Songs in teaching English are not used to the full extent. To confirm this, we created a set of exercises based on the use of songs to form socio-cultural and regional knowledge, to familiarize students with the culture and way of life of Great Britain, to gain a deeper understanding of the representatives of this linguistic cultural community. The next step was carrying out a survey on revealing the effectiveness of using songs in EFL class, more precisely their effect on the developing of intercultural competence. Following methods were used to conduct the survey: the questionnaire of teachers and students, to determine the role of English songs in the developing of intercultural competence; the analysis of English language course books to determine the presence of songs focusing on their cultural significance; Life in the UK Test, a test to check the knowledge of the history and culture of Britain. The results of the research showed the expediency of using song to develop intercultural competence. Moreover, use of songs aroused interest among students; they expressed the opinion that lyrics have a much deeper meaning and varied information than they thought before using them in English classes. They expressed a desire to continue using songs during classes in keeping with this approach.

This article is the result of a study of the influence of English and German on the Russian language during the English learning based on lexical borrowings in the field of economics. This paper discusses the use and recognition of borrowings from the English and German languages by Russian native speakers. The use of lexical borrowings from English and German by Russian people is examined across age groups, occupations and knowledge of foreign languages. The main goal of this study is to demonstrate that use and recognition of lexical borrowings vary between age groups, occupation and knowledge of foreign languages.Analyzing the results we found out that the age of an individual influences the degree of recognition of borrowings; people connected with the field of economics by their occupation performed more recognized borrowings; the occupation of the participants had more effect than knowledge of goal languages. Fully assimilated words were difficult to identify. The results may benefit English teachers in terms of emphasizing the signs of distinguishing borrowings to English learners, and contributing to using native words.

The problems of interdependence of linguocognitive and linguoculturological advanced the cognitive approach in language learning to the forefront. Considering linguistic and extralinguistic knowledge as a comprehensive whole conditioned by correlation between language, thinking, world image, national and cultural peculiarities and human world. In the 21 st century each language is like a determining feature of a man, which serves the purposes of communication and is the store of information, accumulated by speech community, as well as fountain of national originality and cultural values. It is the language that is a means of knowing the language speaker, approach to his consciousness, to the discrete units-concepts, national lexemes, language units. One cognizes the linguistic world image and national picture of the world through the linguistic categories. In connection with the above-mentioned, we are interested in analyzing a linguistic category / a concept that expresses the semantic category such as wish/desire in the Tatar language. In the process of studying the linguistic category "wish" and revealing the linguistic means in Tatar, we have found that "wish" acquires a variety of means of linguistic representation -lexically fullvalue units, syntactic word-combinations, morphological categories and others. For that reason, a diversity of means allowed of our believing that the representation of the structure of linguistic category "wish/desire" in the Tatar language as a functional-semantic field of desire is perspective.

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