This paper considers the enhancement of socio-cultural and intercultural skills of EFL students by means of culture-related extra-curricular events. The purpose of the paper is to ground theoretically and test experimentally the principles for selecting the elements of socio-cultural component which are expedient to be included into the content of foreign languages teaching. Different approaches to develop socio-cultural and intercultural skills in EFL classrooms are analyzed. The effect of culture-related extra-curricular events on socio-cultural and intercultural skills development is presented. The authors highlight didactic characteristics of culture-related extracurricular events that can be taken into account for the enhancement of socio-cultural and intercultural skills. Main characteristics of preparation and carrying out culturerelated extra-curricular events are presented. The example of designing and implementing of culture-related extra-curricular events into EFL teaching was given. The authors come to the conclusion that culture-related extra-curricular events result in the enhancement of the level of language proficiency as well as contribute a lot to bringing up citizens, intellectually, culturally and multi-culturally developed professionals with deep awareness of intercultural values.

Статья посвящена исследованию содержательно-процессуальных и результативных компонентов терминологической подготовки специалистов. Целями исследования являются обоснование и разработка содержания терминологической подготовки и комплексной технологии ее реализации, которая может быть использована в системе вузовского и послевузовского образования. Исследование выполнено на основе системного и личностно-деятельностного подходов. Уточнено понятие «терминологическая подготовка специалиста» как процесса последовательного формирования преемственных и взаимодополняемых результативных компонентов: терминологической грамотности, терминологической компетентности, терминологической культуры. В содержании терминологической подготовки выделены три направления: информационное (освоение понятийно-терминологического аппарата профессиональной области), практическое (освоение опыта применения профессиональной терминологии для решения учебных, учебно-профессиональных и научно-профессиональных задач), рефлексивное (развитие высокой мотивации к овладению профессиональным языком для непрерывного профессионального самообразования). Показаны возможности технологизации терминологической подготовки для ее эффективной реализации в образовательной практике. Разработана технология терминологической подготовки специалиста, включающая три этапа скаффолдинга (демонстрация, «направляемая» практика и самоуправление), которые соответствуют составляющим результативного компонента (информационной, практической и рефлексивной). Новизна работы связана с обращением к технологии скаффолдинга для реализации терминологической подготовки в образовательной практике. Ключевые слова: терминологическая подготовка, терминологическая грамотность, терминологическая компетентность, терминологическая культура, образовательный скаффолдинг, педагогическая поддержка, субъект-субъектное взаимодействие.

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In today’s world, the English language communicative competence is a major soft skill of university teachers which is needed for personal and professional fulfilment and career development. This study aimed at the design and practical realisation of the 72-hour English course stimulating the teaching staff’s engagement in language learning and English communicative competence development at the Omsk State Agrarian University. The authors have discussed the principles and approaches to the course content design and efficacy of four classroom management strategies: the use of real life communication situations, making presentations, visual thinking strategy and short-film-based discussions for developing EFL communicative competence in university teachers. The situational approach to the content design introduced ‘real-life’ communicative situations serving as a teaching method and an assessment tool. The participants of the course took an online test: ‘Evaluation of Readiness for The Certificate Exam in English’, developed by the Tomsk Polytechnic University, at the beginning, in the middle and at the end of the course. Keywords: Communicative competence, adult language learning, university teaching staff, visual thinking, situational approach, communicative environment.

The paper explores the efficiency of visual education approaches (the use of visual communication tools, full-spectrum visual learning, critical thinking approach, active and performance-based learning) infusing into the content instruction in the ESP class at the Omsk State Agrarian University. The five instructional strategies were used to understand the impact of visuals upon visual thinking abilities: 1) "reading circles" strategy; 2) concept mapping; 3) visual thinking activities; 4) storytelling; 5) making presentations. The improvement in the visual thinking abilities in veterinary students doing the ESP course was assessed by the methods of pretesting, end-course students' performance and direct observation in class. The study produced several findings: 1. There was a positive change in visual thinking skills after the treatment; 2. The notable improvement of students' visual learning abilities and communication skills has been achieved due to the "Reading circles" strategy; 3. The growth of visual evaluation abilities is observed in students with high cognitive capacities and rather good communication skills; 4. With concept mapping technology, students are better visual and oral communicators; 5. Though there is an improvement in visual thinking abilities in students, still there is the need for more development in critical engagement with the visual.