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Britain and America have a great future, and perhaps this is the area of contacts that will help our countries find a common language on other important issues.

Conclusion

As in the middle of the previous century, E. Hemingway admitted that he would not have recognized L. Tolstoy, whom he unconditionally recognized as his teacher on a par with A. Chekhov and N. Gogol, if not for the translations of Constance Garnett, so many English and American classics asserted that Russian literature made a deep impression on them and further influenced their creativity. If we talk about translation in a wider context, this is a kind of art that allows two cultures to get closer and speak in one language - in our case in the language of literature. Today a translator is not just an intermediary between readers of different countries and languages, but a “cultural diplomat,” a mediator between two mentalities and world views.

This translator mission remains relevant out of time - a hundred years ago, and today, at the time of the most advanced digital technologies, machine translation and human voice synthesizing possibilities. But not so much excellent knowledge of the language, as the personality of the translator, his vision, his style and personality are necessary to convey the very spirit of the work, the plot of the writer, this is what makes the readers feel love to this particular writer, this particular work.

In the English-speaking environment there are many true connoisseurs of the Russian language, translators who have dedicated their lives to its study, the specifics of translation of the writing style subtleties to their native language. As our analysis showed, today the overwhelming majority of translators of Russian literature into English are native speakers of English, but in one way or another they are connected with Russian, for example, they studied philology in Russia or in the central universities of their home country or have Russian roots that is found not only in their love to the Russian language, but also in their name. Moreover, if we recall the brilliant translators of the hard time of emigration at the beginning of the last century, when some representatives of the Russian intelligentsia, having no means for existing in a foreign country, lived on the income from translations of their native literature into English - the reverse current trend, when the translation was made from their native into a "foreign" language. But this was the norm for the beginning of the last century, when the Russian aristocracy mastered several languages perfectly and did not experience difficulties in conveying meaning when translating. We would like to recall Vladimir Nabokov, whose family (while living in Russia) was so full of English spirit that it is impossible to say with certainty which of the languages actually is for this writer and translator was native - English or Russian. Or K. Zinoviev who spoke English to such an extent that the listeners of BBC Radio (where he worked as a speaker for many years) were in love with his voice and pronunciation.

A new generation of young translators is emerging: bright, talented, promising. Of course, the English public will have the pleasure of enjoying their translations of both the great works of Russian classical literature and the modern writers of Russian generation Z. Moreover, as it became clear during the analysis interest to the literature Russia of the 19th century is still there, as well as to the writers born on the turn of the 80s-90s of the previous century. But the only one thing remains the most important - translators of any generation promote mutual understanding between nations.

References

[1]Fenenko N.А. Dve strategii perevoda realij/N.А. Fenenko//Vestnik VGU. Seriya:

Lingvistika i mezhkul'turnaya kommunikatsiya. 2009. № 1. -121-128.

[2]Kozlova V.V. Metatekst kak otrazhenie perevodcheskoj strategii: (na materiale kommentariev k dvum perevodam na frantsuzskij yazyk romana M. А. Bulgakova «Master i

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Margarita») / V. V. Kozlova // Sotsiokul'turnye problemy perevoda. - Voronezh, 2010. - Vyp.

9.- S. 250-262.

[3]Bulgakova S.Yu. Printsipy i priemy kompensatsii tekstovykh lakun (na materiale frantsuzskikh perevodov proizvedenij I. А. Bunina) // Filologicheskie nauki. Voprosy teorii i praktiki. - Tambov: Gramota, 2013. - № 9-1 (27). - S. 37-40.

[4]Chernyshevskij N.G. Polnoe sobranie sochinenij. - M., - 1948. - T.4. – S 503.

[5]Bagno V. «Dar osobennyj»: khudozhestvennyj perevod v istorii russkoj kul'tury. -M., - 2016 – 360 s.

[6]Kaznina O.А. Russkie v Аnglii. - M., - 1997. - 416 s.

[7]Ornatskaya T. I., Tunimanov V. А. Dostoevskij Fyodor Mikhajlovich // Russkie pisateli. 1800—1917. Biograficheskij slovar'. — M.: Bol'shaya rossijskaya ehntsiklopediya, 1992. — T. 2. — S. 165—177.

[8]Nasedkin N.N. Dostoevskij : Entsiklopediya. — M.: Аlgoritm, 2003. — 800 s.

[9]Russkaya literatura XX veka [Elektronnyj resurs]. – URL: http://dynacon.ru/content/articles_idk/560/ - (vremya obrasheniya 29.01.2019).

[10]Maksim Chertanov. Kheminguehj [Elektronnyj resurs]. – URL: https://coollib.com/b/219629/read - (vremya obrasheniya 05.02.2019).

[11]Nemirovskij E.L. Podvodya itogi XX stoletiya: knigoizdanie / E.L. Nemirovskij // Komp'yuart. - 1999. - № 12; 2000. - № 1-3.

[12]Index translationum [Elektronnyj resurs]. – URL: http://portal.unesco.org/ cul- ture/en/ev.php-URL_ID=7810&URL_DO=DO_TOPIC&URL_SECTION=201.html (vremya obrashheniya: 14.01.2019)

[13]Eskarpi R. Revolyutsiya v mire knig. - M., - 1972. - S.75.

[14]Kozlova V.V. Proizvedeniya M.A. Bulgakova v perevode na francuzskij yazyk. / V. V. Kozlova // Istoriya perevodov: master i masterstvo. CHast' 2. – 2011. - S.128-142.

[15]Portal God literatury [Elektronnyj resurs]. – URL: https://godliteratury.ru/events/angliya-i-amerika-vstrechayut-russkuyu-li - (vremya obrashheniya 3. 02. 2019).

[16]Portal the Publishers Weekly [Elektronnyj resurs]. – URL: www.publishersweekly.com - (vremya obrashheniya 3. 02. 2019).

[17]Institut perevoda [Elektronnyj resurs]. – URL: http://institutperevoda.ru//news/225473174/ - (vremya obrashheniya 3. 02. 2019).

[18]READ RUSSIA [Elektronnyj resurs]. – URL: http://readrussia.org/journal/2018- read-russia-prize-for-the-best-translation - (vremya obrashheniya 3. 02. 2019).

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SCIENTIFIC OVERVIEW

N.V. Merkulova

Report on Professional Development under the Program

«Linguistic-and-Didactic Aspects of Translator's Professional Training» within the Framework of the International Scientific-and-Practical Conference

«Language Picture of the World in the Mirror of Translation» (VSU-ESIT),

Voronezh, 12-15 December 2018

At present, due to global trends, the requirements for the level of training and the range of competencies of specialists implementing intercultural interaction are changing and increasing, which inevitably entails the need to improve the skills of the scientific and teaching staff of higher education institutions in the field of teaching foreign languages and translation disciplines, intercultural communication, etc.

A major contribution to solving the problems related to the development of new methods of organizing the educational process and pedagogical technologies during the formation of specialists ready for effective international cooperation was the I n t e r n a t i o n a l S c i e n - t i f i c - a n d - P r a c t i c a l C o n f e r e n c e « L a n g u a g e P i c t u r e o f t h e W o r l d i n t h e M i r r o r o f T r a n s l a t i o n », organized on December 12-15, 2018, at the Faculty of Romance-Germanic Philology (Department of French Philology) of Voronezh State University with the support of the Cultural Department of the French Embassy in the Russian Federation in honor of the centenary of VSU and the 25-th anniversary of cooperation with the universities in France - National Institute for Oriental Languages and Civilizations (INALCO) and Higher School of Interpreters and Translators (ESIT).

The program of the scientific event traditionally included plenary and section sessions within the framework of the stated issues: «Text as a Fragment of Culture: Problems of Linguistic and Cultural Adaptation», «Cultural Constants in the Text of the Original and its Translation», «Vocabulary and Culture: Translation Aspect», «Linguistic-and-didactic Aspects of Translator's Training» and others. Along with this, as part of the advanced training program, the participants were offered a large-scale four-day seminar on translation studies, involving a series of master-classes on simultaneous and consecutive interpretation teaching from French and English, as well as a round table on the theme: «Professional training of interpreters and ways of its improvement» with individual consultations.

The participants of the scientific forum, among others, were greeted by the Dean of the Faculty of Romance-Germanic Philology of VSU, Doctor of Philology O.O. Boriskina and the

French Attaché of the French Embassy in the Russian Federation Claudine Mocnik.

During the plenary session, were presented the reports by Doctor of Philology, Prof. E.A. Alekseeva (VSU, Voronezh), who shared continual successful experience in organizing VSU cooperation with some universities in France in terms of the internationalization of higher education; by Prof. of Higher School of Interpreters and Translators (ESIT) in Paris T.I. Bodrova (Paris, France), who highlighted the main stages and specifics of training specialists in the field of consecutive and simultaneous translation; by Doctor of Philology, Prof. V.A. Pishchalnikova (Moscow State Linguistic University, Moscow), who presented a detailed gradation of the concept of «the picture of the world» in an interdisciplinary aspect.

Doctor of Pedagogical sciences, Prof. E.R. Porshneva (Linguistics University of Nizhny Novgorod, Nizhny Novgorod) in her scientific report noted the main problems of training interpreters in modern conditions and emphasized the close relationship of linguistic didactics with didactics of translation activity as the newest global trend of combining teaching a foreign language and translation technologies skills.

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A vivid illustration of the high complexity of translation activities and the ambiguity in the interpretation of possible meanings was the master-class speech of Doctor of Philology, Prof. I.V. Skuratov (Moscow Region State University, Moscow), presented in French with the consecutive translation by Doctor of Philology, Prof. of VSU N.A. Fenenko in order to demonstrate the linguistic-and-didactic approach to the transmission of the specific realities of the modern French «newspeak».

Along with this, in the framework of section sessions, the conference participants actively discussed the most topical issues of translation theory and practice, concerning, in particular, the characteristics of the national realities transmission (Dr. of Philology, Assoc. Prof. O.M. Voevudskaya (VSU, Voronezh)); searching for the correspondence of some truncated linguistic units of youth slang in Russia and in France (Candidate of Philology, Assoc. Prof. N.A. Smakhtin (Kursk State University, Kursk); the specifics of the translation of a complex sign as a reflection of the artistic picture of the world (Dr. of Philology, Assoc. Prof. O.B. Polyanchuk (VSU, Voronezh)); the main difficulties in translating medical jargon units (Cand. of Philology, Assoc. Prof. T.V. Efimova (Voronezh State Medical University named after N.N. Burdenko, Voronezh)); communicative adequacy of translation (PhD, Senior Lecturer A.Yu. Kalinin (Lomonosov Moscow State University, Moscow)), and many others. Cand. of Philology, Assoc. Prof. N.V. Merkulova (VSTU, Voronezh) presented a report on the subject: «The main problems of translating aesthetic onomastic vocabulary» (based on a number of key art-works in French fiction: romanticism, realism and existentialism) in the framework of the section «Vocabulary and Culture: Translation Aspect».

At the closing plenary meeting, the reports were mainly made by the representatives of Voronezh State University as the organizer of a scientific event. So, Doctor of Philology, Assoc. Prof. N.A. Fenenko (VSU, Voronezh) spoke about the intermediate results of a largescale scientific study of the linguistic picture of the world in the context of interlinguistic renomination on the basis of translations of the art-works of a number of Russian writers (Ivan A. Bunin, Mikhail A. Bulgakov, etc.) into French to single out the author’s realicon to describe the translator’s view of the foreign reality. In turn, Doctor of Philology, Prof. L.I. Grishaeva (VSU, Voronezh) addressed to the issue of metaphorical text coherence and ways of constructing a cultural-specific picture of the world in the translation text during the creative processing of the source text, taking into account interpretation and perception strategies.

In addition to the thematic sections, the rich program of the conference included several master classes from some leading Russian and foreign experts in the field of translation, as well as a lot of round tables, etc. Under the auspices of the French Embassy in the Russian Federa-

interpreter, specialist in the field of interpretative translation theory (ITP) (based on the main concepts by D. Seleskovich).

Tatyana I. Bodrova is rightfully considered as one of the leading experts in the field of translation theory and practice in the world, primarily as a practicing simultaneous interpreter (Russian, French, English languages), having extensive experience in major international organizations (UNESCO, UN, Council of Europe, etc.), at official government and presidential level events. In addition to professional translation activities, T.I. Bodrova carries out active scientific and teaching work on the training of interpreters in the field of consecutive and simultaneous translation becoming competitive specialists in demand on the European labor market (T.I. Bodrova was the former director of Higher School of Interpreters and Translators (ESIT) in Paris from 2011 to 2015). Tatyana I. Bodrova has a significant number of scientific publications and monographs on translation studies, in particular, devoted to the interpretive theory of translation, which formed the basis of translation training at Paris Higher School of

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Interpreters and Translators (ESIT). As the main focus of the training seminar by Professor T.I. Bodrova for the participants of the scientific conference «Language Picture of the World in the Mirror of Translation» the methodology for teaching consecutive and simultaneous types of interpretation was chosen (French-Russian and English-Russian were considered working languages).

For a start, using the example of organizing training at Paris Higher School of Interpreters and Translators (ESIT) in order to form professional interpreters and translators who are able to work in different international organizations, Tatyana I. Bodrova introduced the main requirements for the students, and also described in stages the 2-year formation plan of a future spe- cialist-interpreter in accordance with the training system.

Along with this, the basic concepts of interpretive translation theory adopted as the basis for teaching at Paris Higher School of Interpreters and Translators (ESIT) were explained in accordance with the requirements for interpreters and translators working in international organizations: «the translation process is divided into three stages: understanding, deverbalization and re-expression» (according to D. Seleskovich), which - unlike the literal academic translation - clearly implies the need to translate not just words and grammatical structures, but the meaning, thus a translation may be correct if the idea of the author of the text is kept (and the translation should be shorter than the speaker’s speech and can exceed in no case its duration). At the same time, it is not a literal, but a semantic translation (according to M.M. Bakhtin).

It should also be noted that without taking into account the meaning of translation, grammatical and lexical errors are possible, primarily due to the difference in language systems. The translation process is perceived as a complex process of self-knowledge, where the translation skills are formed from the inside (like driving skills). At the same time, trainings (including independent work) become an important component of the teaching process, as well as the work on the formation of socio-cultural background and cognitive knowledge from related fields of science: history, geography, economics, political science, law, etc.

From the point of view of practical methods of teaching consecutive translation and simultaneous interpretation in the context of the interpretative theory Prof. T.I. Bodrova identified a number of postulates:

-the importance of pre-translational exercises was noted (oral analysis of the text without writing (in particular, based on the materials of some authentic articles), preparation for the interpreting notes making (based on both general principles and individually developed conventional graphic system), consecutive translation from the sheet;

-the need for group work for the students was stated (including self-study): individual self-study classes are combined with group training with the participation of the students who are native speakers;

-the expediency of control by the teacher is asserted (control of the meaning understanding, control of the interpreting notes, etc.): at the initial, practical recommendations are given for improving the preparatory work;

-the fundamental role of listening in the preparation of a specialist-interpreter is noted: a clear guideline is given to the structure of the text segregation, to the plan making (1-st thought, 2-nd thought, ...), to revealing oppositions, clarifications, factual information (numbers, dates, names, titles, etc.), - for greater accuracy, the interpreting notes are used.

A special role in the formation of a specialist in the field of consecutive and simultaneous interpretation is assigned to the training of interpreting notes making: on the basis of general principles (for example, the usage of «shift») an individual conventional graphic system of interpreting notes (special icons, arrows, strikethroughs, etc.) is developed. T.I. Bodrova does not recommend mastering any external type of interpreting notes making in too much detail, preferring the development of an individual conventional graphic system of interpreting notes for each interpreter in the course of training and further professional activity.

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In order to adequately transmit the author’s idea and the meaning of the text (recreating the author’s logic) when translating, during interpreting notes making it is recommended to pay attention to the topic, title, proper names, numbers, terms, abbreviations, logical connectives (and ..., but ..., however ... ), enumerations, grammatical nuances (modal verbs, denials, etc.). The most important thing is to write down the 1-st thought and the conclusion. Due to the difference in the grammatical systems of the languages (French and Russian and English and Russian), the so-called «escaping» of the meaning is often observed: in order to avoid the problem, it is recommended to use the whole range of resources of the native language.

Both in the course of training for consecutive translation and in preparation for simultaneous interpretation, the formation of the cognitive knowledge of the future specialistinterpreter becomes of great importance. The knowledge of the cognitive context greatly contributes to the successful solution of the translation goals and tasks.

To main specific aspects of the teaching methodology for simultaneous interpretation Prof. T.I. Bodrova related the following points:

-one of the fundamental goals is training and separating attention to simultaneous listening and speaking, which is achieved through a number of special pre-translation exercises, for example: «Countdown» (the student is counting down (565, 564, 563, ...) while the text to listen and retell is being read);

-to achieve the main goal - to transmit the meaning of the text when translating - as an intermediate task, it is stated that the students learn the skill of isolating the meaning: it is recommended to use the «Report» exercise from a sound-proof booth of the simultaneous interpreter (the student listening to an authentic text should, without resorting to interpreting, convey the key semantics of the text; the difficulty is that the meaning can be not only at the beginning of the text, but also in the middle and at the end, so the students should arrange the retelling with the help of auxiliary phrases like: «The author says ...» , «The author expresses the idea that ...», etc.);

-the interpreting notes may be considered as a result of the semantic text analysis in the process of simultaneous interpretation, which would require elaborating and development of certain individual conventional graphic system of interpreting notes («ideographs», etc.); logical connectives are important for analyzing and synthesizing: careful listening, reaction to some «shocking» information, ability to visualize (or «draw») and imagine the situation using cognitive knowledge.

Along with the aforementioned, at present one of the most important areas of work on the formation of a specialist-interpreter is training in the search for adequate information in Internet resources (information retrieval work) and its verification for the possible use in the process of translation.

Tatyana I. Bodrova presented information-rich master-classes on teaching the most complex and labor-intensive processes of translation activities: oral consecutive and simultaneous types of interpretation. The demonstration in practice of some specific translation teaching methods used at Higher School of Interpreters and Translators (ESIT) in Paris aroused interest not only among the scientific and teaching staff of higher education institutions in the field of translation technologies, but also among the students who actively participated in the seminar and received a unique chance to test their capabilities and identify their growth points.

The closing point of the seminar was the work of the round table «Professional training of interpreters and ways of its improvement» under the guidance of T.I. Bodrova, during which colleagues from various universities of our country had the opportunity to exchange experience and opinions on the problem issues and solutions in the implementation and improvement of formation programs for translators and interpreters.

The results of the fruitful cooperation of VSU with Higher School of Interpreters and Translators (ESIT) in Paris: the introduction of a system of training specialists-translators and interpreters at VSU based on the adaptation of the ESIT methodology, collective publications,

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training seminars, internships, - noted the Head of the French Philology Department, Doctor of Philology, Prof. E.A. Alekseeva together with Doctor of Philology, Prof. of the Department N.A. Fenenko.

The need for further improvement of teaching methods for translators and interpreters in Russian universities, both in the capital and in the regions, taking into account local specifics, as well as the up-to-date requirements for information technology equipment of the formation process, were expressed by the representatives of Linguistics University of Nizhny Novgorod, Lomonosov Moscow State University, Volgograd State University, and others.

15, 2018, was undoubtedly a resonant event among Russian and foreign experts in the field of translation theory and practice. More than 130 people from Russia, France, Moldova, Mexico, Iraq, Abkhazia, Uzbekistan took part in the scientific forum. The wide geography of the participants from Russia (Moscow, Astrakhan, Belgorod, Volgograd, Ivanovo, Kursk, Nizhny Novgorod, Pyatigorsk, Taganrog, Tula, Ufa, Chelyabinsk, Voronezh), among which are university scientific and teaching staff and school teachers, graduate students and undergraduates, as well as practicing translators/interpreters, confirmed not only narrowly focused scientific interest, but also the demands of society for the formation of qualified specialists-translators in various fields.

The organizers and the participants of the conference traditionally emphasized the high level of the scientific researches presented in the reports, as well as the practical orientation and efficiency of the trainings on methods and didactics of teaching translation activities.

A promising direction is further development of cooperation between Russian and foreign universities which implement formation programs for specialists-interpreters.

Ph.D. in Philology, Associate Professor,

Associate Professor of the Foreign Languages and

Translation Technology Department

of Voronezh State Technical University

Nadezhda V. Меrkulovа

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INFORMATION ABOUT AUTHORS

1.Artemova O.G. - PhD in Philology, Associate Professor of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).

2.Bogdanova U.V. - Senior Lecturer, Postgraduate Student of the Foreign Languages

and Technology of Translation Department, Voronezh State Technical University (Voronezh).

3.Guyduk I.V. - PhD in Philology, Associate Professor of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).

4.Shitkova E.V. - PhD, Head of the Department of German Language, National Research Tomsk State University (Tomsk).

5.Kapkova S.Yu. - Candidate of Philology, Associate Professor of the Chair of English Language, Voronezh State Pedagogical University (Voronezh).

6.Kobenko Y.V. - DSc, Professor of the Department of German Language, National Research Tomsk State University (Tomsk).

7.Kozlova V.V. - PhD in Philology, Associate Professor of the Department of Foreign Languages and Technology of Translation, Voronezh State Technical University (Voronezh).

8.Kuznetsova O.V. - PhD in Philology, Associate Professor, Voronezh State Pedagogical University (Voronezh).

9.Lapinskaya I.P. - Doctor of Philology, Professor of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).

10.Manukovskaya M.A. - Teacher of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).

11.Merkulova N.V. - PhD in Philology, Associate Professor of the Department of Foreign Languages and Translation Technology, Voronezh State Technical University (Voronezh).

12.Moreva A.V. - PhD, Associate Professor of the Department of German Language, National Research Tomsk State University (Tomsk).

13.Popova A.V. - Postgraduate Student of the Chair of German Philology, Russian State University of Humanities, Institute of Philology and History, RSUH (Moscow).

14.Ryabova E.S. - Ph.D., Associate Professor of the Department of Foreign Languages and Russian as the Second Language, Samara National Research University (Samara).

15.Smekhnova M.S. - Postgraduate student, teacher of English Chair for Science Departments, Voronezh State University (Voronezh).

16.Solomatina G. Yu. - Senior Lecturer of the Department of the English Language, Voronezh State Pedagogical University (Voronezh).

17.Fedorov V.A. – Doctor in Philology, Associate Professor, Head of the Department of Foreign Languages and Technology of Translation of VSTU (Voronezh).

18.Fedotova N.V. – Senior Lecturer, Military Training and Research Center of the Air Forces «Air Force Academy under the names of Professor N.Ye. Zhukovsky and Yu.A. Gagarin»

(Voronezh).

19.Shtonda J.A. - Post-graduate student of the Department of German Philology, Voronezh State University (Voronezh).

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The use of bold type in the text of the article is NOT ALLOWED.

The word “Table” with its serial number is put flush right. The name of the table should be given in the next line (centered, without indentation and hyphenation), no dot at the end of the line. The table must be followed by 1 interval blank. If there is only one table in the paper, it is not numbered. The table should settle down on the center of page and not support its field.

Drawings can be created in graphic packages MS Vision or Corel DRAW (it is desirable, as it accelerates time of processing of the sent materials and acceptance on them of decisions), and also means of editor MS Word (but it considerably complicates processing of materials!). Drawings should be compactly inserted into the text, settled down on the center of page and not go beyond the field. In case of use for creation of drawings of editor MS Word before an insert in the text drawing should be necessarily grouped for the purpose of a non-admission of moving of separate elements of the drawing in the text! Each drawing should have the interlinear inscription typed by 11th font, with indented paragraph in 1сm, of the following format (example):

Drawing 2. The Sentence structure.

Numbers of sections and subsections should not contain spaces between the numbers and dots. For example:

2.1. → The name of the relevant subsection.

The references to the literary sources in the text are given in square brackets [1, p.5].

The list of the sources (in the order they are mentioned in the text) should be titled “References” and is to be given below the article. Next, you need to specify the list of Analyzed sources and the list of Dictionaries used. Sequence numbers of works in the Analyzed sources are denoted by [1 *] (one-star number). Order numbers of works in the Li Dictionaries used are denoted by [1 **] (a two-star number). If Analyzed sources are not listed in the article, then after Analyzed sources there is a list of Dictionaries used, the numbering of sources in which is made out as indicated above [1 **] (with a two-star number). Font 12 pt is normal. The bibliography should include at least 12 works cited, but not more than 15.

The References, the Analyzed sources and the Dictionaries used should be presented and in Latin (by a method of transliteration).

When registering lists of Internet sources, authors should indicate the title of the site (Internet platform), the email address of the site (URL) and the time of access to the site. For example:

1.Nauchnyj Vestnik. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija, URL: http://nllinguistica.ru/ (vremja obrashhenija – 12.05.16).

or

2.Nauchnyj Zhournal. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija, URL: http://nllinguistica.ru/ (vremja obrashhenija – 12.05.17).

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