Abstract. The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one's own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.

Correction of time deficit in acquiring the required level of command of English is possible only due to more active use ofextramural activities: student's independent work and project work. Unfortunately, many students, especially those at a lowerlevels of command of language have insufficient motivation to continue their learning. The aim of the paper is to present a setof techniques used to boost motivation to learn English among students of engineering tertiary school. The techniques usedwere partially borrowed from secondary and primary school practice and adapted to suit the new demographics. At the heart ofthe method is the notion to make students use language outside classroom in preselected but non-adapted context: readingexcerpts from Wikipedia, declamation, creative tasks. It is further informed by psychology and builds upon feeling of fulfillmentbinding it with studying English. The method was applied to several group of engineering students and resulted in someincrease in attendance and significant increase in attempts at homework which we interpret as indicators of increasedmotivation. Intensive use of different games, unusual tasks and assignments allowed students to show their creative ability andimagination. The use of authentic materials while a naturally more challenging task is more rewarding not only from linguisticpoint of view, but motivationally as well. Many students regardless their level of English are interested in technology andresults of modern research. This interest may and should be used to boost motivation

The article reviews the world famous novel of the Irish writer James Joyce, "Ulysses", published in Paris in 1922 in terms of the study of its Russian reception regarding the schemes of the novel. In 1920-1921 Joyce compiled two schemes on "Ulysses": the first scheme was made for private use only; the second scheme was prepared for the public lecture on "Ulysses". Soon the information on the schemes became known to the press and in 1923 the information on "Ulysses" appeared in the Soviet press; the data source was mainly the French press. In 1924 and in 1929 the first "Ulysses" translations into French saw the light. In 1925 there was published the first Russian translation of "Ulysses" which was followed by four more translation attempts of 1929, 1934, 1935 and 1936; together they represented the system of "Ulysses" Russian reception. The study of this issue led to the Reception Theory as the methodological basis of the investigation. The scope of this research is the need to trace the influence of the Joyce's schemes on the first Russian translations of the 1920-1930s.

Роман Дж. Джойса «Улисс», известный как ярчайший образец высокого модернизма, рассматривается здесь в постколониальной перспективе, тем самым входя в новое направление критической теории конца ХХ-начала ХХI вв. На примере семнадцатого эпизода «Итака» романа «Улисс» показана ключевая роль такого явления, как «имперский архив». Устанавливается прямая параллель архивных данных с географией как наукой и ее сжатой формой-картой, отражающей каждый отдельный фрагмент воображаемой структуры архива.