The purpose of this work is to study how teachers and students react to the urgent large-scale transition to online education. The research was done via surveys conducted at the Center for Additional Educational Programs in the field of Russian as a Foreign Language at St. Petersburg State University. March 2020 transition to distance learning kept intact the lesson schedule, the duration of lessons, and the compliance with the approved programs. This case study was conducted as follows: (1) a questionnaire for teachers was distributed via e-mail; (2) teachers’ responses were collected and processed; (3) a questionnaire for students was created in Google Forms; (4) students’ responses were collected and processed; (5) the research results were described and analyzed; (6) teachers’ and students’ responses were compared. The study involved 45 teachers and 100 foreign students, mostly from China. The majority of teachers taught at Level A2 (48%); the majority of students studied at Level B1 (36%). The study shows that modern teachers (77.8%) have a high degree of adaptability, which allows them to switch to new teaching formats in two weeks. They use a variety of teaching aids: not only textbooks mandated by the curriculum (100%), but also other textbooks (91.1%), educational materials from the Internet (88.9%), authentic audio/video materials (51.1%), and self-developed educational materials (53.3%). According to students, the most effective are the authentic materials from the Internet (45%), and the textbook mandated by the program (41%). Both teachers and students noted difficulties in the online training of four language skills: speaking (35.6% of teachers and 32% of students), writing (17.8% and 32%, respectively), listening (15.6% and 40%), and reading (11.1% and 17%). Teachers lack personal communication with students (35.6%), specialized online tools for teaching Russian as a foreign language (13.3%), and effective means of monitoring the acquisition of educational material (31.1%). They strive to solve these problems through a variety of activities, creating an atmosphere conducive to authentic communication. Research data correspond with the conclusions of methodologists about the fundamentally new nature of the relationship between teachers and students in the virtual environment, which is manifested in a less hierarchic teacher-student relationship due to greater initiative, involvement, and independence of students in an online lesson. The article presents a way to study the perception of changes in the teaching mode by teachers and students. The research enriches the e-learning knowledge area with data on how the sudden mass transition to online foreign language learning was carried out.

No abstract

The article is devoted to the topical problem of modern principles of developing tests of Russian as a foreign language (RFL), taking into account the world experience. The purpose of the article is to summarize the modern principles of language test development and to show how they are implemented in the new tests of Russian as a foreign language. The materials of the article include the research papers of Russian and foreign authors in the sphere of methodology over the past 20 years, as well as modern formats of testing in foreign languages. At the first stage of the study, general scientific methods of generalization, systematization and structuring were used. At the second phase, a new format of the RFL test Reading and Use of Language (B2) was modelled, combining language and communication competence testing. At the third stage, an experiment was conducted to test the new format. 48 foreign master students studying the program Russian Language and Russian Culture in the Aspect of Russian as a Foreign Language in Saint Petersburg State University took part in the experiment. It was concluded that the modern language test, in accordance with the basic cognitive and communicative principle of learning and control, should be based on the following principles: testing skills in different types of speech activities mainly on the text material; interdependence between the type of the task and the speech genre of the text being created/used in the task; basing on a linguistic and didactic description of the communicative competence level; integrative approach; using different types of test tasks within one subtest; the principle of increasing complexity of tasks; taking into account the complexity of each task in its assessment; task feasibility according to students educational level; taking into account the values of the multicultural world; taking into account international experience; basing on reliability and validity criteria of test tasks. These principles implemented in the new TORFL-II subtest format Reading and Use of Language are presented in the article. The implementation of modern test principles should ensure that all speech control facilities are systematically allocated to the appropriate level and parameters for their assessment. The above-mentioned principles of test creation and the example of their implementation can be taken as the basis of a full-fledged system of control and measurement materials based on linguistic and didactical descriptions of each level.

The article deals with the problems of forming the meaning of the media text. The author focuses on the metatext elements of video blogs. The material of the study is the video blogs Parthenon by Leonid Parfenov and Eschenepozner by Nikolai Solodnikov. For the analysis of metetaxt units, the method of reconstruction of the intentional-semantic structure of the text is used. The semantics and type of the text to which the metatext comment is given are determined, as well as the nature of the metatext comment. The correlation between the semantics and the type of the main text and its meta-text commentary is revealed. The method of compositional analysis is used: the nature of the connectivity of the main text and metatext elements, the local and global connectivity of the compositional parts of the text and their metatext comments are determined. Semiotic methods are used to determine the nature of the relationship between the verbal and media components of the media text. The author distinguishes two types of metatext elements in video blogs: written inserts and out-of-text metatext notes. The author comes to the conclusion that at the level of local connectivity, metatext elements perform an informative function, and at the level of global connectivity — an evaluative one. The metatext commentary has a neutral objective character, at the level of local connectivity; it complements the main text, expanding its referential side. Metatext elements, on the one hand, serve to attract and retain the attention of the addressee, on the other hand, strengthen the critical perception of the information heard. Refs 16.

просп. Университетский, 100, 400062 г. Волгоград, Российская Федерация Аннотация. Определены уязвимости алгоритмов распознавания объектов и лиц. Выявлены подходы к защите систем видеонаблюдения при применении алгоритмов распознавания. Проведен анализ эффективности мер защиты. Ключевые слова: информационная безопасность, распознавание объектов, распознавание лиц, уязвимости алгоритмов распознавания, меры защиты.