The article deals with establishing the role of emotional intelligence in the translator"s job and introduces an integrated system of its development into translators" training. The research is based on the two-staged experiment conducted with operating and would-be translators recognizing their most frequent negative emotions as well as the causes of these emotions (stress-generating factors). It proves the job of translator to be psychologically tense and the one that can be placed in the same category as the jobs of high-risk operatives. Together with this, the research concludes an urgent necessity for emotional intelligence development when training would-be translators. Therefore, an integrated system of emotional intelligence development has been introduced into translators" training. It includes a range of curriculum (speed-and-load translation, anticipation development, high-risk simulation, handling relations) and extra-curriculum (stress management, memory expanding, concentration increase, speed touch-typing and speed note-taking) activities. According to the measurements carried out in the experiment with the use of Emotion Quotient Inventory, participants" emotional quotient has increased by an average of 6%. This proves the effectiveness of introducing this system into translators" training.

The article identifies the peculiarities of higher education in the Federal Republic of Germany during the crisis caused by the COVID-19 pandemic. First of all, it is the transition to distance learning and the loss of most students. The ways to overcome this crisis in the educational process are described: mass introduction of various video platforms for teaching, posting video lectures and electronic textbooks on university websites, creating groups of professors and higher education students in the WhatsApp messenger. The article notes that among the positive aspects of distance education is that both students and teachers note that it allows for discussions; among the negative – the problem of effective and adequate evaluation of the results of distance learning. Currently, German universities are allowed to take exams online only in certain disciplines (each university approves its list). Laboratory and some other specific activities will take place after the end of the quarantine period. The second feature observed during the crisis caused by the COVID-19 pandemic in Germany is big laying students who combined jobs with their studies. To support German students in the fight against the consequences of this crisis, a significant number of special programs have been introduced at various levels: both by the state and the federal states, and by the universities themselves. In particular, students can apply to state loans, namely – to apply for an emergency loan of up to 650 Euros per month. The current student loans as well as new programs should remain interest-free for domestic students until the end of March 2021. International students in Germany will be able to get a loan since July 2020. Besides, many German universities have established funds to help students affected by the crisis caused by the COVID-19 pandemic.

El artículo describe la eficacia del enfoque basado en corpus en la enseñanza del inglés como lengua extranjera. Los autores se concentran en la noción de "corpus de texto" y la definen como datos unificados, estructurados y etiquetados con parte del discurso en forma electrónica que se utilizan para ciertas investigaciones filológicas y, más ampliamente, humanitarias. Los enfoques principales de la Lingüística del Corpus son humanistas, inductivos, orientados conscientemente, deductivos. El modelo alternativo basado en la capacidad de encapsular, es decir, "aprender usando una base de datos" le da a cualquier estudiante acceso a numerosos hechos del uso del lenguaje y le deja al estudiante todo el trabajo de analizar estos hechos y encontrar respuestas. 

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