The changes in the regulatory framework governing the higher education system of the Russian Federation have a dual effect on the quality of professional schooling of agrarian university students in terms of developing their foreign language communication skills: on the one hand, the requirements for graduates' foreign language proficiency are increasing, while, on the other hand, the resources needed to achieve the stated result are depleting. The analysis of the sources that influence, indirectly and directly, the organisation and didactic support of the process of teaching foreign languages to students of agricultural and related specialities revealed a number of contradictions and constraints at various levels, from disciplinary and institutional to sectoral and governmental. In turn, this brought to the fore the task of choosing a proper methodological approach to developing a promising technology for teaching professionally-oriented foreign languages to students of Kuban State Agrarian University. The purpose of the work was to comprehensively explore the problem areas in the Russian foreign language education system and to address the following tasks: analysis of the existing and emerging methodological approaches to teaching foreign languages in non-linguistic universities of Russia (ESP, CLIL, EMI, multilingual and plurilingual approaches), identifying the needs of the agro-industrial complex in terms of foreign language communication skills to be mastered by graduates of specialised universities, as well as analysing the preferences of students themselves in choosing foreign languages and their number, and understanding the reasons influencing this choice. T & ocy; handle the outlined tasks, the following scientific methods were applied: 1) comparative study of regulatory sources of the Russian Federation and the European Union, 2) expert analysis of thematic-profile scientific and methodological literature, 3) experimental study of quantitative and qualitative data, including the use of artificial intelligence technologies (express survey of students, content analysis of data, prompting of generative pre-trained transformers). The survey revealed that the key imbalances comprise a lack of real continuity between the levels of foreign language education (school-university, Bachelor's degree-Master's degree), a lack of specialised teaching and assessment materials, no standardised language certification mechanisms for graduates of non-linguistic universities, a shortage of qualified teaching staff, and institutional inertia. At the same time, it was noted that to increase the competitiveness of modern specialists in the field of agriculture and agrobiotechnologies, as well as to achieve technological leadership for the country on the international stage, graduates of agrarian universities need to have strong language proficiency or show fluency in two or more foreign languages. At the same time, students demonstrate re-evaluation of foreign language perception-these languages are no longer perceived by them simply as academic subjects but are treated as essential professional skills and instruments of integration into the global academic and business space. The conclusions drawn on the basis of the analysed data once again demonstrate the problems of the existing language training system at Russian agrarian universities. Numerous attempts to introduce just selective pedagogical and methodological innovations do not lead to the desired result of improving the language training quality of modern students and do not meet the demands of the industry and the state. Solving this problem requires the implementation of a set of measures towards harmonising the regulatory framework, strengthening due resourcing, and reorienting the educational process to meet the professional and communicative goals of training future specialists of the agro-industrial complex.
The article provides a consistent description of an intellectual meaning-oriented approach to organizing interpreters' training. This approach represents a multi-level framework comprising three core components: aim-setting, curricular content, as well as procedural and technological concepts. Their integrated implementation is designed to foster the development of future interpreters' intellectual and mental activity, which is essential for professional practice. Thus, the primary aim of implementing the intellectual meaning-oriented approach is to develop the interpreter's conscious being, able to comprehend, apprehend and transmit information in the act of cross-cultural communication. The authors establish the key conceptual constructs of the proposed approach. These include verbal and mental activity; connections of thought and meaning; intellectual operations; verbal and speech perception of meaning; as well as the interrelated systems of cogitation, speech, language, and intelligence. The authors delineate the structural components of their approach. They define the aim and its theoretical and conceptual foundations, along with the core didactic principles that guide the instructional design. This design is aimed specifically at developing future interpreters' intellectual verbal and mental abilities. The authors' approach is governed by several key didactic principles. Firstly, it emphasizes the psycholinguistic interrelation of thought, language, and speech; and elaborates on the meaningfulness of language units and the dominance of their bonds. Secondly, it reflects a problem-based methodology rooted in authentic interpreting scenarios and the analysis of bilingual discourse speech fragments samples. Furthermore, it exteriorizes implicit mental operations in the process of oral and written speech production. Finally, it incorporates multisensory principle in the process of comprehension and apprehension of information. The authors consider the procedural and technological components as the integration of a "learning system" with a "technology of acquisition." ASuch an integrated model facilitates a subject-subject interaction between a student and a teacher, where both act as equal partners while maintaining their specific functions. The content of procedural and technological components comprises specific methods and tools, developed through targeted pedagogical exercises. These include cognitive operations for text analysis, such as information comprehension and apprehension; communication and speech objectives; and instructional technologies for guiding students through the analysis of content and meaning of a source text and a subsequent target text production strategy using target language resources. In conclusion, the authors summarize the strategic aims and objectives of implementing the intellectual meaning-oriented approach. Achieving these goals is designed to cultivate the core competencies of intellectual verbal and mental activity, thought essential for future interpreters.
The article presents the results of a study carried out within the framework of an interdisciplinary approach, combined with cognitive sociolinguistics and linguodidactics. The relevance of this article is determined by the consideration of the social function of the linguistic sign as common to the two most important linguistic functions (communicative and cognitive) and acting as a relevant didactic dominant for both sociolinguistics and linguodidactics. Philosophical and linguistic postulates about the social function of language and science in general and sociolinguistic ideas of leading Russian and foreign scientists of the XX-XXI centuries, on which the research is based, are subject to discussion. Cognitive sociolinguistics is justified in the article as "linguistics of social meanings". Its object is "social cognition" as a socially determined process and result of cognition reflected in language. The understanding of social cognition is proposed in line with variationism in German, which indicates the novelty of the scientific search being undertaken. The author postulates the social function of language as conveying social meanings that reflect the mutual influence of society and language. The social function of language is considered as a methodological setting of varialogy. The purpose of this article is to model social knowledge about and in language through the analysis and description of theoretical propositions, linguistic terms as knowledge formats and specific linguistic forms in the stylistic aspect, indicating the close relationship of linguistics of social meanings with linguodidactics, which in turn emphasizes the theoretical significance of the article. The theoretical objective of the study is to explain the conceptual foundations of linguistic variability in terms of "pure science" and using the example of specific speech patterns in terms of "applied science". The author shows this by implementing the fundamental principle of the interdependence of the three most important didactic and linguistic strata in their description-the study of modern language from the perspective of linguistic norms, the study of linguistic variability and the analysis of language change in the framework of its historical development. At the present stage, this principle has defined the field of research of linguistic variability on a national, European and global scale. The subject of scientific discussion involves such key terms of cognitive science as meaning, significance, cognitive base, context, linguistic consciousness, etc. The article postulates that the speaker's speech actions are conditioned by the cognitive base in the form of collective and/or individual socially stratified knowledge. It is shown that socially stratified knowledge determines the variability of different language levels and is subject to modeling. Such a cognitive model is a format of socially stratified knowledge, represented by linguistic terminology and the concepts behind the terms. It is emphasized that along with the collective model of variability, there is an individual model of variability. A separate focus is on the cognitive-thematic area of historical terminology. The analysis of the structure of this model reveals the understanding of the terms "horizontal" and "vertical" variation, focuses on the identification of dialects, socio-, regional, island languages and special forms of language existence, sensitive to their social conditioning. The author substantiates the priority of certain strata of knowledge of the norm and the "signal" sociocognitive signs of deviation from it. The didactic part of the article, as an "applied" part of science, is devoted to substantiating the status of stylistics as a discipline for studying social meanings in language. A lexicographic objectification of the variability of a word in the mental lexicon is given, the variation of a word appears as a sociolinguistic variable in various forms of language existence, including those reflecting its historical development. The analysis of specific speech patterns shows that in dialect, in comparison with the literary language, there is a clearer reflection of the surrounding world, which is expressed in conceptual differentiation in species-generic semantic relations. Stylistic figures are a didactically important subject of reflection of social knowledge in language. With a common expression function, they perform special cognitive functions. The main referential-cognitive criterion of variation is formulated in the article. It says that a variation of a linguistic expression is based on a relation to the same denotation. We can talk about the logical and structural parameters of variation with the allocation of four ways to change them-substitution (replacement), combination (ordering), addition (addition), elimination (omission). The author presents a classification of stylistic figures characteristic of the first parameter of change-substitution. Stylistically, the relevant figures of substitution are tropes. They convey the general concept of substitution figures in its forms of alteration of expressions and turns of speech, permutations and semantic hyphenation. Of particular practical importance to the study may be the consideration of sociolinguistic ideas related to the variation of speech to solve the problems of language policy, language security, conflict-free communication and the preservation of national identity, in the development of which the author sees the prospect of research.
The article addresses the pressing issue of preparing future educators for professional activity within the conditions of a modern multicultural society. The author emphasizes that rising social tensions associated with cultural, ethnic, and social diversity, Acoupled with new challenges (the integration of students from newly incorporated territories, the digitalization of the environment, intergenerational conflicts), create heightened demands for teachers' multicultural competence. The purpose of the study is to conduct a comparative analysis of key cultural conceptsA("ethnoculturality", A"crossculturality", "multiculturality") Athat define the framework for relevant educational practices and to assess the readiness level of pedagogical university students for work in a multicultural environment. In accordance with this purpose, the following research objectives were set: to conduct a comparative theoretical and methodological analysis of the content and interrelation of the key cultural concepts "ethnocultural", "cross-cultural", and "multicultural" within the context of contemporary pedagogical education; to identify and systematize the structural and substantive components of the future educator's ethnocultural, cross-cultural, and multicultural competence based on the analysis of domestic and foreign scholarly sources; to assess the current state of formation of motivational, cognitive, and activity-related components of multicultural competence among pedagogical university students (using a specific sample); to identify contradictions and deficits in the preparation of future teachers for work in a multicultural environment by comparing theoretical models of competencies with empirical research data; to substantiate and conceptualize the author's concept of "multicultural-mediation competence of the future teacher" as a synthetic category integrating ethnocultural, cross-cultural, and mediation components, and to identify pathways for its purposeful formation within the educational process of a pedagogical university. The research methods employed included theoretical approaches, such as identifying the characteristic features of cultural studies, ethnocultural, multicultural, and competency-based approaches, as well as the theory of cross-cultural education, for the purpose of characterizing the analyzed concepts, and generalizing the theoretical understanding of the problem through the analysis of psychological-pedagogical literature and the regulatory framework. The theoretical analysis allowed for the differentiation of the concepts' content: "ethnoculturality" focuses on preserving and transmitting ethnic identity; "cross-culturality" is practice-oriented and aims to overcome cultural barriers and conflicts, including through the use of mediation technologies; "multiculturality" integrates the previous aspects, emphasizing the harmonious coexistence and interaction of cultures within the unity of all-Russian values. Empirical methods of quantitative and qualitative analysis of a survey conducted among 123 senior-year students at a pedagogical university revealed that future educators perceive the studied terms as synonyms. While demonstrating general motivation and awareness of the importance of multicultural competence, the students exhibit a deficit in systematic knowledge and, particularly, practical skills for working in conditions of cultural diversity and for resolving conflicts with subjects of the information-educational environment. Based on the conducted research, the conclusion is drawn about the necessity of purposefully forming multicultural-mediation competence in future teachers. This competence is defined as an integrative professional quality that ensures readiness for effective and non-conflictual interaction within a coherent information-educational environment, taking into account the sociocultural characteristics of all its participants.
The article is devoted to the results of a problem-thematic study of the human capital`shumanitarian content. The recearch is based on the ideas and scientific heritage of Professor G.N. Prozumentova (1946-2015), to whose memory this study is dedicated. The problem of human capital formation is updated, where the university becomes the driver of the country's socio-economic development. This leads to a distortion of the true meaning of education-self-knowledge and comprehension of the surrounding world. The study purpose is to theoretically substantiate and conceptualize the humanitarian content of human capital in the context of Russian and foreign higher education standartization. To achieve this goal, the following were used: interdisciplinary analysis and synthesis of data from philosophical, sociological, psychological and pedagogical literature; historical and methodological analysis (study of documents, concepts, provisions); analysis of foreign and domestic psychological and pedagogical experience in the human capital field; analysis of regulatory documents, dissertations. The genesis of the c "human capital" concept has been studied. The main approaches to definition were laid in the 20th century, the foundation was the basic positions of the market economy, where knowledge seems to be a special form of capital. It is shown how the technocratization of education leads to the crisis of the classical system of training specialists at the university and the dehumanization of society. Barriers that impede the humanization of education in general and human capital in particular are highlighted-unification, formalization of learning models (or the dominance of one learning model), monopolism of thinking, insensitivity to transformational changes. The study presents "human capital" through the lens of G.N. Prozumentova's humanitarian approach, emphasizing individuals' active participation in their own education: the creation of personal capital that enables them to realize their personal potential for personal and social needs. A comparative analysis of educational system reforms in European countries (Germany, Denmark, France, Great Britain, Bulgaria, the Czech Republic, Poland, and Slovakia) is presented. International experience demonstrates that the educational sector unification is the cause of the dehumanization of higher education. The highlighted characteristics of countries participating in the Bologna Agreement indicate the dominance of economic interests, which are realized in the transformation and optimization of the higher education system at the expense of humanities content. It was recorded that global transformations in the European educational segment became the reason for the unification of foreign higher education, led to the loss of identity of the specifics and culture of the national education of states. The Russian educational system is undergoing a transition from the unification and typification of Russian education according to the European model to a distinctive structure with its own historical, cultural, and educational roots. The study's results demonstrated that theoretically substantiating and conceptualizing the humanities content of human capital leads to an understanding of the essence of humanity, its purpose, and, ultimately, the humanistic meaning of human civilization as a whole. The study found that the phenomenon of the "humanities content of human capital" reflects conceptual transformations driven by the reform of national education systems. It is stated that the modern political situation leads to the strengthening of the Russian educational segment, preserving its fundamentality and makes it possible to build an innovative architecture of the educational space focused on national values. The conceptualization of the humanitarian content of human capital in Russian higher education and the methodology of humanitarian research by G.N. Prozumentova will help overcome: the anthropological deficit in education, barriers in the implementation of educational choices and the construction of their own educational trajectory of students.
