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

[2**] Jelektronnyj resurs: Goldendict Gnu-Linux Ubuntu versija jelektronnyj slovar'. Rezhim dostupa URL: https://apps.ubuntu.com/cat/applications/precise/goldendict/ (accessed – 08.09.2017).

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SCIENTIFIC OVERVIEW

Z.Ye. Fomina

Education and New Technologies in Teaching: Scientific Information on the International

Conference “EDULEARN: Education and New Technologies in Teaching” (3.07. – 5.07. 2017, Barcelona, Spain)

From 3 to 5 July, 2017, the International Conference "EDU-learn 2017: Education and New Teaching Technologies" was held in Barcelona (Spain) in the Palau de Congressos de Catalunya.

The organizer of the Conference was the IATED (International Academy of Technology, Education and Development). This organization is engaged in promoting international education and university cooperation in the field of technology and science, in promoting and spreading the information in the field of education.

850 scientists from different humanitarian fields from 80 countries of the world (USA, Great Britain, France, Russia, Spain, Italy, Norway, Sweden, New Zealand, Zimbabwe, Portugal, South Africa, Republic of Korea, Egypt, Qatar, Brazil, China, Israel, Mexico, Turkey, Germany, Saudi Arabia, and many others) took part in the Conference.

The plenary session was opened by: the leader of the conference Professor Antonio Garcia Ricos, Professor Alec Couros, Dr. Jenny Magiera (USA), and others.

As follows from the reports of the speakers at the plenary session, one of the main problems is the problem of education openness and the search for innovation technologies in the educational process in the 21st century. In the context of posing this problem, the conclusions and thoughts of the Canadian scientist Alec Couros (University of Regina, Canada) are of particular interest.

Professor A. Couros reflected the problem of openness in education just in the title of his report: "Anywhere, Anytime, Anyone: Transitioning Toward 21st Century Learning". In A. Couros`s opinion, the emerging technologies and social networks currently provide the tools that significantly transform our learning environment. For the first time in history, all those who want to learn have technical possibilities to "study anywhere, anytime, anyone." At the same time, the transition from traditional pedagogical models to new, technically conditioned ones, in our digital world, is connected, according to A. Couros, with many questions and problems concerning the aims and objectives of teaching and training in the 21st century. Professor A. Couros characterized in general terms the most notable changes in modern digital environments that should provide the opportunities for the use of pedagogy in higher education in the digital form (we are dealing with digital pedagogy).

Jennie Magiera (Des Plaines School District 62 (USA), continuing the discussion on the theme of teaching and training the younger generation in the 21st century, in particular, as regards the development and introduction of innovation methods, also included in the title of her report the basic principle of education: interest, enthusiasm and courage in creative searches. The wording of the title of her report sounds like a kind of appeal, an invitation to travel to the country of knowledge. This educational journey must necessarily be interesting, exciting and captivating: "Courageous Adventures".

J. Magiera considers that progress and innovation are possible only when purposeful scientists and educators take great risks. "As educators, we must be ready for the fact that failure is possible in our research searches and trials, but we have to do jumps into the unknown for the sake of the new, for the sake of the education quality of our trainees" (from the speech of the colleague Magiera). Why is it important to think broadly in education? In the context of the formulation of the problem, Jenny shared her experience and gave examples from her pedagogical work, having demonstrated how pedagogical strategy could be a kind of adventure for the

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teachers themselves and students. Not being afraid and without doubting, it is important, J. Magiera emphasizes, to develop and apply your own innovation version (model) of teaching and training, based on the specific character of your contingent of trainees.

The main goal in achieving success in teaching the younger generation, as J. Magiera stresses, is to make this process bold, fascinating, and magically captivating. An original symbolic sign of the report was the cap of magician, having put it on, students are able to overcome all the difficulties.

In training, in J. Magiera`s opinion, the following conceptual-and- methodological steps are the most important: a) overcoming fear in the cognition of the world (Magiera's example: a five-year-old boy who has failed to extinguish the candle on the cake in honor of his birthday by a simple blowing, extinguishes it with the help of a tube for a cocktail after reflection and creative searches); b) an active use of the modern achievements of digital communication in a game form (to offer students assignments using computer tasks, to use animation, mini-robots, etc., c) the use of the game-based learning as one of the effective teaching tools. You just need to play with learners, regardless of their age: it is through the game that students get to know the world around them; d) metaphorically speaking, in the classroom, teachers need to constantly use the "cap of the magician", which allows them to perform miracles; e) manifestation of perseverance: it is necessary to seek a solution in any situation and not to retreat before arising difficulties;

Within the two days, the work of the 92 sections was organized. 5-6 reports were presented in each section.

Examination of the reports, presented by the speakers, made it possible to identify a number of pressing problems, which in general represent 18 basic directions relevant to the sphere of education and new technologies in the 21st century. Among the leading of them is, first of all, the problem of using information-and-computer technologies (1) in the educational process. In the paradigm of the information-and-computer technologies (ICT), in turn, the online courses stand out as the basic components, in particular, the mass opening of online courses (MOOC) was widely discussed. In this connection, the problem of online assessment and online collaborative learning, etc. was considered. A number of problems correlate with the problem of web-technologies in education, including issues of applied and mobile technologies (Apps & Mobile Technologies). Interest was raised by posing the problem of the socalled augmented reality and of the 3 D experiences, as well as of virtual reality experiences.

Attention was paid to electronic teaching, the case in point was e-Learning and b- Learning Experiences. Separately, the issue of electronic content management and development was considered. An important place in the discussion of the ICT was occupied by the problems concerning the use of video in the modern educational process, in particular, the speakers shared their experience relative to the educational software and video, and the problems of using video for training, and others.

The leitmotiv of the conference was the problem of professional education of a teacher (lecturer) (2). The subject of the discussion was the issues concerning pedagogical innovations, teacher training, career development and educational staff, information-and-computer technologies and competencies among teachers, pre-service and in-service teacher experiences, and the curriculum design, etc.

The next set of issues was related to the problem of the technologies for improving training (3). In this regard, special attention was paid to the need for the joint learning of the experience, and, first of all, to the emerging new technologies in education. The discussion of some new technologies concerned a number of currently demanded areas in education, in particular, the technologies for improving medical education were discussed (the question was new trends in medical education); the experience in engineering education was also considered; some technologies for improving mathematical education were analyzed (mathematics was discussed

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in primary and secondary education); the new trends and experiences in teaching physics, the technologies in EFL-training, etc. were considered.

A special trend for the discussion was foreign languages (4). The topical problems related to the specific character of the teaching of foreign languages in the 21st century were the following: 1) the use of the CLIL method: Content and Language Integrated Learning (literally: integrating the teaching of a foreign language and other educational disciplines). In other words, the case in point is teaching all the other academic disciplines (or some of them) in a foreign language, usually in English 2) the problem of language learning innovations.

Among the central problems of the modern education was the problem of learning management systems (5). In this regard, there was discussed the problem of architecture and design of educational experience, as well as the collaborative learning environment.

The problems of links between education and research (6) were on the agenda, the need to open new educational resources and promote leading institutional changes were also discussed.

The issue of the cooperation between universities and production was separately raised

(7). Within the framework of its discussion, of great interest were the problems of entrepreneurship, the educational trends and the best practices, the problems of employability and workplace training, the new trends and experiences in business education, etc.

The problem concerning the exchange of international programs and international projects (8) was the center of the discussion.

The focus of attention was the analysis of teaching different types and different stages of education (8). A significant place was occupied by the problem of distance education, blended learning, special education (for individuals with a special Curriculum). The subject of the lively discussion was the problem of "flipped learning". Special emphasis was made on the problems and perspectives of the STEM method (Science, Technology, Engineering, Mathematics) in primary (basic) and secondary education, as well as on the main directions of the STEM method in higher education

Some new trends in post-graduate education were considered.

Of great interest was the urgent problem of intercultural (multicultural, polycultural) education and intercultural competences (9). A separate body of problems for the discussion was the problem of humanitarian sphere: museums and the study of cultural heritage (10).

One of the current problems in the field of modern education is the introduction and dissemination of training based on game and, accordingly the problems of game-based learning and gamification in general (11). The case in point is the so-called serious and educational games.

Within the framework of the problems raised in the modern educational process, there were analyzed the issues concerning the skills of the trainees in the 21st century, new learning platforms for code skills (12), the necessity for studying analytics (13), the problems of the assurance of quality and evaluation in higher education (14), the importance of student support in education (15), personal learning environment (16), gender issues (17), sustainable education (18).

Section E "The CLIL Experiences in Foreign Languages", in which I participated, considered a number of relevant and informative reports. The problems devoted to some new trends and experiences in teaching foreign languages were discussed. The section was directed by Francesca Carducci (University of Urbino "Carlo Bo", Italy).

The colleague from Germany, I. Spitzelberger, Otto-Hahn-Gymnasium Ostfildern, (Germany), delivered her report on the theme: "Strategies Towards Plurilingualism – How Students Speak More in Foreign Language Classes and Achieve Better Results in European Language Exams"?

The case in point was the modern methods of training young specialists for a successful pass of the European language exams, as well as for the formation of qualitative language

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skills, the development and strengthening of self-confidence in the evaluation of language knowledge. A successful pass of the European language exams means great advantages in employability.

I. Spitzelberger demonstrated the introduction of a new methodological experience by the example of the cooperation of schools from Estonia, Finland, Scotland, Italy and Germany. Provision is made for the inclusion of the following stages for the qualitative assimilation of foreign languages: 1) conducting seminars with the use of the CLIL approach (based on the English language); 2) accumulating by students their own material based on their language practice, which helps them to better understand linguistic problems and successfully pass the language exams; 3) cooperation and communication with the speakers of European languages, in particular, at the level of the international meetings that not only contribute to the understanding of foreign speech, but also lead to a significant improvement in personal and professional skills; 4) participation in student`s mobility programs (e.g. in the Erasmus Program, etc.); 5) participation in international training seminars, etc. (Such activities motivate young people to continue their research and expand their linguistic portfolio); 6) living in foreign families (depending on the language chosen); 7) becoming acquainted with the peculiarities of the authentic language, the environment, traditions and culture of the country of the language being studied.

The Turkish colleague G. Zieper (Alanya HEP University, Turkey) in his report under the title “English for Occupational Purposes (EOP)" – an Elective Course for Freshman Students at an English Medium University (EMU)”, noted that in recent years the number of universities in

Turkey had increased significantly. At the same time, the lack of English training was the main factor influencing the quality of higher education and limiting the access to academic researches, international publications and mobility of Professors and students.

According to the data presented by the British Council and TEPAV (Turkey's Economic Policy Research Foundation, November 2015), the current distribution and the Curriculum of the English language teaching (ELT) in Turkish Universities do not provide, in G. Zieper's opinion, full support for the educational programs and do not contribute to internationalization. Students enter the university with a low level of English and low motivation. Therefore, the revision of the discipline "English Language" (ELT) in the curriculum has become important and urgent. In addition to increasing the number of hours for academic English, there has been introduced the course "English for Professional Purposes" (4 hours a week, 2 hours for theory and 2 hours for practice), + 3 credits (national and ECT each), permitting students to get acquainted with the main material that can be used by them in their future work, in particular, in accordance with one or another technical field chosen by them. Besides, this course teaches the students the techniques of presenting, discussing and evaluating problems that are related to their scientific activities. Finally, it promotes the development of oral skills relating to their future production activities. It teaches students, for example, the proper conduct of negotiations and customer service.

The Spanish colleagues R. Halir and S. Yelamos-Guerra (Universidad de Málaga

(SPAIN)) devoted their report to the discussion of the following problem: Are Spanish university students ready for lectures in English? The authors emphasized that the skills of a foreign language, especially of the English language, became necessary for the employability of university students. They are formed due to the participation of students in mobility programs of students and teachers, such as Erasmus [1]. However, Spanish students who do not choose such an experience of mobile learning Programs find only few opportunities to improve their language skills, because the lectures are delivered almost exclusively in Spanish. The authors of the report interviewed a total of 200 students of different training courses studying, in particular, electrical technology, biology and medicine at the University of Malaga (UMA) and came to the following conclusion: a) on average, 50% of students think that training should focus only on the content of the basic subject, and only 30% prefer the CLIL approach (Content and

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Language Integrated Learning); b) the majority of students (70%) believe that lectures should be delivered in English, less than 20% of students would agree to take exams in English; c) the majority of respondents (65%) prefer a native speaker or a lecturer with a C1 certificate; d) 50% of students would like the obligatory subjects to be taught in English; 65% would like the optional subjects to be taught in English.

The colleagues from Portugal M. Gaspar, M. Régio, M. Morgado (Polytechnic Institute named after Castelo Branco) have focused their attention on compiling a bilingual glossary of terms in engineering design. For students of technical profiles, knowledge of English is the key one, as it must be in a global world, in which the new technologies suggest the use of English as the reference language.

The colleague Francesca Carducci from the Italian University of Urbino, presented the report on the theme: “TED Talks in the Sciences: a CLIL Experience in Higher Education” (using TED (Technology, Entertainment and Design) in knowledge: the CLIL experience in Higher education.

The postgraduates attending the course of scientific English at the University of Carlo Bo Urbino (Italy) during the academic year 2016-2017 were invited to participate in the anonymous inquiry to determine the effectiveness and the potential of using the two approaches (TED and CLIL) in learning English in the sciences. According to the overwhelming majority of the participants inquired, the classes based on the TED and CLIL technologies were more stimulating and productive in studying and understanding scientific English in comparison with the traditional methods.

The Finnish colleagues, P. Hellsten, I. Ilvonen, H. Jauni, presenting the report on the topic: "Academic Literacy Supported by Integrated Content and Language Teaching - Evidence from Students' Perceptions" stressed that the higher education, responding to the needs of the labor market (supported by the OECD - Organization for Economic Co-operation and Development, 2013), was focused on the formation of the basic linguistic skills of future specialists, among which, in particular, is writing and academic literacy.

My report was devoted to the discussion of a new technique of teaching a foreign language on the theme: "Teaching a Foreign Language Through Art", developed by the team of the Chair of Foreign Languages of Voronezh Technical University (Architecture and Civil Engineering Institute), namely, by Z.Ye. Fomina, L.V. Lukina, O.F. Nesterova, and others.

The main attention was paid to the substantiation and presentation of the new methods for teaching students of technical profiles foreign languages on the basis of actor training, stage skills and original performances, cultural-and-thematic presentations in foreign languages (English and German).

The organizers of the Conference prepared a very interesting and rich cultural program for the participants of the International Conference, which included the acquaintance with the sights of Barcelona, with the creations of its world-famous personalities, and many others. So,

Barcelona Cathedral, Ramblas Avenue, Gothic Quarter, the creations of the great Antonio

Gaudí (Casa Batlló, Casa Mila, Sagrada Familia (Cathedral of the Holy Family)), Montjuic (Parc de Montjuic), the famous Park Guell, Catalonya Plaza with the most beautiful historical fountains, the Barcelona stadium, the old port of Barcelona, the Agbar tower, the park and the mountain of Tibidabo (haeck omnia tibi dabo) ("I will give you all this"), which is the highest point in Barcelona (500 m) all made an unforgettable impression on the participants. At its top there is the Temple of the Holy Heart with the statue of Jesus Christ towering above the temple and embracing the whole world.

In conclusion, I would like to express my deep gratitude to the organizers of this remarkable Scientific Forum, which enabled me to get acquainted with the colleagues from different countries of the world, to establish scientific contacts, to enrich the knowledge concerning the modern innovation technologies and the ways for their introduction into the educational process. This Forum can be called the forum of friendship and mutual understanding among scien-

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tists all over the world, that currently is one of the most important prerequisites both for the development of world science in general, and for the peaceful, successful and fruitful coexistence on our common planet, which will contribute, in turn, to its prosperity and sustainable development.

I express particular gratitude to the organizers of the Conference for creating a warm, hospitable and benevolent atmosphere that have contributed to a successful scientific dialogue, fruitful and productive discussions, exchange of scientific opinions, strengthening of cooperation and interrelations between scientists and universities of different countries.

I also express special gratitude to the organizers of the Conference for a well-organized cultural program that made it possible to get acquainted with the sights and unique monuments of Barcelona and get to know better its wonderful people.

Doctor of Philology, Professor, Head of

The Chair of Foreign Languages of VSTU,

Honorary Person of the

Professional Education,

Corresponding Member of the Russian Academy of Natural Sciences

Z.Ye. Fomina

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methodological strategy of the monograph deserves special attention, reflecting the idea of this encyclopedic edition. Thus, 7 voluminous chapters of the book are distributed according to the presentation and description of the most diverse aspects of the essence of Man in different cultures, in particular, in the cultures of the East, the West and Russia.

1.Man - external and internal (chapter I "Man: Physical Characteristics and Mental Activity" (p. 29-77);

2.The universal nature of Man in different cultures (Chapter II "Man in the Universe: the Image of Man in Archaic Cultures: the Origins of Ethnic Consciousness" (pp.81-115);

3.Man in the continuum of nature (Chapter III "Man and Nature (Conceptosphere World of Animals") (pp. 117-230);

4.The existential essence of Man (Chapter IV "Man and His Food" (pp. 233-293);

5.Man in a personal (private) space (Chapter V "Man in the Family") (pp. 297-340);

6.Man as a social essence (Chapter VI "Man in Society") (pp. 343-478));

7.Man as a verbal being (communicative) (Chapter VII "Man-Consciousness-Speech".

Interaction of language and culture in the process of phraseological nomination) (pp. 481-635).

This global formulation of the problem (a description of Man in different cultural continuums (at the stage of different levels of the language and its various resources)) is based on the global task to determine how much all of us, the representatives of the West and the East, the representatives of Russia, equally or differently see, accept and understand the essence of MAN?

L. Vedenina starts primarily from the study and comparison of the ideas about Man in the 7 above-mentioned hypostasises in different cultural spaces: in the East (Japan, Korea, China, Arab-Muslim countries), the West (Spain, France, Italy, Great Britain, Germany) and in Russia. All the dominant components of the image of Man are subjected to the comparison and analysis.

Thus, the physical linguistic representation of Man in different cultures includes a description of such conceptual realias as: a) face, eyes, ears, nose, mouth, teeth, cheek, eyebrows, chin , head, hand, right and left shoulder, leg; b) a number of internal organs (liver, spleen, stomach), psychical linguistic representation of Man embraces the realias associated with the mental and sensationalistic (perceptible) sphere of Man (perception, thinking, mind (intellect), spirit, emotions, heart, soul).

There is deeply and thoroughly described the cosmological image of Man, whose investigation is carried out on the basis of studying the archaic culture of the East. Professor L. Vedenina considers ancient Chinese cosmogonic myths (XIV - IV centuries BC), Korean cosmogonic myths, and Japanese cosmogonic myths. The focus of the study is also made on the archaic culture of Europe, within the framework of which, the cosmogonic myths of the Celts (VIII-I centuries BC), cosmogonic myths of the Germans, cosmogonic myths of the Slavs are studied.

Of great scientific importance is the section "On Modern Mythological Dictionary" (pp. 106-116).

Of great interest is the description of the interaction of "Man and Nature" in the culture of the East, the West and Russia, since, even by itself, the consideration of Man in his coexistence with nature, with the representatives of the animal world, is a priori a sign of a certain culture. The author analyzes a vast group of zoo-concepts, whose linguistic representatives are mainly phrazeologisms and paremias in the linguistic paradigms of the East, the West and Russia. The author classifies the world of animals, explicated by the linguistic means, according to the ontological criterion:

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a)zoo-concepts with the determinant "domestic animals" (horse, cow, bull, ox, buffalo, camel, donkey, mule, ram, sheep, lamb, he-goat, goat, pig, dog, cat);

b)zoo-concepts with the determinant "wild animals" (lion, tiger, bear, wolf, fox, hare, rabbit, monkey, deer, doe, rodents (rat, mouse));

c)ornithological zoo-concepts with an episteme bird, which are subdivided by L. Vedenina into the concepts with the semantic determinants:

1) domestic birds (rooster, hen, duck, goose);

2) wild birds (eagle, hawk, owl, crane, heron, stork, swan, wild goose, pigeon, cuckoo, raven/crow, peacock, parrot);

d)insectonimic zoo-concepts with the determinant "insects" (fly, cricket, bee, ant, spi-

der);

e)concepts with the determinant "reptiles" (crocodile, snake, tortoise);

f)concepts with archetype "amphibians" (frog, toad);

g)ichthyological concepts (fish).

The list, by itself, of presented and carefully analyzed zoo-concepts points to the scale and fundamentality of the research carried out, to its extensive demonstrative base and to the reliability of the results obtained.

The author of the monograph describes in detail the priorities of animals in different cultures, the attitude of Man to them, as well as the specific character of identifying Man with certain dominant signs, relevant to the animal world. A component of the research field "Man and the World of Animals" is also the images of animals, which are explicated in linguistic consciousness of the representatives of different cultures as phantasmagoric, mythological creatures (sphinx, dragon, unicorn, firebird, phoenix bird).

In the concluding observations concerning the section "Man and the World of Animals", the author singles out the basic components of the conceptosphere of the animal world, describes the semiotic characteristics of zoo-phraseologisms, the peculiarities of color designations in zoo-phazeologisms, the functional features of zoo-phrazeologisms, that give a complete and clear idea of the correlation of the interrelation between Man and various representatives of the world of animals in the cultures of the East, the West and Russia.

Proceeding from the philosophical-and-religious understanding of Man as the physical (biological) and spiritual essence, Professor L. Vedenina refers to the consideration of Man as glyuttonic essence, whose physical existence is entirely determined by food and drinks that are the integral parts of human existence having been developed over the centuries-old evolution and ancient cultural traditions. The author describes in detail all the most important concepts and realias associated with human nutrition with the obligatory consideration of the specific character of the national cultures of the East, the West and Russia. In particular, there are analyzed basic food products and drinks (e.g. bread, salt, wine), categorized by linguistic means in the gastronomic conceptospheres of different cultures.

The subjects of the careful consideration are also the following: the methods of preparing food, the way of processing products; the use of food resources; national cuisines and culinary traditions of the cultures of the East (e.g. rice), etc. A lot of attention is paid to the characteristics of Japanese, Korean, Arab cuisines. The tradition of preparing coffee is specially singled out and described as a cultural phenomenon. Professor L. Vedenina also analyzes the culinary traditions of European culture (by the examples of the English, French, Italian, Spanish, German cuisines) and singles out "potato" as one of the dominant component of European and Russian cuisine. When describing Man as a gluttonic essence, particular attention has been given to analyzing the organization of nutrition in different cultures, to considering the specific character of the social substantiality of nutrition, to identifying the peculiarities of the food lexicon, to determining the differences in the gastronomic picture of the world. The description of

Man and his personal (private) space (Man in the family) in the continuums of different lan143