The article dwells upon professional foreign language training of adjuncts in the military higher school. From the perspective of subjective activity methodological approach, the authors show the main directions and technologies of developing research discourse, among them: analytical work and structuring information on the problem of research, presentation of the research at a scientific conference, writing articles in English to present one’s research in international databases.

The article considers developing the department's website as a means of professional communication in the unified information educational environment of a military academy. The structure of the site contains all the elements that reflect the activities of the department staff. The site displays educational, methodological, scientific and educational activities of the department, provides information about the teaching staff, and reveals the features of professional training. The information content of the site has such important characteristics as information content, accessibility, reliability and objectivity of published materials, and efficiency. The composition of the information structure of the department's website allows to increase the effectiveness of all areas of the department's activities, to analyze scientific, methodological and educational ties, to increase the professional motivation of the teaching staff. The website of the department contains up-to-date information that allows to streamline the process of professional communication in a military academy.

Introduction. Communicative technologies are one of the most effective pedagogical technologies in the professional language training of military translators. Determining the attitude of students to the use of communicative technologies in the educational process will contribute to improving the quality of their training. The aim of the study is to identify the attitude of future military translators to the use of communicative technologies in their professional language training. Methods and materials. This study is based on an integrative methodological approach, which allows combining various educational disciplines, technologies and techniques into a single educational process. The analysis of pedagogical technologies is carried out on the basis of a communicative methodological approach that determines the principles of interaction between participants in the educational process. In classes on foreign language and military translation, the training of military translators uses various communication technologies that contribute to the formation of professional and military-special language competencies of future military translators, such as, for example, case analysis, role-playing, design technologies, etc. Results of the study. A study was conducted identifying the opinion of cadets on the advisability of preparing for the use of attack and self-defense strategies in the negotiation process. The questionnaire was attended by 96 cadets of 3 and 4 years of training at the Ryazan Guards Higher Airborne Command School. 93 students (88.3 per cent) noted the importance of using communicative technologies in the training of military translators. 94 (97.9 per cent) of the cadets perform case analysis with interest, 82 (85.4 per cent) of the cadets are interested in the role-playing game and 76 (79.1 per cent) of the cadets are interested in project activities. The communication technologies used in military translation sessions undoubtedly contribute to improving the level of professional language training of military interpreters. Conclusion. The results of the study can be used to further develop the issues of professional language training of cadets of military universities with a focus on the individualization of the educational process and on the technology of personalized training.

Introduction. The expansion of contacts and interaction with foreign states on security and stability issues increases the requirements for the professional language training of military specialists, their ability to professional communication in a foreign language. The focus on international cooperation obliges military personnel to constantly improve their knowledge, independently master new information related to new types of weapons and military equipment. It is assumed that the language training of military specialists will be effective if it is focused on professional communication. The purpose of the study is to identify the attitude of future military specialists to professional communication in the process of language training at a military university. Methods and materials. The methodological orientation of this study is integrated approach to teaching foreign languages. During the study, a questionnaire survey of cadets of 3-4 courses of the Ryazan Guards Higher Airborne Command School was conducted. The total number of respondents is 64 people, aged 19-22 years, young men. Study results. On the basis of an integrated approach, military terminology is included in the content of foreign language classes, the need to consider the experience of Russian military personnel in military operations, international conflicts and peacekeeping missions is emphasized. Scientific novelty. It has been proven that the use of pedagogical technologies for activating and intensifying the activities of students contributes to improving their preparation for professional communication. It is determined that the participation of cadets in project technologies, role-playing games and in the analysis of specific situations focused on the disclosure of their creative potential and the development of the desire for cognitive activity requires them to be more independent and self-organization. Conclusion. In the context of escalation of international conflicts, issues of readiness of military specialists for professional communication become more and more urgent. The results of the study can be used to develop individual training trajectories for military specialists.

The given article is devoted to the problem of actualization of the author’s personality in the German narrative and critical text. The article touches upon the theoretical aspects of this issue in linguistics. Interpersonality and evaluation are considered as the main and crucial characteristics unifying narrative and critical texts. In the process of analyzing the author’s position is represented and pointed out. Systemizing the dominant linguistic means from the social roles of their authors stands in the focal point of the article.