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The interrelation between the strategical content of a dialogue and the specific character of its grammatical, lexical and syntactic arrangement remains the most important question to be answered. The simulating of lingual interaction can be used in the process of creating new systems of conditionally communicative strategic exercises for teaching dialogue. This paper represents a study of the aspects of developing effective dialogic models with due consideration of their communicative structures in the process of teaching a foreign language. The main communicative strategies and approaches applied to different multinational groups and groups with mixed age at different stages of teaching are described here. A concept of a simulated dialogue is proposed in this study. The concept means controlled conversational interaction (dialogic interaction) between persons being taught, which is composed of different dialogue partners' personal intentions implemented in coordination. Unsymmetrical contacts affect the dialogue development, where tactic forms choice limitations get involved, wider prospect of a dialogue is provided due to the equal social roles of participants interested in the perception of information communicated, and dialogue simulation ensures necessary volume of a speech interaction act. The results of a linguistic experiment conducted using the elements of conscious effect on the process of natural lingual interaction were used as material for study. The process was controlled by means of unexpected introduction of a new incentive (stimulus). The pseudocommunicativeness of such interaction was eliminated due to the availability of incentives aimed at expanding the elementary cycle through the introduction of new structural strategic components, a new aim, or a new script. Several students learning Russian as a foreign language took part in the experiment. As a result of studies undertaken a corpus of extracted dialogues was compiled. Applying the communicative tactics as a basis for teaching a foreign language the use of a simulated dialogue can promote the optimization of the teaching process and supplementary motivation in learning a foreign language as a communication tool, because the choice of an optimal way of expressing intentions is the communicative need of any person learning a language.

The article is devoted to the description of the risks of innovation, the characteristics of approaches and the principles of their analysis. Particular attention is paid to the definitions of risk as a term of sociology and psychology. The structure and content of the psychological readiness of the subjects of the process to the justified risk of innovation are determined.

The article deals with the concept of linguistic reflection in the field of foreign language education and its verbalization on metatextual level. The ability for linguistic reflection is an indicator of a developed linguistic personality. The purpose of this research is to study the reflection of foreign language students in higher school. Definitions of the key concepts for this work are given: linguistic personality and linguistic reflection. Linguistic reflection can be verbalized through metatextual inclusions: metatextual elements and metatext. The definitions of these concepts, a brief typology and characteristics are given. The material for the study was the texts of foreign language messages (oral, written) of Chelyabinsk State University students. Metatextual inclusions that students use in their foreign language statements are analyzed and classified. The importance of using metatextual inclusions for the statement as a whole is considered. The importance of the ability for linguistic reflection is emphasized not only for the development of a student’s linguistic personality, but also for the full functioning of the educational foreign language activity itself. Conclusions are made about the relationship between the ability for linguistic reflection and the common reference level. Students who are capable of reflecting on their linguistic behavior demonstrate a higher level of proficiency in a foreign language.

Цель статьи выявление и комплексное описание ключевых реалий и понятий культурно-тематического микрополя узбекский быт . Методология строится на системном обобщении и сопоставлении семантики этнокультурных реалий, выраженных посредством неэквивалентных лексических единиц. Материалами исследования явились этнографические данные о культуре узбекского и башкирского народов, исследования культурологов и лингвистов. Многовековые контакты между представителями разных этносов, проживающих на одной территории, как правило, отражаются в языковом фонде. Была проанализирована неэквивалентная и неполноэквивалентная лексика узбекского и башкирского языков, при этом выделен массив важнейших этнокультурных реалий узбекского быта. Национальные языки дают ключ к пониманию особенностей этнического самосознания, однако в лингвокультурном плане полноценное вхождение каждого языка и каждого народа в мировую культуру есть звено, упрочивающее взаимопонимание между представителями различных этносов.The aim of the article is to identify and comprehensively describe the key realities and concepts of the cultural and thematic microfield Uzbek Domestic Life. The methodology is based on a systematic generalization and comparison of the semantics of ethnocultural realities expressed through nonequivalent lexical units. The research materials were ethnographic data on the culture of the Uzbek and Bashkir peoples, studies of culturologists and linguists. Domestic life is interpreted as a historically formed, evolving system of spiritual education that defines the characteristics of the behavior of a person of culture and their attitude to basic life values. The authors proceed from the fact that a reference to universal values and an understanding of the significance of the heritage of the past (not only of ones own people, but also the peoples of other countries) create mutual understanding between representatives of different ethnic groups and promote intercultural communication. At the same time, centuries-old linguistic and cultural contacts between representatives of different ethnic groups living in the same territory are usually reflected in the language fund. The key to uncovering the value layer of the most capacious ethnocultural realities is the nonequivalent and incompletely equivalent vocabulary of related languages. To achieve the aim of the research, the lexical units of the Uzbek and Bashkir languages were analyzed. It is shown how the studied lexical layer affects the understanding of fundamental life concepts: family hearth, house, and associated traditional moral standards. An array of the most important ethnocultural realities has been singled out, which immanently reflects the social structure, the peculiarities of Uzbek life, which determine the mentality, mores, customs, habits, and tastes of the people. This array consists of: mahallah (a union of people connected by the invisible bonds of good neighborliness and the community of the territory in which they live) hashar (joint activity of people) sumalak (a national dish of sprouted wheat grains) tumor (an amulet attributed to the ability to protect the owner from evil) ulak (goat pulling, an ancient folk game, revived to the level of international competition). The authors conclude that languages as a reflection of national experience provide the key to understanding the characteristics of ethnic identity. At the same time, in linguistic and cultural terms, the full integration of every language and every nation into world culture is a link that strengthens mutual understanding between representatives of different ethnic groups.