The article presents the results of the research of interview as a genre of new media. Special attention the article pays to rhetorical relations and pragmatic effects of the interview. On the level of new media, the genre of the interview realizes in a pragmatic aspect in two functions. These are messages and speech influence making. In private, the influence function is proved in a multidimensional way in the media discourse. Therefore, the addressee can believe in the speaker's correctness and accept his/her opinions in verbal expressions. We describe rhetorical relation schemes and models of the interview in new media, and its influence on the addressee in emotional and volitional ways. We can see the perlocutionary result of the interview in new media when the addressee creates meanings using communicative strategies in the mass media communication. Key words: mass media, media discourse, new media, media genre, interview, rhetorical relations, pragmatic effects, influence, communicative strategies IntroductionThe interview as a specific genre of the journalistic activity reflects the overall pragmatic regularities of the dialogue organization: the interlocutors do not only exchange alternately with the communicative positions of the speaker and the recipient, but also the spontaneous processes of intention expressing and perceiving messages are associated with the specificity of the addresser and the addressee's language consciousness. Initiating dialogic moves, the interviewer and the respondent attempt to capture the actual speech content, endowed with the personal meanings. Creating the personal meaning, i.e. a projection of one's own methods of influence on individuals in the various local situations necessarily presupposes the formation of the speaker and the addressee's images in the interlocutors' consciousness (Galushkin, 2017a,b). In this aspect, the processes of speaking and listening appear to be active, communicative settings, which are the consequences of the participants' communicative competences. Under the impact of drastic shifts and transformations in mass media reporting

Public speaking involved the performance of one person (speaker, rhetorician) in front of the audience, with the speaker assigned an active role, and the audience – a passive one. At the present stage, the form of public speech communication changes from monologue to dialogic and is implemented in active types and forms of dialogue – dispute, discussion, dispute, interview, debate, etc. Means of dialogization, including questions (clarifying, rhetorical, etc.) that allow you to establish contact with the audience, are designed to arouse interest in speech and maintain the attention of listeners. The development of rhetorical skills occurs only in the case of a successful public speech, that is, the achievement of the goal. In this regard, it makes sense to consider the structure of public speech preparation, which includes three stages: pre-communicative (preparatory), communicative (basic) and post-communicative (analytical). The purpose of this study is to determine the conditions for the forming and developing technical university students’ rhetorical skills in the course of determining the complex of professionally significant public speaking skills of students of a technical university. The research objectives are formed in accordance with the logical sequence of studying materials on this issue, namely: 1) characterizing the concept, content and structure of public speaking as a genre of oral professional communication; 2) identifying the list of factors that ensure effective public speaking; 3) describing the methodology for the formation of rhetorical skills necessary for the implementation of an effective public speech; 4) displaying the positive dynamics of students’ rhetorical skills.

The purpose of the work: 1) to identify the didactic and educational potential of TV and Internet interviews in the structure of media education; 2) to evaluate the genre-stylistic and language parameters of a modern interview. Methodology. The educational potential of media interviews is revealed with the help of methodological tools of linguistic, social, psychological and pedagogical disciplines. Results. The article proves the need to use TV and Internet interviews as parts of the educational process, since this type of communication allows the consumer of information and media content to receive it literally "firsthand". It is emphasized that the use of interviews in the learning process can become a powerful pedagogical tool. Conclusions/recommendations. When processing the data obtained during the experiment, it turned out that the results of monitoring the social and communicative development of students in two focus groups are characterized by qualitative differences, which are statistically significant. The communicative descriptors of students of the 2nd focus group that worked with the media content of model native speakers were formed at a higher level, in contrast to the participants of the 2nd group, who were offered interviews with popular bloggers. JEL Code: I 00, I 20, I 21.

The paper concentrates on studying the structure of the overall development of socio-psychological training which introduces new forms of dialogue and communication in society and all its spheres including education. It is shown that the socio-psychological training can be used as one of the active methods of developing communication skills in a student group. To detail the program objectives, the authors focus on the development of personality through optimizing forms of interpersonal communication. Furthermore, the authors have identified and justified the necessity of applying techniques aimed at the personality as a whole or its individual components to change them according to the training objectives. Emphasis is put on one of the key issues of organizing and conducting the training, namely the question of how to estimate its efficiency. The characteristic features of feedback, which is carried out in the form of conscious control of the communicative interaction of partners and tracking changes in their own behavior, are specified and described. Based on the study, the authors propose to strengthen practical results of the socio-psychological training through including a feedback questionnaire as an assessment tool for the resultsachieved.

Цель. Статья посвящена проблеме подготовки студентов-бакалавров Донского государственного технического университета в условиях проблемного обучения. Предметом анализа выступает развитие критического мышления студентов в процессе написания аргументированного эссе. Авторы ставят своей целью выявить действенность письменной речи в форме аргументированного эссе как способа активации критического мышления студентов, определить критерии оценивания развития этого навыка.Результаты. Определены типы учебной активности, характеризующие развитие критического мышления студентов в процессе написания аргументированного эссе; предложена тематика данных эссе, нацеленная на выражение индивидуальной точки зрения на обсуждаемую ситуацию; установлен изоморфный характер между написанием аргументированного эссе и основными стадиями проблемного обучения; приведены базовые процедуры и результаты эксперимента, направленного на оценивание динамики развития критического мышления на этапах предварительного и финального тестирования.Область применения результатов. Результаты исследования могут найти последовательное применение в сфере подготовки студентов-бакалавров в технических и гуманитарных вузах.