Osiyanova A.V., Osiyanova O.M., Temkina V.L.
CREOLIZED TEXTS IN MODERN LINGUISTIC EDUCATION: DIDACTIC ASPECT ^{[№ 4 ' 2022]}
The global transformations of the modern world affect all spheres of life including the system of linguistic education, actualizing the appeal to original and effective means of managing the educational and cognitive activity of students. The potential of crealized texts is of particular interest in this aspect. By visualizing information they ensure the adequacy of its semantic perception, expand the range of background knowledge, contribute to the assimilation of lexical and grammatical material and help launch the mechanism of verbal communication.
The theoretical study made it possible to define a creolized text as a complex text formation in which verbal and non-verbal elements are combined into a single visual, structural, semantic and functional whole, facing a complex impact on the addressee. Creolized texts include scientific and technical, newspaper and journalistic and illustrated artistic texts, instruction texts, comics, poster boards, postcards, posters, advertising texts. The basic functionality of the non-verbal component of creolized texts is represented by informative, attractive, aesthetic, expressive and communicative functions. According to the amount of information transmitted and the role of the image, the creolized texts are classified into rehearsal, additive, highlighting, oppositional, integrative and figurative-centric ones. The degree of connection between the image and the verbal part of the text serves the basis for determining texts with zero, partial or full creolization.
The course of experimental work revealed that the didactic potential of comics in modern linguistic education at the initial stage of teaching a foreign language is expressed in the possibilities of using them to create an emotional image of the topic being studied by students. Due to combining visual and auditory images into a single system the speed of speech perception and understanding increases. Purposefully selected foreign language comics contribute to an adequate understanding of their content, the expansion of students’ active and potential vocabulary, the formation of lexical and grammatical skills. The study found that the verbal supports of comics stimulate the development of skills to express one’s own opinion, to choose adequate ways to solve communicative and cognitive tasks. Comics are presented as a means of increasing motivation to learn a foreign language forming linguistic and cultural competence, students’ desire for self-education.

Charikova I.N., Osiyаnova O.M.
EPISTEMIC STYLE OF COMMUNICATION INTERACTION OF SUBJECT PROJECT ACTIVITY ^{[№ 3 ' 2021]}
Modern project activities organization technologies are based on interactive communication and group interaction of specialists with various professional specializations. The implementation of innovative, inherently unique project activities cannot be carried out in a confined space outside the interaction of the subjects of its activity. The space of group targeted information exchange is conditioned instability of the situation of the individual’s entry into a multidimensional, dynamic space of widespread globalization and digitalization, which requires the individual’s ability to adequately respond to changes in professional activity, society, and the world.
Mainstreaming of process of integration and interpenetration of knowledge in productive dialogue of practice­oriented activities subjects of is the subject of discussion of many pedagogical studies on the concept of communicative educational interaction. In this regard, to determine the essential characteristics and role of the epistemic style in the communication interaction of the subjects of project activity is the current pedagogical task.
The article established that the epistemic style of communication interaction is based on a well­built dialogue that takes into account the professional­value and personal orientations of subjects. It was revealed that the epistemic style is inextricably connected with the cognitive structures of the personality and acts as a characteristic feature of cognitive, personal attitude to the activity of transforming the world and himself.

Osiyanova A.V., Muratova N.A.
DEVELOPMENT OF HIGH SCHOOL STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE BY MEANS OF GAME APPLICATIONS ^{[№ 1 ' 2021]}
The standards of modern higher education determine the requirements for the preparation of a university graduate who speaks a foreign language and is competent in the field of intercultural communication. In this regard, in the field of linguistic education, the appeal to innovative technologies is being actualized, ensuring the improvement of foreign language communicative competence and increasing motivation for mastering a foreign language. The linguo-didactic potential of gaming applications is of particular interest to researchers. Foreign language communicative competence is the student’s ability and willingness to carry out foreign language intercultural and interpersonal communication in variable authentic spheres and situations. The development of linguistic, speech, socio-cultural, compensatory and educational components of foreign language communicative competence involves the deepening of knowledge, the formation of skills and abilities about all types of speech activity by means of reproductive, problem-search, project and game teaching methods. Learning through play by means of modern gaming applications creates a comfortable environment for active mastery of the language being studied. In the course of observations and experimental work, the linguo-didactic potential of the game applications “Memrise”, “The Phrasal Verbs Machine”, “Quizlet”, “Words, Sounds: Pronunciation App”, “Learn English with SpeakingPal” in the linguistic education of students was revealed, which is expressed in the possibilities their application for the purpose of purposeful assimilation of lexical and grammatical material and its further application in foreign language speech activity, ensuring the development of all components of foreign language communicative competence. The choice of game applications is due to the age characteristics of students, their cognitive interests, the level of foreign language proficiency, the specifics of the integration of synchronous and asynchronous independent work. The study found that the positive effect of using the considered game applications in the development of foreign language communicative competence is manifested in the successful mastering of language material, the development of communication skills, and increased motivation for the educational process in general.

Osiyanova O.M., Demina V.D.
DIDACTIC POTENTIAL OF MNEMONICS IN STUDENTS’ LINGUISTIC EDUCATION ^{[№ 3 ' 2020]}
The requirements and standards of a modern society to the sphere of linguistic education determine the higher education modernization through technological innovation. It encourages the assimilation of a large amount of vocabulary, phonetics, grammar and other aspects of the language system that are necessary for the formation of foreign language communicative competence. There is a special interest in the didactic potential of special methods and mnemonic techniques that activate the imagination and accelerate the process of memorizing lexical and grammatical material, providing an increase in the quality of students’ linguistic education. The theoretical study allowed us to determine the mnemonics as an art of memorization and set of techniques that facilitate memorization and increase memory by forming artificial associations. The term “mnemonics” is defined as special strategies that encourage memorization, storing the information and playing it back from memory. The principle of mnemonics is based on creating images and associations of new information in the human mind. Mnemonic methods are divided into five classes: linguistic, spatial, visual, verbal, and physical response methods. In educational practice different techniques are used such as the method of phonetic associations, the method of interaction of all sensations, grouping, rhyming, free associations, mnemophrases. In the course of experimental work, it was revealed that the didactic potential of mnemonics in the linguistic education of students is expressed in opportunities for its use to facilitate the purposeful memorization of lexical and grammatical material and its further application in practice. Mnemonics allow associating the meaning of a lexical unit or grammatical rule with their sound and ensure long-term memorization. Didactic potential of mnemonics in the linguistic education of students is caused by age-related features of development and functioning of memory, the degree of intellectual development of students, level of proficiency in a foreign language, the specifics of linguistic material, the conditions of learning, teacher’s competence level. The study found that there is a positive effect in the use of mnemonics and it is revealed in formation of the foreign communicative competence, raise of the personal motivation and the development of imagination.

Olkhovaya T.A., Osiyanova O.M., Temkina V.L.
SUBJECT-ORIENTATED TECHNOLOGIES IN THE CONTEXTOF HIGHER PROFESSIONAL EDUCATION ^{[№ 5 ' 2019]}
Modern educational trends, inextricably linked with the processes taking place in the socio-political and economic life of the world community, dictate an appeal to the modernization of the technological component of higher professional education in order to prepare a competitive specialist who is able to withstand unusual situations, capable of productive activities and value-semantic self-organization of behavior. The phenomenon of student subjectivity, being closely associated with the value characteristics of the individual and the ability to self-organize, has become a necessary social requirement for a specialist in the modern world. This leads to the appeal to subject-oriented technologies of vocational education, the definition of their role and functions.
A theoretical study made it possible to identify the historical role of universities and the essential characteristics of the educational environment of a university, which is a factor in the formation of subjectivity of students. Particular attention in the context of higher education is paid to the analysis of the effectiveness of the use of subject-oriented educational situations aimed at achieving a student's own educational result in a specially organized independent practical activity. We understand subject-oriented situations as specially designed pedagogical situations that actualize the manifestation of subjective qualities, demand subjective experience, and have great potential for the manifestation of student subjectivity. The cycle of the educational situation includes the basic technological elements: motivation for activity, statement of the problem, personal solution of the problem, presentation of educational products, reflection of the results.
The study revealed the main signs of subject-oriented educational situations: the naturalness of occurrence; lack of coercion of students to participate in them; providing psychological and pedagogical conditions that stimulate subjective activity. A classification is proposed that includes problematic, reflective, creative and communicative situations, situations of free choice and self-organization. Experimental work has made it possible to argue that the methods of student behavior in subject-oriented situations are gaining subjectivity or its loss. In the course of the study, it was proved that subject-oriented technologies of vocational education have the potential for realizing the essential needs of a person in knowledge and understanding of the world and himself, self-realization, self-creation, reflection, and provide a definition of vital value orientations.

Osiyanova O.M., Kononova M.S.
THEATRICALIZATION TECHNOLOGY IN THE EDUCATIONAL PROCESS OF HIGHER SCHOOL: LINGUO-DIDACTIC ASPECT ^{[№ 4 ' 2019]}
Norms and standards of the global educational system determine a choice of modern technologies accelerating the development of the higher education system. Special emphasis should be put on the technologies stimulating creative thinking and leading to the realization of students’ inner potential which is regarded as a premise for the successful professional activity in any sphere. This fact determines the choice of theatricalization technology for the following study.
Theatricalization technology is regarded as a complex of theatrical and pedagogical methods constituting the whole system aimed at the release of an individual creative potential in the sphere of higher education. Specific forms of the relations between students and teachers based on theatrical interaction promote the creative thinking expressed in oral speech. The linguo-didactic potential of the theatricalization technology reveals its properties in the process of linguistic higher education. The study of linguo-didactic and psycho-pedagogical literature as well as the results of the practical experience prove the effective realization of this technology in the process of linguistic education of students and determine its practical significance.
The realization of theatricalization technology in the process of foreign language teaching implies four stages (preparatory stage, comprehensive stage, the performance itself and reflective stage). The succession of these stages and their coherence lead not only to the acquirement of skills and their practical appliance for the sphere of foreign communicative interaction but also the ability to recognize and use the elements of kinesthetic perception, individual work on the role, evaluation of the communicative surrounding. Interactive foreign communication facilitates the formation of communicative strategies which depend on the relations between the partners and their social status. The positive effect produced by theatricalization technology on the linguistic education is revealed in all the constituents of the foreign communicative competence, formation of the moral values, raise of the personal motivation and creative initiative in multicultural sphere.

Osiyanova A.V.
LINGVO-COMMUNICATIVE PORTFOLIO AS A MEAN OF PHILOLOGY STUDENT REFLEXIVE EDUCATIONAL ACHIEVEMENTS ^{[№ 2 ' 2017]}
The renovation of the strategies of for the preparation of the specialists ready for the professional skills realization, active socially, competent, able to perform interpersonal interaction. It needs relevant means for self-esteem of lingvo-communicative culture as a mark of verbal activity subjects development. The portfolio given in the article is considered as a mean of reflexive educational achievements of a philology student studying a foreign language. Lingvo-communicative portfolio is a personal document that allows a student to define his level of lingvo-communicative culture by himself, to be taught to appreciate relevantly educational achievements, to see the goal of lingvo-communicative culture acquirement, to built the route of its perfection. Being the mean of control and appreciation the results of education. The lingvo-communicative portfolio is oriented to the systemization of the experience of lingvo-communicative culture acquirement and to help a philology student with self-searching and self-esteem of his educational activity. What has been already achieved and what are the potential abilities. The structural parts of the lingvo-communicative portfolio are presented: the table of the self-esteem of students lingvo-communicative culture, control sheets for the self-esteem, individual programme to improve lingvo-communicative culture, student's experiences of working with the portfolio. The control sheets for the self-esteem coincide three levels of the lingvo-communicative culture according to which the self-esteem is realized. Level A is reproduce, level B is reproduce-creative, level C is creative. For each level in the lingvo-communicative portfolio philology students are given integral descriptors according to indexes of emotive, cognitive, pragmatist and reflexive components of the lingvo-communicative culture which can be used as the manual for the teachers dealing with the lingvo-communicative culture formation within the educational process of a higher school. The importance of student's understanding of the given experience of the reflexive activity in the lingvo-communicative culture formation based on the studied subjects. The conditions to help the lingvo-communicative portfolio individuate the process of philology student's lingvo-communicative culture formation in a foreign language are presented.

Osiyanova O.M.
SYSTEM OF METHODOLOGICAL ASSISTANCE OF STUDENTS' UNSUPERVISED WORK IN COMPETENCY-BASED UNIVERSITY EDUCATION ^{[№ 2 ' 2017]}
One of the main tasks of modern university education is training graduates with a high level of professional competency and all-round personal development. The system of methodological assistance of philology students' unsupervised work introduced in the article constitutes the phenomenon helping develop a person capable to long-life learning, enriching his knowledge and practical experience. Students' unsupervised work is defined as a planned activity realized according to a certain task and under a teacher's methodological guidance but without his direct participation. It is characterized by personal cognitive needs and motives, personal working time pattern, self-assessment, free choice of its place and time realization. In order to manage philology students' unsupervised work, guarantee its purposefulness, continuity and productivity a system of methodological assistance has been developed. The system includes teachers and students, aim, content, methods, forms, means, activity of educational process members. This system is open, dynamic, purposeful, anthropocentric, complicated and self-managed. The management of students' unsupervised work on the part of teachers and self-management on the part of students is carried out with the help of necessary points of orientation (objectives, principles, knowledge, experience, stimuli), which function as an instrumental orientation foundation, providing a transition from the passive form of learning to the active one. Students' acquisition of orientation points is carried out in three stages: teacher's orientation in the arrangements of unsupervised work; mutual discussion of possible points of orientation usage; unsupervised construction of points of orientation system according to the tasks set. An important role in unsupervised activity skills progress is played by group work at extracurricular time, cooperation “in horizontal direction” and proper assessment of the attained results. The importance of basic didactic materials is marked; effective conditions of students' unsupervised work management with the help of points of orientation are formulated. In conclusion it is noted that the system of methodological assistance of students' unsupervised work aimed at “reflexive management” (self-management) is very important for effective learning of domain knowledge.

Osiyanova O.M., Vdovichenko M.S.
INTERACTIVE SKILLS DEVELOPMENT OF PHILOLOGY-STUDENTS IN THE PROCESS OF SOLVING COMMUNICATIVE TASKS ^{[№ 9 ' 2016]}
Modern education trends changes training requirements of foreign language and foreign philology specialists. The problem of interaction development of students actualizes the abilities to orientate in foreign language environment and to react adequately in different situations. The article examines the interaction as the method of knowledge in the interactive activities process of students when the educational process' participants interact with each other, exchange their views, model situations and discuss problems. Interactive skills are defined as the basis of interactive communication. There are four groups of interactive skills: communicative, creative, reflective, communicative skills of interactive orientation. Interaction skills require systematic and progressive development. In this research communicative task is a technological unit of the interaction development. The communicative task is defined as the functional unit of intercultural communication, realized in the process of communication through speech activities. The main goals of the communicative tasks are the transmission of a message and impact on the listener. Communicative task is characterized by intention, purpose, condition, solution and result. There are four groups of communicative tasks in this article: description, explanation, proof, conviction. Communicative tasks of description, explanation, proof and conviction serve as a way of interactive skills development which is realized in the course of the indicative activities of students through a system of points of orientation (objectives, principles, knowledge, experience, stimuli). The points of orientation are an instrumental basis in the process of solving communicative tasks. It plays an important role in the management of interaction in the transition from the passive forms of learning to active ones. In conclusion it is noted that multiple participation of philology-students in the solving communicative tasks has effect in the development of interactive skills, which is confirmed by experienced authors.

Osiyanova O.M., Pfeyfer M.A.
INTERACTIVE COMMUNICATION DEVELOPMENT OF STUDENTS IN THE COMPETENCE-ORIENTED EDUCATION ^{[№ 2 ' 2015]}
The competence-oriented educationamends the definition of requirements for specialist training, his professional and personal qualities, competence in communication and social interaction. For the education result is important not only WHAT the future specialist knows, but HOW he can act. It is obvious, that the development of interactive communication should start at school,when the students' basic personality traits are formed and continue at the university by means of interactive learning technologies. Examine the interactive communication substance, conditions and ways of its development in the educational process of schools and universities. Interactive communication is defined as the interactive activities process which has a common goal, expected result, planning and control.The conditions of interactive communicationactualization can be equal partnership relations, the ability to listen and hear the participants' activity and others. An educational dialogue becomes a form of interactive communication. It provides an interchange of information, views, opinions, and the social experience formation, leading to the transformation of the educational activity subject. Interactive learning technologies which usage requires a review of the teacher's work, whose functionis to organize students' independent cognitive activity, play a very important role in the students' interactive communication development. The interactive skills require systematic sequential development which can be carried out on the ground of systemic-subject-oriented approach through students' orientation activity by means of points of orientation (objectives, principles, knowledge, experience, stimuli). The orientation system is very important in the interactive communication management in the process of transition from the passive forms of learning to active ones. The interactive communication developmentincludes three stages: orientation, coordination, independent activity. In conclusion, the importance of reflection in the interactive communication development is highlighted and a number of skills acquired by pupils and students in the process of purposeful workis listed.

Osiyanova O.M., Temkina V.L., Osiyanova A.V.
PEDAGOGICAL MEANS OF SUBJECTIVE-ORIENTED MARKER-TECHNOLOGY IN STUDENT'S LINGVO-COMMUNICATIVE CULTURE FORMATION ^{[№ 2 ' 2014]}
The article touches upon the innovation pedagogical technology as a means of student's lingvo-communicative culture. The system of the axiological markers is its instrumental basis. The pedagogical means of the technology are revealed on didactic, developing and personal levels.

Osiyanova A.V.
TECHNOLOGY PROJECTING OF LINGVO-CUMMUNICATIVE CULTURE FOR STUDENTS: THEORETICAL-METHODOLOGICAL ASPECTS ^{[№ 2 ' 2013]}
In the article the approach, principles and rules of student's lingvo-communicative culture formation are presented. Subjective-activity approach presenting integration of subjective-oriented and activity approaches is chosen as theoretic-methodological basis of the research.

Osiyanova O.M., Platova E.D.
THEORETICAL-METHODOLOGICAL FUNDAMENTALS OF STUDENTS' INTERACTIVE COMMUNICATION EXPERIENCE FORMATION ^{[№ 2 ' 2013]}
This article concerns approaches, principals and rules of student's interactive communication experience formation; it regards the systemic-subjective-oriented approach, which is the integrative combination of systemic and subjective-orientated approaches as methodological foundation.

Osiyanova O.M., Temkina V.L.
TECHNOLOGICAL FOUNDATIONS OF DESIGNING MODULE COMPETENCE-ORIENTED PROGRAMS FOR PHILOLOGISTS TRAINING ^{[№ 11 ' 2012]}
The article touches upon the problems connected with technological aspects of designing competence-oriented module educational programs for training bachelors and masters of philology, the algorithm of actions and content of main stages of programs designing are proved.

Osiyanova A.V.
TECHNOLOGY OF UNIVERSITY STUDENT'S LINGVO-COMMUNICATIVE CULTURE ^{[№ 2 ' 2012]}
The technology of student's lingvo-communicative culture which consists of the unity of methods, forms and aids and a system of person's actions of the united pedagogical process, directed to the their lingvo-communicative culture's development.