1 2251-6204 348 Language teaching and literature Psychic Principles of Constructing Reality in Post-Postmodernistic Novels Drozdovskyi Dmytro b Chernyshova Svitlana b Shevchenko Institute of Literature of the National Academy of Sciences of Ukraine 1 5 2019 9 5 0 0 24 11 2018 28 11 2018 In the paper, the author has discussed post-postmodernism as a new cultural paradigm taking into account and developing the theory of metamodernism explained by Timotheus Vermeulen and Robin van Den Akker and providing new findings that explain post-postmodernism theory. The specific features of the new cultural phenomenon have been spotlighted. Post-postmodernism in literature is determined by psychological implications used to create new dimension (as metabola) in the novels.  Post-postmodernistic characters represent a new form of mind that, on the one hand, objectifies the reality avoiding emotional confrontations; on the other hand, the characters have a special religious belief in supernatural that cannot be explained now by human consciousness. Reality causes different traumas and as a result of this the heroes of post-postmodernistic novels construct imagined (fictious) reality that substitutes a real one.  In the end, it is impossible to verify which reality is real and which one is false. The features of post-postmodernism have been outlined in contemporary English novel (“Cloud Atlas,” “The Curious Incident of the Dog in the Night-Time,” “Saturday,” “Carry me down”.) The protagonists of these novels reveal a new kind of thinking determined by their professional goal, cognitive peculiarities (neurological disorders like autism), etc. Autistic way of reality perception has been analyzed in the paper, as it is an example of post-postmodernistic mind that unites rationalism and special sort of emotionality, pragmatism and sincerity.
500 Foreign language teaching and learning Electronic Information Educational Environment as a Means of Learner Autonomy Development In Ihl Chernova Oxana d Litvinov A. Goloshumova G. Telezhko I. Gakova E. d RUDN University 1 5 2019 9 5 0 0 30 03 2019 07 04 2019 The article is devoted to the issues of developing learner autonomy in the Institutes of Higher Learning (IHL) in Russia as one of the top priorities of higher education in Russia nowadays is to train graduates with a high degree of autonomy, which has been fixed in the state standards of higher education. Foreign languages gain an ever-increasing importance within the framework of qualitative structural changes in the Russian system of higher education. Modern society urgently needs secondary linguistic personalities rather than graduates who merely speak a foreign language to a certain degree. Recent years have seen a growing demand for translators of vocationally-oriented texts, which is a result of globalization, improved cross-cultural relations, economic and political cooperation. Obviously, since students who learn English for specific purposes (ESP) have less time to acquire a foreign language in their curricula compared to those at linguistic universities, they need to develop learner autonomy and work persistently to become real professionals. To meet this demand, nonlinguistic institutes of higher learning are fully engaged in training of such translators. The article is focused on the ways to transform existing techniques, methods and approaches to form the learner autonomy of would-be translators of vocationally-oriented texts. The authors provide the necessary steps to succeed in achieving this goal, a set of various exercises to teach grammar of science language, available elements and resources of the LMS MOODLE as well as the results of experimental training of engineering students.   The authors arrive at the conclusion that one of the most efficient and effective ways to succeed in achieving this goal is to build an electronic information educational environment in IHL and work out innovative teaching methods of developing learner autonomy. 505 Foreign language teaching and learning Special aspects of teaching Chinese students in the process of acquisition subject “foreign language – English” Bedareva Alissa i Astapenko Elena j i Reshetnev Siberian state university of Science and technology j Reshetnev Siberian state university of Science and technology 1 5 2019 9 5 0 0 15 04 2019 18 04 2019 The impetus for this study has become the existing challenges that Russian teachers and foreign students faced as a result of an increasingly internationalized university audience.  The purpose of this article is to examine the essential features of teaching Chinese students in the process of studying the discipline "Foreign Language - English" and present possible didactic methods and tools that help to alleviate the difficulties and problems faced by teachers of Russian universities. The article discusses such didactic methods and tools as the project method, student presentations and group work. Presents the attitude and opinion of students from People’s Republic of China (the PRC), studying at the Reshetnev Siberian state University of science and technology, Krasnoyarsk, to the proposed didactic methods and means.  As a research hypothesis, we assume that an understanding of the ethnic characteristics of Chinese students, their culture and upbringing contributes to the quality of professional training of foreign students; adjusting the curriculum and teaching methods in accordance with the academic preparedness of students from China.   523 Foreign language teaching and learning Online Reading Ability of EFL Learners A study of Metadiscoursal Features Ghaemi Hamed k k Bahar Institution of Higher Education 1 5 2019 9 5 0 0 28 04 2019 08 05 2019 Background: The internet has become essential in the education of learners of all ages across the world but it has become particularly significant in the reading development of EFL learners. Recent trends in the study of written texts reflect a growing interest in interaction between readers and writers. While several authors have studied metadiscourse from the descriptive and contrastive perspectives, there is a lack of experimental work on this topic. Purpose: The present study aims at investigating the role and importance of metadiscourses in online reading comprehension of EFL learners. Method: To meet this purpose, a questionnaire of Metadiscourses was developed and given to all subjects. Also, all participants were required to take part in an online reading comprehension test named as DIALANG Diagnostic Language Testing Online. Results: The findings of the study illustrated that about 75% of the variation in online reading ability can be explained by taking their level of metadiscourse awareness into account. Therefore; metadiscourse awareness is making a significant contribution to the prediction of online reading ability. Conclusions: When learners are involved in Internet learning and communication activities, reading comprehension is influenced by the appearance of the contents to read: mail, blogs, social networks, multimedia and hypermedia contents introduce a primary alteration in the construction of acts of reading. In reality, reading comprehension becomes a more complex, ongoing, self-regulated, decision process which involves selecting from different feasible links, possible texts, and possible purposes and among different ways of interacting with information. 525 Others Possession And Version In Yenisei Languages Krasnoshchekov Evgeny l l Southern Federal University 1 5 2019 9 5 0 0 06 05 2019 11 05 2019 This article is devoted to the analysis of the expression of the verb version in Yenisei languages and its connection with the category of possessiveness. In Yenisei languages, such a relict phenomenon as a category of the verbal version has been preserved. That is, diatheses, which denote not the voice of the verb, but indicate spatial orientation, combativeness, and ineffectiveness of the actants. The main significance of this diathesis is associated with the addressee's hyper role; therefore, they must be regarded as different versions, namely, as oriented and subject versions. As the version indicators are the elements taken by the verb; they indicate different relationships between subject and object, and also serve to express some other categories. The indicators that make up the forms of the subject version coincide with the possessive prefixes of the name and the indicators of the genitive case, expressing possession and belonging. For some groups of verbs, possessive forms may be replaced by ordinary forms of the subject version. In the resulting verb forms, the version category, sometimes intersecting with the category of the aspect, is transformed into a possessive structure, the affixes of the ba-a-i and ba-bu-bu series go back to possessiveness, and the affixes of group D, accompanying the personal affixes of group B possessiveness.