В настоящей статье описан опыт работы авторов с использованием прецедентного текста в практике преподавания немецкого языка будущим учителям иностранных языков. Актуальность статьи обусловливается необходимостью формирования лингвокультурологических компетенций студентов, изучающих иностранный язык, что соответствует современной лингводидактике и требованиям действующего ФГОС. Включение в процесс обучения прецедентных художественных текстов является одним из наиболее эффективных путей формирования лингвокультурологических компетенций и способствует развитию навыков устной и письменной речи на иностранном языке. В результате проведенного исследования доказано, что эффективность работы с прецедентным текстом зависит от организации учебного занятия на всех этапах работы. Важны выбор текста, разработка системы заданий и упражнений, формирующих способность к коммуникации в устной и письменной формах для решения задач межличностного и межкультурного взаимодействия на иностранных языках. Разработанные и представленные в данной статье типы упражнений являются универсальными и могут быть использованы при работе с любым другим прецедентным текстом. Ключевые слова: обучение иностранным языкам в высшей школе, лингводидактика, лингвокультурологические компетенции, прецедентный текст Перспективы Науки и Образования. 2018. 6 (36) Международный электронный научный журнал

The presented article is devoted to the development of communicative competence of students of higher educational institutions in the process of their professional training. Based on the works of such researchers as B.G. Ananiev, A.A. Bodalev, V.A. Kan-Kalik, E.D. Bozhovich, L.A. Petrovskaya, I.A. Zimnyaya, etc., the authors defined more exactly the content of the concept “communicative competence of students of a higher educational institution”, systematized its criteria and indicators (Bakholskaya, 2017; Bakholskaya, 2019; Bakholskaya, 2018; Bakholskaya, 2019; Zimnyaya, 2003). The article also presents the authors complex of pedagogical conditions, which ensure the development of communicative competence of university students in the process of their professional training. The complex includes the following components: involvement of students in an intensive educational communicative environment; creation of communicative situations on the basis of educational (professional) problems, ensuring the formation of students’ communicative competence; organization of various types of group interaction between the teacher and students, based on the application of interactive methods, techniques and technologies. The article also presents the results of experimental work, which has confirmed the effectiveness of the developed complex of pedagogical conditions, ensuring the development of students' communicative competence in the process of their professional training.    

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The paper is devoted to the issue of nonverbal explication of emotions in literary texts of a flash fiction. Nonverbal means of communication are studied in several directions. There are works reflecting this problem from the perspective of semiotics, linguistics, sociolinguistics and psycholinguistics. A number of scientists is engaged in lexical description of paralinguisms. The study of linguostylistic problems of paralinguisms in literary works presents a special interest. The appeal to this problem is explained by the fact that adequate interpretation of a literary text is impossible without the corresponding reader’s understanding of nonverbal means of emotional expression since this requires nontrivial intellectual operations and a certain breadth of knowledge. The study is based on the analysis of three short stories by a famous German writer Thomas Mann: Der kleine Herr Friedemann (1898), Tobias Mindernickel (1898) and Tristan (1902). The rationale of the study is caused by the immaturity of this subject in German. The novelty is defined by the study of paralinguistic units in literary texts of T. Mann. The purpose of the paper is to describe nonverbal means and to define their functional yield in a literary text. To achieve this purpose, the paper deals with continuous sampling methods, contextual analysis and interpretation. The study showed that Thomas Mann uses paralinguisms to describe the main characters generally applying characterizing, evaluation, text-forming and forecast functions. Paralinguisms ensure text cohesion, integrity of its perception and are always aimed to implement the author’s plan and create the fictitious world of a literary work and consequently, contribute to the expression of an idea and a subject. The materials of the given paper may be used in theoretical courses of German lexicology, stylistics and in practical classes on literary text interpretation.

Background. The article is devoted to the actual problem of improving the quality of translators’ training in accordance both with the Federal State Educational Standard 3++ requirements and the new professional translator standard.The article presents the didactic principles of teaching translation developed by K. Nord in the framework of the scopos theory, as well as defines the criteria for selecting educational texts with the inclusion of translation problems. Purpose. To determine the criteria for selecting texts for teaching translation within the framework of didactic principles developed by Ch. Nord. Materials and methods. The main research methods are the analysis of the scientific literature of Russian and foreign scientists on the problem, the theoretical analysis of works on the issues under study, observation, analysis of texts and generalization of experience. Research results. In the course of the study, based on their own translation experience and based on the didactic principles of K. Nord, the criteria for selecting educational texts for translation were determined, including pragmatic, conventional, linguistic, and normative problems. Practical implications. The results obtained can be used in teaching students to translate from German into Russian.