ABCDEFGHIJKLMNOPQRSTUVWXYZAA
1
2
timeJune 3dtimeJune 4th
3
ModeratorsModerators
4
13.30-13.45English Language ResearchEnglish Language ResearchIntercultural Communication13.30-13.45Digital MethodologyNew Frontiers of Testing and AssessmentTeacher development
5
Karpova Olga. DICTIONARY USE IN DIGITAL ERA (WITH SPECIAL REFERENCE TO ENGLISH LEARNERS' DICTIONARIES). DICTIONARY USE IN DIGITAL ERA (WITH SPECIAL REFERENCE TO ENGLISH LEARNERS' DICTIONARIES). This presentation is devoted to learner- oriented English dictionaries for general and special purposes. Traditions of English lexicography are briefly described. But the main accent is made on the most reliable English learners' dictionaries and their digital versions. The author pays special attention to Oxford, Cambridge and Collins English learners dictionaries architecture, referring to their digital versions, and traces users' preferences in choosing dictionaries for special purposes (reading, translation, writing compositions, etc.). Some effective search routes in digital learners' dictionaries are offered based on teaching experience (Masters' programmes on lexicography at Ivanovo State Univeristy)Bulina Evgeniya. RELEVANCE OF EMI FOR HIGHER EDUCATION IN RUSSIAN UNIVERSITIES. The English language as lingua franca is used at conferences and as a working language in academic papers. It is also used as a medium of training specialists in a variety of academic fields. The need of modern universities to enhance academic English-language programs and specialized courses taught in the English language is obvious. The aim of this article is to highlight the objectives of Russian Universities Consortium within the frames of SMARTI project of the EU Erasmus + program as well as to outline the prospects of the Consortium for higher education in Russia. The article also states the relevance of prospective results for Russian higher education institutions. The Russian Consortium includes four academic organizations such as Ogarev Mordovia State University, Kazan State University, Petrozavodsk State University, Irkutsk National Technical University and two non-academic partners such as Certification Association “Russian Register” and National Association of Teachers of English which are aimed at dissemination and sustainability of the project in Russian Federation. The project will improve teaching tools in pedagogical area for the education of teachers and will focus on faculties MA and PhD Programs such as engineering, IT, science, mathematics in accordance with Bologna criteria, will enhance the quality of academic content both staff and students, will support staff and student mobilities and exchangesShilova Ekaterina. A COUNTRY'S TOURISM SLOGAN AS A MARKER OF NATIONAL IDENTITY. The paper is aimed at revealing whether a country’s tourism slogan can reflect its identity thus fostering better understanding between different nations and cultures.
We are witnessing an increasing impact of globalization on self and identity. A country’s pursuit of identity becomes most vigorous when a country faces new and fundamental challenges. The realities of the contemporary world make many countries feel passionate to define their own national identities and to preserve cultural heritage.
A county’s identity is determined by its history, language and culture, different groups of people, national symbols and colours, existing stereotypes and beliefs, as well as physical characteristics (climate, flora and fauna). It is often influenced by a country’s relationship to other countries through trade, communications, cultural links, travel and tourism.
Nowadays tourism is regarded as a powerful tool to promote knowledge about countries’ cultural heritage. More people are seeking for “substantive” tourism. New attitude to tourism gives birth to new techniques in its promotion. A tourism slogan is meant to encapsulate a destination’s sense of place thus revealing its unique spirit.
Epic “Egypt – Where It All Begins” is intended to highlight Egypt’s historic status as a cradle of civilizations. Some countries lay emphasis on the geographical peculiarities of their territories: in “The land of Kilimanjaro, Zanzibar and the Serengeti” Tanzania enumerates its world known geographic objects. Others place stakes on their unique ecological systems and national ecological culture: “100% pure New Zealand”. There are countries underlining specific traits of their people: Belarusian “Hospitality beyond borders”.
A special online dictionary of tourism slogans with entries having the name of the country as a headword and including all the slogans arranged diachronically and accompanied by a logo and an explanatory definition can help understand why a certain place is worth our patronage for tourism, business or simply aspirations		Christiansen M. Sidury. LOOKING TO THE NEW NORMAL: QUALITATIVE METHODOLOGIES FOR A POST-PANDEMIC ERA. One of the results of this 2000-2021 pandemic is our increased engagement with each other with and through technology. Whether it is to attend meetings, teach or take classes, study, contact our loved ones, work, or gather for leisure, we have now experienced different ways to communicate. Examples of these new ways include instant messaging, video conferencing, social media participation, and emailing/phone calling. Along with this change came the need to also change the way we conduct research. Not only do we need to conduct research in physical and now virtual spaces, we also need to know the best digital methodologies to carry it out. In this presentation, I will briefly outline 5 ways to adapt traditional qualitative research methodology to digital means, as well as to how to conduct online research on social media sites. The goal of this presentation is to give attendees different alternatives to carry out research by combining traditional and digital methodologies and by tapping into contexts and participants that have not been previously widely considered (e.g., Instagram, WhatsApp groups). I will conclude with some ideas on researching language use, language ideologies, language teaching, and language learning. Attendees will be given a handout with resources
Korovina Irina. The abstract deals with the currently important issue of the influence of mentality and national character on peculiarities of a nation’s mindset, and as a result on the peculiarities of text-building procedure. The author calls such peculiarities of text-building procedure “nationally determined discourse pattern” and gives its definition. In order to identify the peculiarities of the nationally determined discourse pattern typical for Russian-speaking people the author conducted the comparative analysis of Russian-speaking students’ papers, written both in Russian and in English. The process of identifying the features of the discourse pattern was based on a number of typologies of nationally determined mindsets and some national features of Russian people, which were described by several researchers in the spheres of culturology and ethno-psychology. The features of Russian people’s discourse pattern described in the abstract appear to be very important in teaching
foreign languages, since teachers of English have to take these features into consideration while teaching Effective Writing in English to Russian-speaking students		Evans Edward. FROM SHAKEN AND STIRRED TO BLENDED AND FLIPPED – THE FUTURE OF ELT? EFL is competing with an ever-increasing number of different demands on people’s time, whilst the current economic situation mean people have less money to spend. When the pandemic caused a stir and a shake-up in EFL, it led BKC-IH to seek new formats for teaching for students who want a course which is more efficient in terms of both time and money. I will briefly discuss how we have adopted blended and flipped courses, and information about student and teacher reactions and the methodology and efficacy of the courses
6
13.45-14.00Barabushka Irina. ACHROMATIC COLOURS IN THE IMAGE OF THE CITY IN RUSSIAN AND ENGLISH-LANGUAGE IMAGINATIVE PROSE. The image of the city is widely represented in modern literature and art; many works are devoted to the study and description of cities, both purely linguistic and at the interface of other branches of science.
From the perspective of cognitive linguistics, the city is a complex concept, the development of the semantic space of which occurs by ""including"" components that were not initially the part of it, on the basis of interaction with other concepts in the course of interpersonal and intercultural communication, as well as creative process.
Due to the complexity of the object of research, it was decided to pay attention to the peculiarities of perception of the image of the city from the color point of view.
Examples taken from The British National Corpus, Corpus of Contemporary American English and the Russian National Corpus constituted the subject for the study. The search was carried out on the basis of the texts related to imaginative prose of the second half of the XX - the beginning of the XXI century.
The study analyzed the attributive constructions and descriptive fragments with the lexemes ""город"", ""city"" and ""town"", as well as the corresponding cognitive metaphors containing achromatic coloronyms (those denoting colors in which there is no specific shade of the spectrum, namely: white, gray and black).
The analysis showed that most of the meanings realized by the lexemes ""white"", ""gray"" and “black” while describing the image of the city in the prose of the period under study coincide with those represented by the lexemes ""белый"", ""серый"" and ""черный"".
The use of the lexeme ""white"" as part of the synesthetic metaphor ""white noise of the city"" turned out to be linguospecific for the English-speaking culture.
The lexemes ""white"" and ""black"" include the general seme ""having a certain skin color"", which is socially marked as it is connected to the problem of racial discrimination.
Thus, the analysis showed that linguosemiotics of color gives us the opportunity to take a fresh look at the linguistic picture of the world, language and society. The perception of color also has an axiological component, as color nominations are often anthropo- and ethnocentric. The found similarities presumably indicate the universal significance of their components, while the differences demonstrate the national specificity of the perception of the urban environment
"		Melekhina Elena. CONTENT AND LANGUAGE INTEGRATED LEARNING FOR UNIVERSITY STUDENTS. Content and Language Integrated Learning is being introduced into university curricula in response to the demands of the labor market for qualified specialists able to effectively communicate in international professional or academic environment. Being an internationally recognized approach CLIL imposes a number of challenges for teachers and students in Russian schools and universities. First of all, the insufficiency of CLIL teacher-training programmes implies that the majority of teachers integrating content and language in their classrooms do not understand the key concepts of CLIL methodology, which might lead to some unexpected results and even learners’ lack of motivation. Secondly, CLIL methodology of teaching specialized subjects in a foreign language has a number of specific features, including high cognitive load that learners experience. The teacher is supposed to use specific technique known as ‘scaffolding’ to lessen the cognitive load the content presents and at the same time provide cognitive development ин stimulating students’ creative and analytical thinking in a foreign language.
Kravchenko Natalya. AN INTERNATIONAL PROJECT "DAILY MEALS IN RUSSIA AND IN THE USA AS THEY ARE VIEWED BY RUSSIAN ELEMENTARY SCHOOLCHILDREN". This paper deals with the issue of forming the basis young learners’ intercultural competence with the help of international projects. The international project devoted to everyday food in Russia and in the USA is developed by the author. While doing the project young learners are to identify similarities and peculiarities in Russian and American everyday meals. The goals, stages and the result of the project is thoroughly described. As a result Russian young learners found some similar dishes in Russian and American cuisine and also identified some peculiarities. In turn this helped to expand young learners’ outlook on American and Russian everyday meals and led to forming the basis of young learners’ intercultural competence13.45-14.00Kravets Olga. DEVELOPING DIGITAL LITERACY IN THE PROCESS OF LANGUAGE LEARNING. The concept of digital literacy as an instrument of information activity is considered in a number of key issues related to technological literacy: computer and ICT literacy. Computer literacy embraces specialized technical skills related to ICT. Information literacy is the ability to formulate an information request, to search, to select, to evaluate the information. It includes the personal need for information and ability to solve a particular problem;
development of a search strategy, raising significant questions; search for the information relevant to the topic; information analysis; ability to present your point of view to your audience. All these skills are to be developed and mastered in the educational context.
The paper deals with the methods of development digital literacy in the process of language learning. Also, the levels of meaningful indicators of information literacy of an individual are discussed and defined. The following key points are referred to in the article:
- there is no end of learning with and through technologies and self-development;
- reflective approach to teaching and learning and constructive thinking are key aspects of meaningful participation which add value to overall learning process;
- pedagogical system should be developed according to the requirements and learning styles of the students and learning technologies should be incorporated to meet their needs


Novikova Vera. TEACHING GIFTED AND TALENTED LEARNERS.
There is no denying the fact that teachers must be equipped with 21st century knowledge and skills and know how to integrate them into their classroom practice. One of the most demanding challenges for teachers, however, being the necessity of enhancing the learning experience for gifted and talented learners and preparing gifted pupils for different language Olympiads, aiming to detect and stimulate creative abilities, entrepreneurial thinking and interest towards research. How might educator preparation programs embed 21st century knowledge and skills more effectively in their programs? This report demonstrates South-Ural State Humanitarian-Pedagogical University attempts to promote the inclusion of 21st century knowledge and skills into teacher preparation programs ensuring that teacher candidates receive extensive, in-depth clinical experiences and pay rigorous attention to developing adequate life and career skills

7
8
14.00-14.15Fedosova Valentina. CONTRASTIVE ANALYSIS OF THE NAMES OF LOVERS IN ENGLISH AND RUSSIAN LANGUAGES."The paper presents the comparative analysis of the names of relationship status in English and Russian. The author studies the group of names denoting lovers. The study was carried out by using the method of an entire excerption from different lexicographical sources: The New Big English Russian Dictionary edited by J.D. Apresyan, Cambridge International Dictionary of English, Webster’s New World Dictionary, and Collins English Dictionary for Advanced Learners, Frequency Dictionary by S. Sharov, the Frequency List of British National Corpus and others.
The research showed that Russian lexemes have a well-developed network of English equivalents. Thus, Russian lexeme любовница has 11 English equivalents, lexeme любовник has 12 equivalents.
Denotational, connotational and functional identity and national peculiarity of each contrastive pair is considered. As a result lexeme любовница has 6 optimal matches, 4 appropriate matches and one equivalent. 7 optimal matches, 3 appropriate matches and one equivalent were revealed for lexeme любовник The presence of only one equivalent matching of lexeme любовник and любовница indicates noticeable national peculiarity. Further investigation of these nouns as well as other groups of nouns referred to relationship status and the group of relatives would help to better understand the picture of the world of English-speaking people"		Ermakova Polina. A LOOK INTO A LEARNING ENVIRONMENT AT TOUCHSTONE@MISIS LANGUAGE PROGRAMME: 2015-2020. Touchstone@MISIS language programme is a balanced system of 4C elements that potentially allows both students and teachers to perform above average. With years and seasons gone by we can say that the model that was put into operation back in 2011 has demonstrated the greatest power of stability at its core. The challenges that the programme has survived have been a few: implementation of blended learning, teachers’ retraining teachers, international examination, in-house assessment etc. The comparative analysis of the survey data of 2015 and 2020 shows that there has been a major shift in perception of a teacher’s role, students’ attitude to learning a foreign language, assessment strategy and overall communication. At the same time half a decade of standardization routines in placement testing, online work and the overall administration yield positive results. More than 85% of respondents are satisfied with Touchstone@MISIS programme run. The present talk will mostly cover data on the academic change that we are witnessing now and its potential effect on future learning.Kirpicheva Darya. Language acquisition can’t be full and valuable without deep insight into the culture of the country and the mentality of native speakers. Pragmatic competence is a fundamental aspect of a more general communicative competence, the formation of which is the main goal of learning foreign languages. A lot of scholars research the competence, but still we do not have the good and effective way to teach this pragmatic competence. And we believe that one of these methods could be the role-playing technique. In our paper we tried to estimate the importance of role-play to the formation of pragmatic competence. We worked with younger students of the secondary school. During extracurricular activities we studied the culture, traditions and communicative rules of Britain and learned how to do role-play. We tried to form the productive not receptive skills. Extracurricular activities are more appropriate for this working as we have more time, and we do not have to complete compulsory educational program. In the survey the educational program for the formation of pragmatic competence was developed which helped us to complete our purpose. At the end of the school year, we found out that we were able to build pragmatic competence, and the students not only know about the cultural traditions and features but also to use appropriate styles in communication, that we could see during role-play. We have developed the educational program and the study guide for other teachers who can also use them in their classes. As well as we noticed that the students were interested this process more than in the main classes, but unfortunately we were not able to prove that, it will be our future investigation.14.00-14.15Vasilyeva Irina. UNIVERSAL COLLABORATIVE ESP/ESL TEACHING METHODS IN DIGITAL EDUCATION: FIRST APPROACH.
The presentation outlines distance educational cases during Covid19 quarantine in RF to compare synchronous, distance/blended and collaborative methods of ESP/ESL teaching at technical and humanity higher education institutions.
The author offers several ideas or hypotheses to further discussion, such as: 1. Distance Learning has more benefits in teaching ESP and translation studies for particular students' categories vs face-to-face;1.1.It reflects (depends on) their gender and socio-cultural status; 2. It is not necessary for an educator with human or linguistic background to additionally learn relevant technical subject to teach academic and technical texts translation and ESP efficiently; the role of collaborative wiki didactics. 2.1.there are several universal approaches that can be deduced from the practical experience; 3. It is an urgent need to train ( include in ESP/ESL syllabus) all students how to use Neuro Machine Translation (NMT) texts translation and editing; 4. It is to define the place and the role of blended aka hybrid pedagogical concepts in modern languages education for all students' specialties and categories; 5. It is necessary to research on efficiency of flexible, universal and collaborative approaches combination applied in distance and face-to-face learning at higher education level.
The author welcomes all ESP/ESL/TESOL teachers interested in discussing the above ideas and possibly collaborating with the author in further research
Vladyko Anzhelika. ASSESSMENT AS A DIGITAL LEARNING TOOL.
Assessment plays a major role in the learning process since it evaluates to which extent the educational aims have been met and helps build the learner’s trajectory for further improvement in learning. Scientists and educators around the globe have been researching this significant matter having suggested different types of assessment and ways to approach them, however, providing efficient assessment remains an urgent issue. The COVID-19 pandemic created unique conditions exposing both teachers and students to a new learning environment where the educational instruction and assessment had to be delivered digitally, which revealed the challenges educators faced, especially in the sphere of measuring the students’ progress and giving instant feedback. This article focuses on the analysis of how the success of assessment delivery in the digital educational environment directly impacts the learning outcome and the potential of digital assessment which does not only pursue the goal of testing the level of students’ achievements but can also be used as an effective instrument for learning. The article shows the results of a survey conducted among school teachers which highlights the most effective digital tools used by them for assessment as well as lack of awareness of the full potential of these tools to be used for more profound learning
Knyazeva Olga, Polukhina Irina. STUDENT-FRIENDLY APPROACH TO LANGUAGE CLASSES FOR ENGINEERING STUDENTS: EXAMPLE OF NUST MISIS ENGLISH PROGRAMME. The quality of education is largely determined by the success of students' mastery of the educational program, which in turn depends on a number of various factors. One of the priority factors is the attendance of classes.

Faculty in higher education institutions oftentimes follow different attendance practices and policies: some make it compulsory and count toward the final grade while others do not. Even when attendance is not compulsory, many faculties believe in its positive effect on academic performance. In this article, a summative analysis of the relationship between attendance and academic performance (including retake results) in the NUST MISiS context will be given. The Department of Foreign Languages and Communication Technologies provided data which were from four courses in the engineering departments in 2017-2020.

The analysis of student performance showed that many students face the problem of mastering the curriculum due to the large academic load. The workload of each semester is determined by the students’ book, which consists of 12 units, and the number of academic hours equal to 10 academic hours per two weeks. Consequently, 25 percent of all students fail the semester. It might be explained by either the lack of attendance or inability to cope with the academic overload.

In order to facilitate the educational process and prevent an increasing number of failures, the department provided a loyal attitude towards students. Sustainable attendance is likely to guarantee a positive result (pass of the course) while those who have already failed the semester are offered a round of retakes
9
10
14.15-14.30Gritsenko Elena, Polyakova Svetlana. THE TRANSLATION COMPETITION OF CONTEMPORARY BRITISH PROSE IN PERM REGION.
The translation competition was dedicated to the 25th Anniversary of the twinning movement of Oxford and Perm and was aimed at introducing young readers to contemporary British literature that has not been translated into Russian and attracting students' attention to the study of the English language through reading authentic texts. The competition was held from December 2020 to March 2021 and involved 389 participants including school children, university and college students, teachers evaluating the translations from Perm, Perm Region and five other Russian region. It was possible to attract such a big number of participants thanks to various channels of distribution, namely, the Perm Regional Library, Perm State University, the City Administration and the NATE site. The participants were offered three short pieces of literary works by different British authors. The choice was made by Professor Karen Hewitt from the University of Oxford, the Coordinator of All-Russia literature seminar for universities. The extracts were challenging for translating because of the cultural, social and linguistic peculiarities. The evaluation criteria included relevance to the cultural and linguistic background and context,
the quality of the information transfer and the translation, style, literary analysis and finding creative ways to convey the meanings. The outcomes of the project will be considered in the paper and the best works will be presented at conference

Rodicheva Anna, Zaitseva Tatiana. CHALLENGES FOR ESP MEDICAL CLASSROOM.
There are plenty of research works on the translation of medical texts from English into Russian (Abramova, Komarova, Belyaeva, Semenchuk Fishbach, Heine, Andrieson, etc.), but not as many on the peculiarities of interpreting from Russian into English in the sphere of medicine.
This presentation is devoted to ESP classroom activities for medical students while working on translation of the sites for medical companies. There are several aspects to be discussed during the presentation:
- Translation is an important factor in disseminating knowledge and new discoveries in the medical field.
- Translation of the company’s site is a crucial factor in providing healthcare services to foreigners.
- Medical students and employees face a number of challenges, some of which are the subject of research (they include medical terminology, quality issues, lexical equivalence, etc.).
On the one hand, medical sites provide the users with scientific data but, on the other hand, this information should be given in a most simple way to meet the needs of the clients and be understood by them. One of the main concerns is special characteristic features of medical language: terminology, including eponyms and multi-word terms, acronyms and abbreviations, affixation, word compounding, the doublet phenomenon, polysemy and synonymy. So, translating for lay-readers and professional audiences is the next issue presented in this paper
Rotko Olga. Phraseological paronyms are phraseological units which are structurally similar (usually they have at least one autosemantic component in common) and often have similar grammatical characteristics, but express different notions. Phraseological paronymy is a widespread phenomenon, and is far from being homogeneous, which is why it requires a multi-aspect data analysis and a classification of the abundant data. This talk presents a revised typology of phraseological paronyms14.15-14.30Kuznetsova Elena. CREATING STUDENT-CENTRED PROJECT-BASED COURSES IN ENGLISH USING MOODLE. In recent years the learning management system (LMS) in higher education has transferred from mere content and information repository to daily communication platform. Users of distant courses expect LMS to give the best user experience and usability. When designing student-centred Moodle courses, instructors select tasks, readings, make decisions about how study time will be used, and plan assignments based on the contribution these components make toward achieving the learning goals identified for the course as well as understanding the students’ perceptions. In order to prepare students to work together in the global, distributed workplace of today, Moodle course template should be modified from a regular instructor-led cohort course into a student-centered project-based course. This paper identifies a set of student-centred instructional design principles tailored to the needs of ELT instructors teaching online. It is mentioned that Moodle includes a social constructionist approach to education, emphasizing that learners can contribute to the educational experiences in alternative ways. Moodle functions of online learning not only give opportunities for active discussions, idea sharing, and information changing, but they also provide a means to cooperative learning for students. The design of peer interaction in the course establishes a connection between language skills and sub-skills and academic skills. Finally, the paper offers a series of recommendations to design student-centred project-based courses that can generate new knowledge, attitudes and behaviourRossikhina Olga, Chernushkina Nina. FACTORS CONTRIBUTING TO THE FINAL IELTS EXAM IN THE VOLATILE UNIVERSITY ENVIRONMENT.

The stated aim of Touchstone@MISiS programme is not only to achieve a certain level of language proficiency, but also to provide MISiS graduates with a set of skills necessary to operate successfully in the modern academic and work environment. Continuous assessment in the form of score-rating system is the main form of control over the course of the programme, while the summative assessment is realized through the placement test and the external academic IELTS test at the end. Successful students must demonstrate the achievement of at least B2 regardless of the trajectory, and the required proportion of such students is claimed to be 50%. This article looks at the IELTS results obtained during 8 years of observations against the entrance level of students and other factors that contributed to the final results. It is demonstrated that despite the gradual rise in the proportion of B2 graduates from 28% in 2013 and 49,9% in 2019, together with the respective increase in C1 students, the target 50% was not achieved. Among the factors contributing to better results the authors point up the corresponding rise in the percentage of B1 entrants and better teaching after the series of intensive IELTS trainings in 2014-2015. However, the careful analysis of the situation revealed that the major factor is the volatility of the contingent, where up to 30% are expelled or are still enrolled only on paper, while others (around 20%) join the programme in the 2nd or even 3rd year of studies. The authors raise the issue of how accurate is the IELTS KPI for the university environment.
Key words: IELTS, placement, proportion of B2 graduates, volatility of the contingent
Vostrikova Irina. HOW TO PLAN AND ORGANIZE YOUR ONLINE CLASS.
In the history of Russian education 2020 will take a special place as the year of the start of intensive online learning integrated into educational process. Distant learning techniques were considered to be optional relating mainly not to regular academic classes but to exotic online courses. Unfortunately, it was the COVID-19 pandemic that played the role of a catalyst and in the shortest possible time broke down the barriers that prevented the widespread introduction of online classes in educational institutions. As a result, of the lockdown, teachers and educators had to urgently master the methods of organizing and conducting online classes. We want to share the accumulated and systematized experience of organizing and planning online classes in higher education environment. The main issues to be mentioned can be divided into the following categories: organization of the workplace, сode of conduct for student, personal bond, stream lessons techniques, getting feedback.
It should be noted that online classes require special skills to communicate with the audience remotely, the ability to focus only on the monitor screen, maintain interest in the subject of the lesson. New skills have come with the experience of conducting online classes in a real-time schedule. They are a sign of the new time introducing more flexible and creative changes to traditional education. They are aimed at forming communication skills and ensuring high-quality mastery
11
12
14.30-14.45Lukina Lyudmila. DETERMINATION OF THE OPTIMAL TRANSLATED CORRESPONDENCE.
Translated correspondences of any lexical unit are usually selected by the translators intuitively, based on their own linguistic experience. This method is often quite subjective, which can negatively affect the quality of the translation. Existing dictionaries, as a rule, provide only a list of possible correspondences, and the translator himself must choose the optimal correspondence for a given context.
New series of bilingual dictionaries are being developed by the representatives of the Voronezh School of Comparative Studies. In order to reduce the possibility of mistakes when choosing a translated correspondence, the idea of creating a contrastive bilingual dictionary of a new type was proposed. Dictionary entries of the contrastive dictionary are a semes description of the meanings of the words of the source language and their translated correspondences in another language. An important feature of this dictionary is that for each lexical unit the type of optimal translated correspondence is defined and indicated. The seme description in such dictionary is given in a certain order: first, denotative semes, the number of which in different lexemes may be different, then two types of connotative semes (evaluative and emotional) and, finally, five types of functional semes that reveal stylistic, social, territorial, temporal and the frequency characteristics of the semantics of words. The choice of the optimal translated correspondence is carried out on the basis of the analysis of formalized parameters presented in the form of indices of denotational, connotational and functional identity of lexemes.
The proposed dictionary makes it possible to objectively choose the best translated correspondence which is important both for educational purposes and in translation practice
Panchenkova Maria. NETWORK COMMUNITY FOR THE TRANSPORT UNIVERSITY STUDENTS TRAINING FOR PROFESSIONAL COMMUNICATION (A CASE STUDY FOR EXCHANGE PROGRAMME "INTERNATIONAL LOGISTICS" (URAL STATE UNIVERSITY FOR RAILWAY TRANSPORT, RUSSIA - WILDAU TECHNICAL UNIVERSITY, GERMANY). The proposed report is a result of the multiannual study of the network community as the pedagogical tool for professional communication training of transport university students. The role of Internet technologies in the educational process of the university in general and the network community as a means of preparing for professional communication, in particular, is considered. The author defines the network community, the relevance of its research, and the pedagogical potential in the framework of professional training of students. The methodological potential of the network community did not have sufficient scientific and pedagogical justification before; there were no clearly defined goals in preparing for professional communication in the mode of the educational process of a transport university. Methods used in the process of language training of students of the transport university were designed mainly for receptive language acquisition, while, real communication in the information and educational environment requires the use of the rules of intercultural professional communication. Thus, educational institutions face the need to find and implement such approaches in the organization of training for professional communication as an integral part of professional training. The author demonstrates the pedagogical experience of the network community implementation within the international exchange program “International Logistics” (Ural State University of Railway Transport, Russia – Wildau Technical University, Germany)14.30-14.45Mogunova Elena. LANGUAGE TEACHING IN A (POST) PANDEMIC WORLD. Lockdowns in 2020 and 2021 and their ensuing consequences presented completely new challenges for educational institutions of all levels. The experience gained during this period is still being summarized and meticulously analyzed. The results will certainly allow the educational community to take a fresh look at the process of introducing and implementing new learning tools into the traditional educational environment. Since spring 2020, due to the long-lasting period of distance learning experienced by students and teachers of NUST MISiS, the boundaries between learning inside and outside the classroom have been increasingly blurred, along with taking the concept of the classroom itself far beyond its traditional understanding. This paper is aimed at the analysis of NUST MISiS Department of Modern Languages and Communication experience during the above stated period with further discussion of the tools and activities to help language teachers boost students’ performance regardless of teaching format (offline/ hybrid /online)
Gorizontova Anna. LANGUAGE ASSESSMENT ESSENTIALS FOR FUTURE TEACHERS. What do future teachers need to know about language assessment and, more importantly, what they need to be able to do in this area? This was the question the presenter asked herself when developing the course ‘Language Assessment Methods and Design’ for the MISIS MA programme in linguistics. The course is now being delivered for the second time and the main conclusions on what themes related to language assessment are of most use for students, can be drawn now. There are three big topic areas which seem to be generating the biggest interest. First, it is the concept of a test validity - whatever we mean by the word ‘test’: a form of assessment to be used in the classroom or a high-stakes exam. The requirement for a test to be fit for purpose and assess exactly what it intends to assess, as well as related consequences for the test content and format, were among the most discussed issues. The second area has to do with the CEFR practical application - not just in assessment, but in the wider language teaching context. Demonstrating quite a confident understanding of the CEFR key concepts, students appreciated opportunities to do some practical work with the Common European Framework, for example to grade down texts to a target level. Finally, the practice of putting together own assessment criteria (rubrics) or of applying existing assessment scales when testing productive skills was one more topic rated high by the studentsIsaeva Anna, Esipov Roman. TOUCHSTONE@MISIS CULTURE AND PROGRAMME MANUAL.
The main priority of the National University of Science and Technology “MISIS” is to obtain and provide the leading position of Russia in all occupied areas of enterprise, technology and science at the international level. This principle presupposes the competitiveness of the Russian standards of higher education.
To fulfill this aim, in 2013, NUST “MISIS” became an active participant in the “5-100 project"", with the goal for the most prominent Russian universities to enter and keep a firm position in the top world's 100 leading universities. The strategic goals of the university education today are to improve its quality based on the introduction of advanced, most effective achievements in science and industry, as well as the internationalization of education.
The main requirement of higher education system for modern engineers prioritizes the ability to communicate on a professional environment background, including foreign language communication skills to solve industrial problems, carry on documentation processing, present and uphold complex engineering activity results, conduct scientific research. The stated above factors led to an acute need for a complete redesign of the English language training program and the creation of a new intensive innovative course.
This program brings the role and quality of a foreign language acquisition process to a fundamentally new level, making it one of the main professional tools of future graduates in achieving their research and scientific goals. It provides the students with that freedom in their creative and professional growth, as well as the ability to be recognized by the global professional and scientific community, which, in the previous times, no engineering graduate could have barely dreamt of
13
14
14.45-15.00Sternina Marina. TO THE PROBLEM OF REVEALING NATIONAL PECULIARITY OF SEMANTICS.

The problem of revealing the national peculiarity of semantics has been in linguistic focus for several decades. The main difficulty here is to determine the degree of manifestation of the national specificity of lexemes, their sememes, as well as lexical groups. When identifying individual differences in semantics, even insignificant, researchers as a rule confidently state the existence of national specificity. Meanwhile, the presence of nationally specific differences in the semantics of lexical units and groups in different languages actually does not require any proof; they are predicted a priori, since we deal with different languages. In this regard, the very fact of stating the presence of national specificity in a particular case, strictly speaking, does not represent any linguistic value. When studying the national peculiarity of semantics, the task of a linguist is not just to state its presence, but to determine the degree of its manifestation. Until recently, this was not possible, but with the beginning of the development of the comparative-parametric method of linguistic research within the framework of the Voronezh theoretical linguistic school, the situation has changed for the better.
This method, with the help of two research procedures used in it: indexization and scaling, allows, based on objective quantitative indicators, not only to state the presence or absence of nationally-specific differences, but also to determine their degree. The presenter will demonstrate it at the examples of several Ph.D theses defended under her supervision.

14.45-15.00Lavrentyeva Natalya. METHODOLOGICAL POTENTIAL OF USING INTEGRATED MULTIMEDIA TASKS IN TEACHING PROFESSIONAL ENGLISH TO NON-LANGUAGE STUDENTS. The aim of the current research is to develop methodological techniques of using integrated tasks in teaching skills of working with professional language sources to non-language students. System-activity approach implies learning activity based on the unity of intradisciplinary and interdisciplinary connections. Due to the development of digital technologies and appearance of numerous multimedia resources there arises an opportunity of using them in a teaching foreign language to university students. Relevance and novelty of the research is defined by the necessity of developing the methodology of creating and using special tasks for teaching all types of speech activity on the basis of their interconnection using modern multimedia resources.
Integrated task follows a certain algorithm of actions and has a definite structure which includes such parts as activity basis, learning situation model, interdisciplinary integration, relevant learning material and educational task.
Learning situation is a description of a specially developed situation used to achieve certain educational goals. The current research offers four types of real learning situations of professional communication which can be used for teaching both listening and speaking and listening and writing skills.
The methodology has been tested in the group of non-language university students and has proved to be effective for increasing students’ involvement in working with professional sources, improving their motivation for learning foreign languages and for developing their digital skills

15
16
15.00-15.15break15.00-15.15break
17
15.15-15.30Teacher developmentEnglish Language ResearchDigital Methodology15.15-15.30Digital MethodologyLearner Diversity and InclusionTeacher development
18
De Jong Ester. ENGLISH IN A MULTILINGUAL WORLD: IMPLICATIONS FOR TEACHERS. As professional teachers of English in a globalized world we are called upon to respond to the multilingual turn in the TESOL field. In this presentation we will discuss the why, what, and how of taking a multilingual stance in our classrooms
Yi Youngjoo. METHODOLOGICAL ISSUES IN DIGITAL MULTIMODAL LITERACY RESEARCH. With the “digital turn,” English language and literacy research has paid more attention to “new literacy practices in digital environments across a variety of social contexts” (Mills, 2010, p. 247). By exploring the complex and situated ways English learners use digital space and multimedia for language learning, digital literacy research has provided us with significant implications for research and pedagogy. Yet, it seems that the fields of applied linguistics and Teaching English to Speakers of Other Languages (TESOL) have not engaged in sufficient conversations about methodological implications and evolution in digital multimodal literacy research. With some positive benefits of the affordances of digital media and methods, researchers now have access to a range of data previously much more ephemeral in nature and therefore more difficult to access. At the same time, there are also some challenges of conducting digital multimodal literacy research. In other words, some digital multimodal literacy practices are “virtually invisible, inaccessible, or unanalysable using traditional research methods” (Bhatt, de Roock, & Adams, 2015, p. 481). In particular, digital multimodal literacy practices outside of school are not easy to observe and record because learners move across multiple settings so swiftly, and data (e.g., online texts) can be constantly updated, revised, or deleted (Warner, 2016). Given all these, this presentation will (a) discuss methodological possibilities and challenges in applied linguistics research, especially digital multimodal literacy research, (b) address possible solutions for such methodological issues, and (c) propose future directions in terms of research methodology. Such discussions can contribute to further developing scholarly conversations around how to conduct and report digital multimodal literacy research
Smith Blaine. EXPANDING MEANING-MAKING POSSIBILITIES THROUGH MULTIMODAL COMPOSITION.This presentation will focus on the innovative meaning-making possibilities when integrating digital multimodal composing in the classroom. First, I will explain key concepts of multimodality and provide examples of digital projects. Second, I will share results from a recent systematic literature review highlighting the main themes in the research focused on emergent bilingual adolescents and multimodal composing in schools. Finally, I will illustrate effective ways educators can scaffold students’ multimodal composing processes in the classroom to support content and language learningJiang Shiyan. NARRATIVE MODELING WITH STORYQ: INTEGRATING LANGUAGE ARTS, MATHEMATICS, AND COMPUTING TO CREATE PATHWAYS TO ARTIFICIAL INTELLIGENCE CAREERS. Artificial intelligence (AI) is reshaping the workforce and society at large. Preparing youth to enter and engage with an AI-filled future is our most critical challenge. Yet AI learning opportunities remain abstract and inaccessible, especially to underrepresented youth. In this talk, I will present StoryQ project (a three-year design-based research project), which uses cutting-edge AI and literacy-based approaches to ready diverse youth for the future. Focusing on narrative modeling, one of the oldest fields in artificial intelligence, StoryQ combines standard-based language arts, mathematics, and computing concepts and integrates them into a coherent learning experience to render formidable topics like machine learning and artificial intelligence as amicably within reach. By approaching the topic through the lens of creative writing, students will bring forward their cultural and personal knowledge resources and claim strong ownership of stories that involve their personal identities while deepening their understandings of AI themes in the process. In particular, I will present a text classification activity (including both story writing and analysis), which is created based on co-designs with teachers and lab-tests with high school students. In addition, I will share a qualitative analysis of lab-tests, which shows that exploring text classification models provided an accessible and comprehensive approach for integrated learning of language arts, mathematics, and computing with the potential of supporting the understanding of core AI concepts and reasoning about the roles of human insight in developing AI technologiesBelkina Oksana, Lazorak Olga, Yaroslavova Elena. LONGREAD AS AN EFFICIENT TOOL FOR DEVELOPING LEARNER AUTONOMY THROUGH CREATIVE MINDSET IN DIGITAL SPACE.
South Ural State University (National Research University), Chelyabinsk, Russia
The phenomenon of contemporary learning is marked by an increase in digital technologies that inter alia ensure the efficiency of education through autonomous and creative learning. A key point is to provide timely and relevant interactive educational content that will motivate and engage students into research, create new learning and teaching possibilities, enhance both an autonomy while mastering major as well as communication with individuals and teams involved in the same research. Longread is a relatively new format of presenting information in an extensive attention-grabbing text that describes and reveals a particular issue, with the focus on details, facts and figures, which is placed within a certain digital framework.
Arranging the information for the longread format, students learn how to select, analyze and structure information to present data in the most interesting and understandable way, to reveal all peculiarities of the topic, to catch attention of fellow students and fuel their interest towards the topic. Longread is to be designed to guide student critical thinking as it implies not only developing the writing skill, but also mastering such competences as stimulating original approaches to problem solving, improving resourcefulness and student self-efficacy to creative outcomes.
The proposed longread technology was evaluated while conducting project work for bachelor students. We found that application of longread format contributed to achieving better educational results and developing learner autonomy.
Key words: longread format, student autonomy, digital space, educational content
Kravchenko Aleksander. LANGUAGE, PERCEPTION, AND TEFL: IMPLICATIONS FOR TEACHER DEVELOPMENT. The TEFL methods and techniques used in a Russian classroom usually highlight the differences between the two languages viewed as semiotic systems used for the purpose of communication as exchange of meanings. According to the sender-receiver model of communication (Reddy 1979), or the code model of language, meanings are contained in lexical items (elements of the code), and grammar (morphology and syntax) defines the structure of these units and how they are combined in communication. Consequently, EFL learners are told that success depends on the acquisition of grammar as the system of rules by which the words of English are organized into larger units and which, therefore, is often identified with language. Thus understood, English and Russian grammars are seen as different codes, and the students’ tacit knowledge of Russian grammar is seen as not particularly helpful in acquiring EFL. However, this is a generally shared delusion which I intend to dispel.
As an extension of the human sensorium (Morris 1938), language is not a code (Kravchenko 2007), it has an orientational function in our coordinated interactions with others and self in our cognitive domain. The meanings of linguistic signs as orientational devices are based in our perceptions and experiences of the environment. In this semiotic function, Russian and English are not essentially different. Understanding this may dramatically facilitate acquisition of English by Russian learners were it not precluded by the metalinguistic (largely incoherent) knowledge about Russian grammar imparted to them at school. In my talk, I am going to show what grammar is really about and how teachers of EFL could use insights into the cognitive nature of Russian and English grammar as semiosis (Kravchenko 2012a, b; 2018) to rid the process of EFL acquisition of the contrived stumbling blocks

References
Kravchenko A. V. (2007). Essential properties of language, or, why language is not a code. Language Sciences 29(5): 650–671.
Kravchenko A. V. (2012a). Cognitive Grammar and EFL Methodology: The Case for "Tenses". Актуальные проблемы филологии и педагогической лингвистики, 14: 343–358.
Kravchenko A. V. (2012b). Grammar as semiosis and cognitive dynamics. In A. V. Kravchenko (ed.). Cognitive Dynamics in Linguistic Interactions. Newcastle upon Tyne: Cambridge Scholars Publishing: 125–153.
Kravchenko A. V. (2018). On the implicit observer in grammar: Aspect. In L. M. Liashchova (ed.). The Explicit and the Implicit in Language and Speech. Newcastle upon Tyne: Cambridge Scholars Publishing: 12–34.
Morris C. (1938). Foundations of the theory of signs. In Neurath, O., Carnap, R., Morris, C. (eds.). International Encyclopedia of Unified Science, vol. 1, part 2. Chicago, Chicago University Press.
Reddy M. (1979). The conduit metaphor. In A. Ortony (ed.), Metaphor and Thought. Cambridge: Cambridge University Press. 284–324.
19
15.30-15.45Avdeeva Yulia, Grashchenkova Galina, Konova Margarita. PROFESSIONAL SELF-DEVELOPMENT OF TEACHERS IN ONLINE ENVIRONMENT.
Established during the 2020-year lockdown, the great shift to online education has exceedingly affected the whole teaching process, including the material provision and professional development of scholars. The present-day situation requires sustainable self-development in online technologies and a flexible approach to designing online lessons with regard to individual differences in learning styles. During the research, such factors as pedagogical content knowledge (PCK); teachers’ beliefs about teaching; self-efficacy, and instructional practices have been studied based on the online courses provided by educators from the Department of Modern Languages and Communication National University of Science and Technology ""MISIS"".
The study demonstrates that the teachers’ knowledge about how to teach one particular subject, which takes into account students' conceptions and learning difficulties, has experienced the most dramatic change resulting in numerous adjustments of online gadgets to typical procedures and expectations. Moreover, a strong correlation between teachers’ self-efficacy and new ways of classroom management during online classes can be observed. New forms of classroom activities and student engagement have been provided by supportive online interactive tools, exchanging positive experiences and outcomes, which has become a major part of OPD. Clearly, this kind of in-service teachers' training and reciprocal exchange of experience is extremely beneficial, assisting self-reflection and developing advanced educational practices		Safonkina Olga. INFORMATION LITERACY FOR CLASSROOM RESEARCH. While in the Russian Fedeartation the State Program in digitalization highlights Information Literacy as being a priority, in truth much development is needed in Russian universities to instill best Information Literacy practices in HE systems. A new generation of Russian researchers are becoming aware of the fact that speaking English fluently and having a good command of both information literacy and written English is not only a feature of modern times but is a necessary condition of their successful integration into the international academic community as well. Information Literacy is a vital transferrable 21st century skills in ensuring this integration alsoIgonina Galina. BLENDED LEARNING VIA DISTANCE LEARNING: NEW APPROACHES IN TEACHING ENGLISH.

In the year 2020 the COVID-19 pandemic made students, teachers and educators all around the world switch to distance learning and teaching. It proved to be an utterly new experience in the history of education due to an unprecedentedly large number of participants involved in the distance learning who had to communicate remotely during a rather long period of time, for about an academic year.
It should be underlined that the transition from the traditional face-to-face learning, when a teacher and students share the same space of the classroom, to a remote interaction had happened rather swiftly, immediately after the order of the university officials. Therefore, it is possible to determine this new format of teaching and learning “A blended learning via distance learning”.
Obviously, distant interaction presupposes the use of digital means of communication, mainly computer, smartphone, iPhone, iPad, iPod and etc.
Having assessed the results of induced distance learning, some participants, disliking it from the first day of its introduction, rejected any positive results; other, on the contrary, fancied the opportunity of the schedule flexibility, the chance to save efforts and expenditures that are normally necessary to be paid to get to educational institution and stay there sometimes nearly all day long to perform one’s professional duties
15.30-15.45Yankova Diana. TEACHING FOREIGN LANGUAGES ONLINE: A MIXED BLESSING?

The presentation will focus on the variables of foreign language teaching and learning online vis-à-vis the traditional classroom method. Aspects to be discussed range from the subjective motivating and demotivating factors for students and tutors, to objective factors that facilitate online learning in general. Some synchronous and asynchronous language learning online platforms will be highlighted with an emphasis on the different possibilities that they present. The all-important component of language teaching – assessment – will be discussed in relation to avoiding “Google” answers in testing. This will firstly involve looking at the type and content of assignments that should be set; namely, tasks that assess not so much knowledge, but application of knowledge in the digital learning environment, and secondly, the technical parameters of assignments that can assist in preventing the possibilities of getting ready answers from the internet.
Good practices in using online platforms for teaching English will be shared from my experience in online teaching in Bulgaria, Spain and the UK

Bibliography:

Amitii, F. 2020. Synchronous and asynchronous E-LEARNING. European journal of open education and E-learning, 5/2:60-70

Bentaa, D., Bologaa, G., Dzitaca, I. 2014. E-learning Platforms in Higher Education. Case Study. Procedia Computer Science 31 ( 2014 ) 1170 – 1176.

Pal, D., Vanijja, V. 2020. Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review. 119:1-12.
"
Pattemore-Plotnikova Anastasia. LEARNING L2 GRAMMAR FROM ORIGINAL VERSION TV SERIES. Audio-visual materials, such as TV shows, are recognised by language teachers as an excellent way to fill their classes with large amounts of authentic spoken input (Webb, 2014). Furthermore, the inclusion of captions – a simultaneous, on-screen written text representation of the soundtrack – benefits language learners by providing an additional input channel (Vanderplank, 2016).
Most studies showing the benefits of caption-supported audio-visual input for L2 learning have focused on vocabulary learning and content comprehension, but there is a dearth of research on the effects on grammar learning. The present study aims to contribute to filling this gap by focusing on L2 grammar construction uptake from original version TV series.
A total of 90 university students viewed the TV series The Good Place (ten episodes, 227 minutes) under two conditions, with captions and without captions. The results demonstrated that the Captions group outperformed the No Captions group, and that individual differences, such as proficiency and working memory capacity, played an important role in learning grammar constructions during the intervention. We will discuss the implications of these results for L2 learning both in and outside of the classroom

Vanderplank, R. (2016). Captioned media in foreign language learning and teaching: Subtitles for the deaf and hard-of-hearing as tools for language learning. Palgrave Macmillan.
Webb, S. (2014). Extensive viewing: Language learning through watching television. In D. Nunan, & J.C. Richards (Eds.), Language learning beyond the classroom (pp. 159–168). Routledge.

20
21
15.45-16.00Galichkina Elena. DESIGNING THE COURSE "ICT IN EDUCATION" FOR BEGINNING ESL TEACHERS AT ASTRAKHAN STATE UNIVERSITY. Higher education has evolved in recent years toward a shift from traditional teaching methods to ICT enabled teaching focusing on the role of the teacher capable of designing quality ict-content. This paradigm shift emphasizes the need to provide beginning EFL teachers with a set of competencies which they can rely on through their future career. In view of the relevant literature, ICT in Education course was designed with the aim of addressing and developing beginning EFL teachers' teaching competencies in combination to ICT knowledge competencies. The course was implemented in Astrakhan State University, department of English Philology and 60 undergraduate trainee teachers participated in it. This paper describes a step by step guide to the instructional design process, starting from basic course information, description of the course content, its key learning activities and successful pedagogical strategies utilizing ICTs for teaching to some practical examples of ICT-enhanced lessons designed by students themselvesYepova Olga. CLIL-APPROACH AS EXTRA MOTIVATION FOR STUDENTS AGED 10-12.

This article takes a closer look at using Content and Language Integrated Learning (CLIL) approach during the lessons for students aged 7-12. You can get acquainted with basic characteristics of this methodology, get the grounding of the age group chosen and why students of this age are more likely to perceive information through CLIL approach better.
In this researched such methods as analysis, experiment, interview and comparison were used.

During the research, which was conducted in 2017-2021, there were several experiments done and analyzed. They include separate extracurricular events (lapbooks projects, story competition project), the system of implementing CLIL approach into curriculum of a private English language studio and organization of students scientific conference in English.

The results of the research have shown that students aged 10-12 have already studied a sufficient number of lexis and grammar items which help them to perceive and analyze new information connected with a non-language subject in English. As for the outcomes of the experiments we observed increase in both quantitative (the amount of sources explored, points gained at the conferences) and qualitative (more complicated projects, skills gained) indicators. Summing up, we have come to the conclusion that CLIL approach is a great way for extra motivation. Due to it, “studying English” is transformed into “studying in English” and, by these means, teachers are able to fulfill lessons with new and unusual activities suitable for student’s spheres of interests and hobbies
Ponidelko Liubov, Petrova Natalya. HYBRID ENVIRONMENT: MANAGING A CLASS.
COVID-19 posed great challenges to the system of education as a whole. During the lockdown, cyber classes became a regular practice, while afterwards the situation when students were offered a choice of online or offline education provoked search for a different classroom organization to satisfy students’ needs. At that time, a hybrid form appeared to be a viable solution, although a barely researched one. Most previous studies were focused on either online (synchronous or asynchronous) or offline asynchronous blended-learning styles of teaching, addressed to as ‘hybrid’. However, Hybrid Education mode, or ‘synchronous blended learning’, has not been thoroughly investigated and lacks in-depth research and methodology (Raes et al., 2020, p. 1; Zydney et al., 2018). Present research was conducted among undergraduate and postgraduate students majoring in Linguistics at the Department of Modern Languages and Communication (NUST “MISIS”) from mid September till mid November 2020, before the universities in Moscow (Russia) were transferred to online education until 6 February 2021. The study included the introduction, observation and analysis of a Hybrid Mode, in which teachers are in a physical classroom with access to cyber classrooms and students participate both in physical and cyber classrooms. (Hastie et al. (2010), p. 17). The following types of hybrid classes were found to be working models: balance, online imbalance and in-class imbalanced. Classroom interaction modes were also studied and identified as Separate, Mixed balanced and Mixed imbalanced modes. Effective interaction patterns were offered for pair/group work
15.45-16.00Tikhomirova Elizaveta. DIGITAL TOOLS FOR ACADEMIC WRITING COURSE DESIGN.
Rapid transition to the online teaching mode during the pandemic has created a demand for new formats and tools that can facilitate the learning process and better engage and motivate students. With so many various digital instruments currently available, language instructors need to overcome a temptation to try and use them all at once. Rather, they have to be selective and search for an optimal combination of EdTech elements that would be suitable for their particular learning outcomes.
Here we report a successful experiment in online Academic Writing course design where a variety of digital tools was used to make learning experiences more meaningful, entertaining, and student-oriented. The course was piloted at Skolkovo Institute of Science and technology in a group of Master students with different engineering backgrounds. Course deliverables included a team project to which five project teams had to contribute. The final result had to be presented in the form of a digital book, which included students’ individual writing and a team video-presentation on a topic related to writing a particular section of a research paper.
The paper analyses the creative and educational potential of the digital tools used for this course design

Cheprasova Tatyana. ASSISTIVE TECHNOLOGY IN TEACHING EFL TO CHILDREN WITH HEARING IMPAIRMENTS.
This article features an in-depth exploration of the educational potential assistive technology can have in the communicative and cognitive development of children with hearing impairments. Additionally, it investigates the conditions on which certain types of assistive technologies can be integrated in the process of EFL teaching to the children diagnosed with HI of the first type.
Keywords: assistive technology, visualization, hearing impairments, special educational needs, inclusion		Bogatyrev Andrei. KEY VECTORS OF EDUCATIONAL INTERACTIVITY IMPLEMENTATION IN ENGLISH CLASSROOM.
There is a strong belief in success of modern technologies in teaching English, sometimes making a teacher and the kids look like a small figure on the map. The learner-centered approach to interactive learning demands the learner to willingly participate in new knowledges and skills production, stressing learners’ active involvement in filling the gaps in new shared reality of English communicative exchange. This approach is targeted at developing English learners' interactive learning style. Labelling the picture sectors with the right tag (like ‘It’s a dining room’ and ‘It’s a kitchen’) is fine for a start, of course. Nevertheless, it does not invite per se the learner to develop the environment and English as means of new reality construction and learner’s self-fulfillment in it.
Learning interactively invites combination of receptive, cognitive (and emotional), actional, task-solving, creative, negotiated and reflective components. The set of implications of the approach includes such points as provoking the learner to (a) speak more, (b) think more, (c) find or invent more stimuli to speak and learn new words, expressions and grammar constructions, (d) spell out more personal preferences and add this all to learner’s own self-presentation in negotiating and conversing as means of self-image construction in English. This approach in teaching implies a slight shift from asking a learner in the end of the lesson 'How much freedom / English do you have now?' to 'How much freedom / English do you need now?'
22
23
16.00-16.15Dvorghets Olga. IN-SERVICE TRAINING FOR ELT: PROJECT-BASED LEARNING WITH AUTHENTIC MASS MEDIA.
The research explores the potential of in-service training for English teachers who are interested in enhancing students’ English proficiency as well as developing their media literacy and critical thinking with authentic mass media. The author shares her latest experience of providing in-service training at Dostoevsky Omsk State University. Alongside with a bunch of modern ELT methodology issues, the program centers around project-based learning incorporated into the practical course of English. According to the suggested approach, projects in the form of students’ presentations based on English and American mass media support and motivate students to reflect on and investigate how their own and other cultural beliefs, attitudes, and norms are shaped. It is a part of a larger body research that investigates mass media studies incorporated into the regular ELT course. The potential of the students’ projects is highlighted, examples of a series of them are provided. The suggested algorithm of preliminary work (task-based approach) based on news programs implies a five-step process: headline news stories, vocabulary bank development, news stories/news analysis, news updating, discussion in the form of role plays.
As well as the task-based approach, the project-based one presupposes both expanding the info from mass media and providing it with controversial interpretation on different English speaking TV channels, Internet multimedia. Trainees may be encouraged to use the training materials of the research in the professional work.
Key words: ELT methodology issues; five-step process; media-oriented classroom
Krivenko Lyudmila. MIND MAPPING AND ITS IMPLEMENTATION INTO EDUCATIONAL PROCESS.

Students should be able to gain and to structure necessary information, and mind maps is a meaningful and powerful tool helping them to study independently.
A mind map can be defined as a graphic tool which usually contains a central idea, a key word or an image and some secondary ideas that radiate from the central one as its branches.
Mind maps can be successfully applied to teaching and learning most basic skills.
1. Organizing and memorizing vocabulary. Mind maps work in a similar way to our brains, and when we group related things and visualize them we remember them better. To introduce a new topic a teacher can offer a framework of a mind map and a list of new words and expressions, and encourage the students to explore the topic and add new branches.
2. Learning grammar. Many students face certain difficulties in understanding English grammar. Experience shows that students who use mind maps to organize and learn new grammar rules easier understand them and apply them more successfully.
3. Reading comprehension. Students can be asked to make a mind map of an article or a text they have read to quickly jot down its gist.
4. Speaking and writing. Mind maps are a good way to organize ideas during the process of brainstorming before further writing or speaking activities.
To sum up, mind maps is an excellent recourse which serves to form cognitive abilities of students and helps them to succeed in foreign language acquisition
Klochko Konstantin. THE PECULIARITIES OF TEACHING ESP ONLINE ONLY.

The article in question deals with the methodology and characteristics of teaching ESP in higher education using only remote forms of work. The author delineates the objectives to be achieved during the whole course and a separate lesson. After that a number of traditional methods of offline teaching are compared to the methods used while working online only. The results and experience of working with one and the same group throughout a definite period of time (2 and 4 months accordingly, with 2 groups) demonstrate that the use of media-resources grows due to their affordability. It affects the growth of listening / reading comprehensions compared to offline work, which also acts as a key to introducing and practicing words, phrases and speech patterns. On the other hand, the quality of developing speaking skills doesn’t grow proportionally with the amount of media-content due to the peculiarities of online learning. First of all these are technical problems that both teachers and students may face. Secondly, this is the lack of proper methods of control. Next, this is (in many cases) insufficient emotional involvement compared to the imminent togetherness of group work offline (in classroom) if arranged properly. The author concludes that online teaching, especially ESP, brings more benefits to the process of learning than expected. However, many methods of involving students into the work appealing to their emotional intellect cannot be used which affects achieving general objectives of the course
16.00-16.15Belkina Oksana, Lazorak Olga, Yaroslavova Elena. LONGREAD AS AN EFFICIENT TOOL FOR DEVELOPING LEARNER AUTONOMY THROUGH CREATIVE MINDSET IN DIGITAL SPACE.
South Ural State University (National Research University), Chelyabinsk, Russia
The phenomenon of contemporary learning is marked by an increase in digital technologies that inter alia ensure the efficiency of education through autonomous and creative learning. A key point is to provide timely and relevant interactive educational content that will motivate and engage students into research, create new learning and teaching possibilities, enhance both an autonomy while mastering major as well as communication with individuals and teams involved in the same research. Longread is a relatively new format of presenting information in an extensive attention-grabbing text that describes and reveals a particular issue, with the focus on details, facts and figures, which is placed within a certain digital framework.
Arranging the information for the longread format, students learn how to select, analyze and structure information to present data in the most interesting and understandable way, to reveal all peculiarities of the topic, to catch attention of fellow students and fuel their interest towards the topic. Longread is to be designed to guide student critical thinking as it implies not only developing the writing skill, but also mastering such competences as stimulating original approaches to problem solving, improving resourcefulness and student self-efficacy to creative outcomes.
The proposed longread technology was evaluated while conducting project work for bachelor students. We found that application of longread format contributed to achieving better educational results and developing learner autonomy.
Key words: longread format, student autonomy, digital space, educational content
24
25
16.15-16.30Kiryukhina Natalya. ADAPTING TEACHERS TO CHANGES IN THE CURRICULUM.

Changes in the curriculum always have an impact on the learning process, which involves various stakeholders, such as students, teachers, supervisors, heads of educational institutions, and others. Despite the intensive development of mentoring and other types of support for participants in the educational process undergoing changes, the nature of adaptation to it is still poorly understood. The most vulnerable link in this chain is obviously the teachers who are directly responsible for the implementation of the program. The analysis of the surveys of teachers involved in this study made it possible to see the process of this adaptation to changes more transparent, to identify the main difficulties faced by teachers, and to anticipate them. Preliminary results show that the reaction to changes in the curriculum, beliefs and attitudes of university teachers directly depend on their mastery of knowledge in the field of pedagogy, the development of their pedagogical skills
Skachkova Sofia. LINGUODIDACTIC FEATURES OF TEACHING ENGLISH AT THE PRIMARY LEVEL. The paper examines the linguodidactic features of teaching English at an early stage. The author pays attention to the issue of cognitive development of the child in the first years of education and summarizes the age-related psychological features that affect the teaching of a foreign language. A parallel is drawn between teaching English in Russian and foreign linguodidactics as educational paradigms based on a competence-based approach. The author also highlights the similarities and differences in the results of education in Russia and abroad by comparing the final competencies acquired in the framework of training under the Federal State Educational Standard and the concept of "Young learners". In this regard, the problem of the peculiarities of knowledge control in international practice during training at the initial stage is touched upon as well. The author then analyzes Student’s books recommended for teaching English at an early stage by Russian and foreign publishers in order to identify tools for implementing the achievement of the stated competencies. In accordance with the results of the study and taking into account the psychological characteristics of the child at an early stage of learning, the tasks which help to achieve the necessary competencies correlating with the CEFR system are developedKovaleva Yelena. ESTABLISHING PRODUCTIVE LEARNING ENVIRONMENT UNDER ANY TECHNICAL CIRCUMSTANCES. Teaching without a camera turned on has become a part of students’ online academic behaviour due to a range of factors such as bad internet connection, self-consciousness or lack of privacy in case they live in a dormitory. Does this tendency influence group dynamic and overall performance concerning both teachers and learners? In my short presentation I’m going to consider possible solutions to classroom management, online tools and activities to boost learners’ involvement by implementing an approach to shift teachers’s and learners roles, as the brand new learning environment requires change. It’s essential to consider learners’ psychological and technological environment to better adapt classroom performance without quality loss. Going outside the box, bridging subjects and Using a range of interchangeable instruments to support online classes and being ready to quickly adapt or redesign tasks on the go is one of the key abilities that educators should develop to meet learners’ needs, so in this presentation we’ll overview new psychology of learners and the instruments to adapt to a new reality for both parties involved16.15-16.30Arkhipova Tatiana. INTEGRATION OF THE DIGITAL STORYTELLING INTO THE ELT CLASSROOM. The research centers around the digital storytelling and the ways of its integration in the ELT classroom. The endeavor the authors have undertaken is to integrate the technique into the teaching process in order to develop learners’ narrative competence as well as to improve their motivation, integrated language skills and self-learning environment. The aim of the research is to explore the lingua-didactic potential of digital story telling by designing an algorithm of its creation. Digital storytelling is regarded as one of the most efficient ways to develop the narrative competence by inspiring the students to create stories and use multimedia to bring narratives to life. The authors offer their own way of adapting the technique of storytelling in the media-oriented classroom to face the challenge of developing narrative competence. According to the suggested approach, whatever type of story learners may come up with, reflecting on a personal opinion, retelling a historical event, or sharing with the audience new and personally meaningful information, there are certain templates they should follow. Irrespective of learners’ storytelling skills or narrative techniques, the story line should preferably be laid out in the chronological order. The authors highlight both the quantitative and qualitative demands for creating digital stories, share the technical issues that must be considered to successfully cope with the task of creating a media digital production. Special focus is made on the evaluation of the research results in terms of the learners’ progress in understanding, interpreting, creating and communicating narratives
26
27
16.30-16.45Kolesnikova Marina. The author shares her experience in learning schoolchildren emotional intelligence during the class. The author suggests some ways and techniques to develop students' EQ and connect it with soft skills in learning English. To prove the hypothesis that students with developed EQ succeed more in studying English the author conducts a research which reveals some curious facts. The teacher divides students into two groups - experimental and controlled and compares the results in different aspects: speaking, reading, writing, listening comprehension. Finally the author comes to conclusion that EQ development is a necessary thing in every English class16.30-16.45Teplyakova Anastasia. ADAPTING DICTOGLOSS TO DIGITAL TRANSFORMATION. Teaching foreign languages online currently faces a challenge of adapting existing activities to digital transformation. Dictogloss approach introduced by Wajnryb has been practiced in language instruction since the 90s. Dictogloss is a task-based procedure which combines a dictation and a composition. The objective is teaching grammar and recycling vocabulary as well as developing listening and writing skills. A short text is read twice by the teacher, while learners jot down content words. In small groups, learners then reconstruct their version of the dictated text from the isolated words. Their own text should be cohesive and accurate from the point of view of grammar. The digital transformation of the procedure requires adaptation of certain stages of the activity and entails the focus change. The research experiment aims to evaluate the effectiveness of Dictogloss adaptation to online teaching. Quantitative content analysis measures the change in the amount of time spent for different stages of the task, the dynamic of the number of the key words used and the change of the noticing methods over the experiment. Qualitative methods include observation and questionnaires. The results show the growing effectiveness of the activity dependent on the amount of practice in online learning. Partial digital transformation of the procedure is recommended for offline learning
28
Komarova Maria. A CASE STUDY: INTERDISCIPLINARY PROJECT WORK IN ELT USING PYTHON AT NUST MISIS. The presentation shows the way a holistic approach to education makes the interaction of several disciplines for solving meaningful tasks possible. Special attention is given to the necessity of teaching English as a foreign language within the framework of interdisciplinary education by means of project work. Previous research has mainly relied on the effectiveness of Project Based Learning (PBL) and the importance of digital literacy in English Language Teaching (ELT); however, the integration of interdisciplinary projects into curriculum remains to be accomplished. Thus, it becomes necessary to understand the outcomes of integrated learning modules as it also requires ELT teachers to work with interdisciplinary considerations across curriculum boundaries. The research is based on the literature analysis, experiment and general observations of the educational process at NUST MISIS. The experience of carrying out an interdisciplinary project that involved Python programming language has revealed certain stages of interdisciplinary project work and has defined a big number of positive sides obscured by some minor difficulties to be predicted in the future. The project focused on making connections between two areas of learning, allowing students to immerse in applying their programming skills toward extracting frequently used meaningful chunks from authentic material in English and using their critical thinking toward creating and presenting visual statistics.
29
30

31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100