The article focuses on the issues of teaching turn-taking for ESP students in blended distance learning courses at B2 level. It lays the rationale for the use of film episodes of business interaction in distance learning highlighting turn-taking as an operational metadiscursive category. In multimodal cinematic discourse, turn-taking is performed by heterogeneous semiotic resources: linguistic, non-linguistic, cinematic codes and underpinned by intersubjectivity. Turn-taking strategies of initiating and responding types are viewed as a system of interactional dialogic communication management which includes discursive means of turn-claiming, attemptsuppressing and turn-yielding where each type is actualised by its own set of tactics and techniques. We claim that ESP learners need to know the main parameters for turn-taking in oral professional communication; such as the participants' stance, speakerhearer relations and their intersubjectivity, the transition point in a conversation, discourse situations, and specific semiotic resources. In cooperative discourse situations, turn-claiming and turn-yielding strategies are determined by initiating tactics of statement or interrogation. Unlike this, in conflict situations, turn-taking strategies depend upon initiating tactics of statement, interrogation, order, inducement and predetermine responding tactics. In asynchronous and blended formats of distance learning, the preferable delivery methods for this material include video recordings and digital games which facilitate receiving new information and motivate students to practice new communicative skills.

A semantic analysis of inscriptions on T-shirts (slogans) as elements of everyday discourse is provided in the article. Attention is paid to slogans that convey meanings significant in youth communication. The scientific novelty of the presented work lies in the fact that for the first time the features of slogans placed on clothes are revealed, their content, pragmatic functions and lexical-semantic features, as well as the correlation of slogans with the linguistic personality of the owner of a T-shirt with an inscription are considered. The author revealed that the basic pragmatic functions of slogans are self-presentation, appeal and shocking. Each of these functions has a number of sub-functions. Self-presentation is the leading pragmatic function. It has been proved that slogans are important components of the modern socio-cultural environment, integral elements of the communication process, verbal markers of the peculiarities of a linguistic personality. The key features of the linguistic personality of a young man who implements communication through a slogan on clothes are openness to social contacts, demonstration of personal qualities, attitude towards others and towards society as a whole, social activity, dedication, unconventional worldview, innovative thinking.

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