The main aim of the article is to describe, analyze and compare main prosodic categories that are realized in a unique context, namely in political media discourse. The article looks into the principles of classification of the prosodic categories as well as at realizational differences of three main prosodic categories: syllable, foot and intonation phrase. These categories are distinguished unanimously by the majority of the researchers and are described in the article form their structural and cognitive perspectives. The realizational differences of these categories derive from pragmatic and linguacultural features of English media communication. In the article media communication is represented with political media discourse which is understood as a new contextual model of media communication and is characterized by high degree of immediacy and interactivity. Certain attention in the article is given to the results of the comparative research of the realizational differences of the prosodic categories done by the author. On the basis of the data resulted from the prosodic and content analysis the author concludes that the realizational differences of the prosodic categories are often due to pragmatics of the discourse and the type of discourse itself.

This article presents a brief theoretical overview of the issues of humanities education and its two components, namely, creative thinking and foreign language education. Within the framework of the present article, the author considers the definitions of the main terms, as well as foreign and domestic approaches to an aspect of contemporary education, such as humanitarian knowledge. The author also attempts to prove that, despite the pressure of information and communication technologies, the humanitarian aspect has not lost its importance in the training of modern specialists. Discussing the place of humanities education in the contemporary academic space, the author analyzes the current concepts of foreign and domestic scientists. Special attention in the theoretical review is paid to two main components of humanitarian knowledge, namely, creative thinking, and foreign language education. Creative thinking is presented as a special development component of the contemporary personality, who is formed through special creative tasks and is based on the processes of cognition and transformation of the acquired knowledge. Education received in a foreign language allows forming progressive competencies, such as socio-cultural competency and communicative competency in a foreign language.

he article contains the description of various ways of visualizing educational information as a prerequisite for successful foreign language teaching. The data contained in the article are based on the analysis of digital visualization services of educational content, on the results of studying the methodological foundations of using various information visualization tools at various stages of foreign language teaching. The article highlights in detail the most modern ways and means of visualizing information, including mental maps, time scales, etc.