The paper is devoted to the questions of metaphor as a linguistic means and cognitive mechanism for creating a humorous effect in Bulgarian media texts. There is a similarity between the nature of metaphors and the humor, the ability of perception which refers to the evolutionary acquisition. The relationship of metaphor and humor is manifested in the comparison of the contradictory and the combination of the disproportionate. The humorous effect created by the metaphor in the media discourse is included in the general context and is the result of deliberate efforts, in accordance with pragmatic, linguistic and cultural settings. Despite the universality of humor and metaphor, the interpretation of knowledge, modeled by a comic metaphor, is governed by the sociocultural factor. The implicit functions of the metaphor fit into the functional and pragmatic parameters of media discourse, making the metaphor an integral part of media speech. The collected material allows us to conclude that there are single comic metaphors in Bulgarian media texts, or metaphors create the humorous effect of a fragment / whole media text based on one or more metaphorical models. Increasingly, in a modern Bulgarian media discourse, a metaphor is implemented as a construct script for the semantic development of the text.

The purpose of this paper is to consider the problems of teaching foreign languages as one of the priorities of the modern educational process at different levels. The paper focuses on the priority of the humanitarian paradigm and the impact of the linguocultural situation and the linguistic and cultural environment on the formation of the educational environment and personal development in modern conditions, the similarity of key skills and trends in the development of the educational system in Bulgaria and Russia is established. The cognitive-communicative approach to teaching foreign languages, based on the development and activation of cognitive mechanisms of students and the modernization of the educational environment using cognitive techniques and technologies, determines the effectiveness and quality of teaching foreign languages. Foreign language competence is a necessary and integral part of the communicative competence of an educated person in the modern world. Special attention in thе paper is paid to the specifics of teaching a foreign language (as opposed to the native /or the second native one) outside the sphere of communication.The further development of foreign languageteaching methods of various types of monasticism, in our opinion, will provide not only mastery of the language, but also its successful assimilation.

No abstract

The aim of this paper is to analyze the main parameters of electronic educational resources (EER) in foreign language education at university level, and to identify the pedagogical conditions for their optimal use with the final goal of motivation of students for learning activities and as a result the quality of education and optimizing language training. Using theoretical methods, data were obtained on the current trends in the use of electronic educational resources in the study of foreign languages; оn the basis of systematic observations of the students’ activity in the classroom and the evaluation of their productive activities, pedagogical conditions were identified and justified that contribute to the activity of students when working with EER, taking into account the purpose of these resources. The identified pedagogical conditions for the use of EER in the educational process, according to the intended purpose of these resources and taking into account the peculiarities of perception and the needs of modern students, contribute to a more rational integration of EER in teaching students foreign languages, the optimal use of these resources to motivate students to study and increase the productivity of the educational process. Some of the conclusions reached are that EERs have a significant potential for intensifying the educational process, provided that the identified pedagogical conditions for their use are met. These conditions relate to the objectives of a particular stage of learning, taking into account the cognitive characteristics of students, the possibility of choosing and determining the relevant information by them, the interactive nature of computer tasks. The increase of the open tasks in the educational process and multimedia resources are intended to orient the teacher in the choice of the necessary EER and the methodology for its application.

No abstract