Vol 17, No 1 (2020)

The existing demand for developing and unifying the terminology of language and assessment is precipitated both by the overall public interest in learning foreign languages, requiring a standardized system of evaluating the learning outcomes, and globalization and integration of educational institutions, as well as intensification of professional contacts among the experts of the field. English is one of the most popular foreign languages in the world, thus, many language testing terms are originally English as well, and later are borrowed by other languages. However, as it frequently happens with borrowings, modification and even distortion of the term meaning are expected, hindering the terminology standardization and even interfering with effective communication. This study is aimed at describing the changes in English terms of testing and assessment (namely, the ones referring to the properties of a test as a skill evaluation tool) after their transfer into Russian and Spanish. Translation and comparative analyses of seven English, Russian and Spanish terms, describing properties of a test, were used to reveal the discrepancies in their form and meaning. The study showed that original and borrowed terms display certain differences due to using various translation methods for their transition from the source language into a target one along with certain inconsistencies in their semantic structures and contextual usage. It is suggested that these discrepancies stem from insufficient knowledge of lan guage testing experts about the term meaning and usage, and such inconsistencies might complicate developing standardized tasks for language assessment. The issue deserves further indepth study.

The article deals with the problem of engineer’s professional ethics formation by teaching foreign language (at a technical university). The authors show some considerable disadvantages of the predominant approach presupposing the basic ethical principles translation in isolation from sociocultural specificity of the target-language country and offer a way to make the sociocultural aspect actual. The authors give a suggestion, that the engineer’s professional ethics should be conceptualized and represented as a phenomenon with nationally determined sociocultural distinguishing features, e.g. firstly as a part of professional culture of engineering community in the target-language country and secondly as a part of this country’s nationwide sociocultural experience. The elaborated approach lets include the fostering an attitude of social responsibility into the cross-cultural dialog which the modern communicative language teaching underlies. So this is more aligned with the targeting logic of the discipline by itself and can be more effective for pursuing its main goal - the development of foreign-language communicative competence. The elaborated approach is, also, more aligned with the logic of the engineering ethics, which like any other applied ethics should base on empiric material, e.g. on other people’s experience. The elaborated approach was realized in the two 2018 published study guides for civil engineering students, where the experience of Germany (as a target-language country) is to be analyzed and comprehended.

The author addresses the pedagogical heritage of the outstanding humanist educator of the twentieth century - Janusz Korczak. The article attempts to comprehend the basic conceptual ideas of Janusz Korczak from the perspective of modern requirements for the methodology of new education by attracting students to independent scientific creativity. The pedagogy of Janusz Korczak and its methodology are characterized in the context of the popularization and continuity of the ideas of humanism in1 Lyubov A. Kochemasova, Cand. Ped. Sci., Associate Professor of Pedagogy and Sociology Department.modern education. The article presents the priority areas of the competition for the implementation of the ideas of the humanist pedagogue about the self-worth of childhood, which determined the importance of the child’s right to respect, the special attention is paid to the set of rights of the child, ensuring its full development, allowing students to reveal the main provisions of the pedagogical concept and the modern context of pedagogy of Janusz Korczak. The positions of leading scientific researchers (R.A. Valeeva, I.D. Demakova, M. Kaminsk, A. Levin, I. Neverli, M. Mikhalak, etc.) are examined which develop the ideas of the teacher, analyze the problems of the theory and practice of education in the pedagogical concept of Janusz Korczak. The practical significance of the research lies in the direction of its results in improving the scientific creativity of students through the implementation of the ideas of Janusz Korczak in the international competition of research and creative works of students "In the world of wise thoughts of domestic and foreign scientists and teachers." The practical significance of the research lies in the direction of its results in enhancing students ’scientific creativity by implementing the pedagogical ideas of Janusz Korczak in the international competition of students’ research and creative works “In the world of wise thoughts of domestic and foreign academic teachers”. The presented research results can be used in higher educational institutions of Russia to solve the problems of increasing the research activities of students by reading the new pedagogical heritage of Janusz Korczak. The article will be interesting to students of educational institutions of higher education (undergraduate, graduate level), representatives of higher education, graduate students

Doctoral education in Russia and post-Soviet countries aims at training researchers for different spheres of national economies, including science, education, and industry. The paper presents comparative characteristics of doctoral education in Russia and Belarus, using the examples of two universities, Kazan National Research Technological University and Polotsk State University. The paper compares the forms and contents of doctoral education, the problems faced, and prospects of cooperation between the universities. In conclusion, the authors summarize similarities and differences in doctoral education, and their influence on the overall results of training. The authors show prospects to improve doctoral education as a whole.

The relevance of research aimed at identifying promising interactive methods of teaching mathematics to improve the effectiveness of the educational and upbringing process is proved. The need to systematize ideas about interactive methods of teaching mathematics that contribute to improving the quality of education and upbringing of students is determined. Both educational and upbringing resources of interactive teaching are shown, where education is possible through the purposeful formation of personal qualities due to the development of independent creative and critical thinking. It is noted that software products, information and communication technologies, interactive whiteboards, STEM classes, as components of interactive methods, should be used not only for information transfer, but also contribute to the process of accumulation and exchange of knowledge for the formation of the personality, creativity and abilities of the student. It is defined that the project methods, when the trainees interact to solve the set of tasks for a given period of time, individually or in groups, contribute to the development of internal motivation, independent thinking, selfesteem and social responsibility. At the same time, pedagogical efforts should be aimed at reducing interpersonal tension in the group in order to achieve synergistic effect from working in the team, as well as using the element of the game is necessary for the upbringing that contributes to increasing the confidence, motivation and effectiveness of students' education.

Creative activities of both students of Master’s and Bachelor’s degree programs refers increasingly to scientific creativeness although it is stated that training on Bachelor’s degree program is based on competence and practical-oriented approach carried out towards preparing professional workers required at the labor market rather than researchers. The government’s fostering actions promoting student creative contests are focused on identifying and supporting young talents primarily through all- Russian student Olympiads, which have recently been the most popular statesponsored form of competitions. Nevertheless, within the frames of the Russian educational system students’ creative contests are useful and productive not only to identify and support a limited amount of young talents but to improve the quality of training for much greater number of students. Therefore, the aim of this research is to substantiate that the forms of student creative contests would be more responsive to professional specifics of Bachelor training and perform an increasing range of functions: generating of enthusiasm for learning, developing competition skills and abilities to evaluate the competence level. Moreover, the governmental educational policies should be built upon previously established organizational forms of such contests. It is distinguished that the “Olympic movement” has definite drawbacks, which was evidently proved by the results of the Olympiad conducted for bachelor students of “Advertising and Public Relations” training area. Some all-Russian creative contests for students of media communications, design and adjacent specialties were briefly reviewed. The analysis of almost ten years of the author’s experience of creative activities organization of the students of “Advertising and Public Relations” training area studying at Belgorod University of Cooperation, Economics and Law allows to examine motivation, the forms of student association work, the outcomes of the student participation in various creative contests and to address such issues as the possibility of using contests’ outcomes as an assessment measure for a competence level. The author states the fairness of such evaluation approach. Additionally, the main and the supporting effects of the association’s activities are discovered and the basic methodological approaches to this form of student creativeness promotion are defined. The student creative association, which goal is to participate in all-Russian contests of professional skills is able to face a wide range of educational challenges. Furthermore, the logic of the practically-oriented approach suggests that the initiative in organization of creative contests should belong not to universities but to non-for-profit professional associations.