Systemic economic, environmental and social problems of rural areas in modern world make the issue of public policy for their sustainable development particularly topical. The socioeconomic development of the Russian Federation, increased volumes of agricultural output, growing efficiency of the agricultural sector, full employment of the rural population and improving its living conditions, as well as achieving efficient land use require proper legal support. The main strategic planning documents regulating aspects of sustainable development of rural areas are represented by three groups of political and legal acts regarding their: 1) agricultural development, 2) sustainable development, 3) spatial development. Most research articles cover one of these aspects of facilitating the development of rural areas. The sources demonstrate the lack of comprehensive legal studies covering the issues of sustainable development of rural areas. The present article provides a comprehensive analysis of the legal regulation of facilitating sustainable development of rural areas in each of the aspects mentioned. The methods of comparative analysis and legal hermeneutics applied made it possible to reveal contradictions and gaps in the strategic planning documents. This precludes the possibility of specifying a single conceptual model of legal regulation of sustainable development of rural areas. The authors have considered the internal and external sides of the model of legal regulation, outlined the legal approaches to its formation in modern geopolitical, economic and social conditions. The article identifies the problems of legal support for sustainable development of rural areas and considers ways to solve them.

The article focuses on the issue of using the modern testing system Kahoot! to achieve the goals of scaffolding in the developing digital environment and online education. It summarizes the results observed during the system-based practice, especially in the unprecedented situation of an abrupt and extensive shift from face-to-face training to a remote type of knowledge formation and assessment at the beginning of the COVID-19 pandemic. The article considers three types of tasks in an interactive testing system: from assessment ones to educational ones with extended functionality. Special emphasis has been placed on the active role of a student in personalizing his goal setting. The methodological approach proposed aims at consolidating the training capacity of the testing system: it contributes to the development of logical, critical, and creative thinking, stimulates high-order thinking, combines teamwork and competition. It maintains students’ motivation, their self-awareness as team contributors, and intensifies autonomous learning.

The main aim of the present article is to justify the requisite nature of a fundamental reform of Russian environmental legislation regulating the procedure for the creation and functioning of specially protected natural areas (spna s). It advances arguments for the conclusion about the need to switch to an ecological network approach when creating spna s, taking into account the condition of adjacent lands. It also examines the research results of natural scientists, as well as the legislative experience of a number of former Soviet republics that have implemented an advanced concept of conservation of natural objects and complexes. The article substantiates the reasonableness of a number of amendments to the Russian legislation, as well as of the regulation of the procedure for creating private spna s. An ecological network is expected to include all the categories of protected areas, water protection zones, wetlands, land plots listed in the Red Book of Soils of the Russian Federation, resorts, etc.

37 Ìèëîâèäîâà À. È. Грамматические äистракторû в CLIL-ориентированнûõ тестаõ ïо меaeäóнароäномó юриäическомó анãлийскомó ÿçûкó НАУКИ ВЕКТОР ЛИНГВИСТИЧЕСКОЙ ГРАММАТИЧЕСКИЕ ДИСТРАКТОРЫ В CLIL-ОРИЕНТИРОВАННЫХ ТЕСТАХ ПО МЕЖДУНАРОДНОМУ ЮРИДИЧЕСКОМУ АНГЛИЙСКОМУ ЯЗЫКУ Аннотация. Статья посвящена проблеме применения грамматических дистракторов при планировании, составлении, проведении тестов по юридическому английскому языку, а также при анализе их результатов. Рассматриваются возможности использования дистракторов для закрепления важнейших речевых навыков профессионального общения будущих специалистов. Формирующий характер дистракторов находит свое применение в ряде специальных заданий, способствующих достижению важных сопутствующих целей. Среди таких целей можно выделить: поддержание позитивного отношения к изучению иностранного языка, развитие способности к речевому самоконтролю, повышение уровня мотивации, учебной автономии, закрепление навыков коллективной работы и ее самостоятельной организации, а также правильное понимание роли грамматического аспекта в обучении и высокой ценности грамматической правильности, независимо от уровня беглости речи. Предприняты попытки классификации грамматических дистракторов для удобства их использования в учебной аудитории. Ключевые слова: дистракторы, CLIL, языковые тесты, юридический английский язык.Abstract. The article addresses the use of grammatical distractors in planning, preparation and a conducting process of tests in legal English, and the analysis of their results. It also considers their potential for consolidating the most important skills of professional communication of future specialists. The formative nature of distractors fi nds its application in a number of specifi c tasks that contribute to the achievement of these important Алла Игоревна МИЛОВИДОВА, доцент кафедры юридического перевода Университета имени О.Е. Кутафина (МГЮА), кандидат филологических наук aimilovidova@msal.ru 125993, Россия, г. Москва, ул. Садовая-Кудринская, д. 9

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