The article deals with the mechanism of creating metaphor in the context of the theory of conceptual integration. A particular emphasis is laid on the basic theses of the theory of conceptual metaphor and the theory of conceptual integration. The comparison of G. Lakoff and M. Johnson’s theory of conceptual metaphor and G. Fauconnier and M. Turner’s theory of conceptual integration is carried out. The analysis of the examples of metaphorical mapping of the concept BOOK is conducted and three conceptual metaphors of the given concept (the target domain) are defined. Each conceptual metaphor is described, the input spaces, generic and blended spaces are defined. The integrated roles and emergent properties and structures are determined and explained.

This article is an attempt to study both the factors affecting the efficiency of teaching the English language as a second one (ESL) in non-linguistic universities and the peculiarities of monitoring students' performance in a blended learning environment which appeared due to the pandemic of 2020-2021. Blended learning is considered to be a type of learning that combines traditional teacher-led learning with interactive learning, however, it does not mean complete replacement of classroom learning with pure e-learning. In the context of blended learning, its increased efficiency is one of the main issues of teaching and learning activity, especially when it comes to teaching a foreign language in a non-linguistic university. In this case the efficiency of teaching depends on the external and internal factors. External (objective) factors refer to the factors that influence the educational process organization and professional qualities of the teacher. Internal (subjective) factors include factors related to the learning activity of the student and their personal qualities. In the course of the study, the authors conducted a survey of 131 students from three non-linguistic universities in the city of Irkutsk; in the given research they analyzed one external factor - creation of an information and educational environment and a number of internal factors (motivation to learn a foreign language; students' self-organization; satisfaction with educational activities). To create a blended learning environment in all three universities, the Moodle platform was used, on which various courses were developed, all of them include advisory, information, reference and test modules. To assess the effectiveness of the teaching and learning process, there is a specific control system, the main task of which, when teaching foreign languages at a university, is to establish a correspondence between the real level of students' language, speech and sociocultural competences and the requirements of the curriculum. In this article, the authors consider two types of control used in the process of blended learning: current and midpoint and the possibility of using two assessment systems (five-mark grading system and passed / not passed system).

The article presents the authors' insights concerning the problem of implicit meanings in its historic, cultural and linguistic aspects, as well as the needs of participants of communication in creating special conditions for interpretation and understanding of the message. The aim of the article is to introduce the notion of a communicative triad and its main constituents, such as "a proper addressee" and "a side participant'. Much attention is given to special means of creating informational insufficiency, i.e. erasing the connection between the significant and the signified (code mismatching), ambiguous pronoun reference, reference to the content of the shared experience. Of special interest are the cases where the targeted recipient of communication receives a semiotic complication of the utterance, as well as the metonymic transference based on the connection between what a speaker produces and the reality the proper addressee perceives. The following conclusion is drawn: all the described mechanisms are viewed as realization of a most essential property of human communication, i.e. its selective character which is achieved through various kinds of transformations of the reported utterance, so that it reaches its proper addressee in the form and size that would correspond to the communicative interests of the speaker.

This article presents a number of theoretical aspects of "implicit meanings" associated with their definition and reasons making communicators use indirect communication. A typical communicative situation is described in which speakers deliberately conceal the meaning. It is called a communicative triad and involves two types of addressees -"true addressee" and "unplanned participant" of communication. When considering a number of communicative situations of the triad, which are not directly intended to conceal information, one can note the analogy with the phenomenon of "language game", as one of its features is lack of rational grounds for its functioning. The production of implicit meanings based on the language game principle is described in the form of precedent texts inclusion, where the parameters of presence/absence of the precedent text significance for different categories of recipients, as well as the different participants' awareness of the factors and rules of the game are significant. There are two scenarios allowing participants to complicate the meaning, which correspond to the main game types distinguished in the game theory -"game-competition" and "game-presentation". Besides, the authors analyze the use of specialized precedent phenomena, as well as simpler means of playing with the meaning based on the category of uncertainty.SHS Web of Conferences 69, 00018 (2019)

This article concerns itself with the identification of language units essential to the intelligibility of communication of non-native English speakers (NNESs) in international settings, or English as an international language (EIL) communication. It focuses on a seemingly narrow but nevertheless significant area of speech production and reception -pronunciation. Based on the works of pronunciation scholars and classroom experience, we outline areas of concern for NNES training and suggest pronunciation foci for Russian learners of English as a foreign language (EFL). We specifically examine areas where academic discourse goals overlap with the goals of developing NNES pronunciation fluency and rhetorical competence, targeting those features that, if improved upon, would make NNES speech sound intelligible, educated and cultured as the academic environment requires. We consider these features in view of their importance for two emerging pedagogical domains: English as a lingua franca (ELF) and English as a medium of instruction (EMI), particularly taking into account their approach to NNESs' identity and attitude. Keywords: academic discourse, EFL, EIL, phonetics, phonologyIn the 21 st century, global world English has become a widely recognized and well-established lingua franca. Aside from being used for travel and everyday communication, it functions as a means of exchange at international forums and gatherings, in research, academia and business. The number of interactions between speakers from so-called expanding and outer circles who use English a medium of communication as well as native and other NNESs in international settings by far exceeds the number of interactions between NNESs and NESs (native English speakers) (Crystal, 1997;Kachru, 1985). Due to the continuing spread of English and the proliferation of language contacts, a great variety of "Englishes" have emerged, each modifying, in their own way, the canonical version on grammatical, lexical and phonological levels. As several linguists and English Language Teaching (ELT) professionals contend, rapid English globalization has also influenced "interEnglish" intelligibility. According to Martin Dewey (2007), globalization of English has deviated from a traditional orientation to varieties of English to English as a multilingual activity which is deeply intercultural and flexible (Dewey, 2007, p. 335). The centrifugal force of worldwide English development in many ways runs counter to well-established EFL pedagogies. Specifically, such pedagogies are mainly centered around teaching one of the two most prestigious NES varieties, British or American, with most textbooks focusing on either of them. Nowhere is this dichotomy more apparent than with English pronunciation, a discrepancy that has triggered vigorous debate on two as yet unresolved ELT questions: Which English language pronunciation standard should be chosen as a learning goal toward the ultimate realization of EIL intelligibility, and which segmental and suprasegmental elements of pronunc...