FL Department at National Research University Higher School of Economics (Russia): Choose your own way!

E. Solovova advises reading a variety of texts (fiction, scientific articles, media texts) in English and makes it a habit. Elena Nikolaevna also considers it is important to listen and to watch news channels, to set goals and objectives, to choose appropriate ways and means of training and, if necessary, contact your teachers. She believes that it is essential to listen to professionals, but at the same time choose your own way, because the more advanced you are in a foreign language, the greater the role of self-education becomes.

Ludmila Gorodetskaya, Doctor of Cultural Studies, Professor of Lomonosov Moscow State University (Russia): Keep to the system order!

Ludmila Aleksandrovna stresses that today it is necessary for all students in addition to the profession to master a foreign language, but in order to master it, first of all you should go to classes and not to think up reasons for yourselves: "I feel bad today, I need to see a doctor or I did not get enough sleep, or I have a test in another subject." This is the first thing you do not need to do to increase the success of mastering a foreign language. The second thing that needs to be done, as the professor considers, is to study at home. Do homework so that the system which the teacher offers, works. L. Gorodetskaya also believes that it is important to find ways for additional education, but many students do not have extra money for it, so she advises to find a so-called speaking partner, that is a friend with whom you communicate a lot. Communicate with him in English at the end of the day, for example: call him on the phone or Skype and talk with him on everyday topics. If your English level allows, include in your conversation the discussion of some more general topics related to the profession, teaching at the university, city development, preparation for the World Football Championship, or the weather.

The annual Scientific and Practical Conference of the National Association of Teachers of English in Russia is an exciting, stimulating event for professionals in the field of teaching English, which will promote the further professional growth and development of teachers!

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