Strizhkova O.V., Streneva N.V.
METHODOLOGICAL ASPECTS OF STIMULATING STUDENTS’ COGNITIVE ACTIVITY IN TEACHING FOREIGN LANGUAGES ^{[№ 3 ' 2021]}
The learning process is complex and multifaceted. The question of how to motivate and stimulate a student’s cognitive activity, how to involve them in the process of cognition, conscious acquisition of knowledge, skills and abilities is significant for teachers of a foreign language.
The increase of cognitive activity requires a teacher to understand the feasibility of the applied forms, methods and teaching aids. Thus, the work of a lecture should be aimed at using such content, forms, methods, techniques and teaching aids that enhance activity, creative independence of students in the knowledge assimilation, the formation of skills and abilities, and their application in practice.
The study allowed us to determine that a practice­oriented approach to learning as one of the means of enhancing cognitive activity has a number of advantages and makes it possible not only to form the student’s desire to be ready to perform tasks, but also the ability to apply the knowledge gained in solving vital tasks and problems.
The use of the global Internet and the solution of communication problems when considering blogs of people of different professions and social statuses, as well as modeling such situations and finding the solutions, gives students the opportunity to learn how to make a dialogue in the virtual space and feel socially significant in society. Thus, the teacher forms a positive image of a foreign language and the relevance of its study.

Strizhkova O.V., Streneva N.V.
SPEECH ACTS USAGE METHODOLOGICAL ISSUES IN THE DEVELOPMENT OF STUDENTS’ COMMUNICATIVE COMPETENCE ^{[№ 4 ' 2019]}
The development of students’ communicative competence is one of the urgent tasks the teacher should solve while teaching foreign language. The main evidence of mastering foreign language is the ability to use not only lexical and grammatical structures of the language studied but familiarization of linguistic and cultural norms of the country. We used communication and activity approach in our research.
The teaching process based on communication and activity approach is built on the communicative model. Due to this model the teaching process is as close to real communication as possible. Since the problems discussed do not, as a rule, have a univocal solution, the participants considering them — teachers and students — are equal as a speech partners. So, the main feature of this approach is communication activity that includes some characteristics allowing making interaction in different situations. The education system suggests considering of individual, psychological, national and age peculiarities of student’s personality and his interests.
There are some methods suporting methodological content of communication and activity approach. They concern the students’ activity organization and are basically connected with grouped forms of work, where students are to solve some problem tasks and there is a close interaction between all the participants of teaching process.
The research gave us an opportunity to reveal the speech and act structures that, being actively used, make linguistic and pragmatic skills to be successfully developed. We scrutinized some stages of speech activity skills formation in the process of foreign language teaching. They are: preparatory, reproductive and productive and creative. Using of original advertisement that demonstrates different speech and act structures activates cognitive activity, thereby increasing the motivation of students to learn a foreign language.

Krapivina M.Yu., Streneva N.V.
LINGUISTIC AND CULTURAL FEATURES OF ENGLISH TEACHING FOR SPECIAL PURPOSES ^{[№ 2 ' 2017]}
In this paper, we present a study of the problem of organizing the process of teaching students of the university English language for special purposes, taking into account linguocultural features. The author assesses the role of English in the modern world and in the global economy. English continues to change the language behavior of people around the globe and is currently the main tool for large-scale bilingualism. In this regard, the article identifies and analyzes the main linguocultural features inherent in representatives of different regional business communities and are reflected in the language of professional communication. The article shows the growing need for a cross-cultural component of the ESP course program. The basic requirements for this course, such as analyzing the needs of students and the pragmatic focus of the content, should be adjusted taking into account the cultural characteristics of potential professionals in their field of economics and language users. This implies taking into account not only the language and professional needs of students, but also their cultural experience. They should gain a deeper understanding of cultural values, corporate culture norms, verbal and non-verbal communication, professional jargon inherent in representatives of different cultures. Further in the article, the main requirements for the design of ESP courses at the university are described: the communicative orientation and consideration of the linguocultural features of professional communication. Based on this, the main stages of the organization of the English language course for special purposes are presented: basic, modeling, and productive. The main components of each stage are described: cognitive, activity, motivational and value. Thus, the author substantiates the need to develop a methodological and theoretical basis for the implementation of this component of the English language course for special purposes.

Lasitsa L.A., Streneva N.V.
COMPOSITIONAL AND GRAPHIC FRAME OF THE TEXT ^{[№ 11 ' 2014]}
Using the frame model, authors of the given article try to answer the question what defines the text's location in space and the choice of graphical tolls presenting it. The article analyses different ways of presenting the texts as a frame system. The material was researched with the help of some statistic methods, the model of compositional and graphic frame of the graffiti-texts is also given. There are two components in it. The first is a graphical one that shows some graphical tolls and scriptological ways of writing used by a scripter in creating graffiti-texts. Compositional component is responsible for the location of a newly created text in scriptological space according to the sectors of scriptological net.

Lasitsa L.A., Streneva N.V.
LEXICAL AND GRAMMMATICAL MODELS IN GRAFFITI-TEXTS ^{[№ 11 ' 2013]}
The article is devoted to graffiti-texts describing them as a way where man's language consciousness and thinking are represented. The work analyses some temporal peculiarities in the structure of such texts and reveals the ways which present the category of time. The material was researched with the help of some statistic methods. The main strategy in using category of time was shown.

Streneva N.V.
PUNCTUATION IN GRAFFITI ^{[№ 11 ' 2007]}
The peculiarities of punctuation in graffiti are regarded in this article. The great attention is given to regularities of punctuation sings forming in graffiti and also to interaction of stops in a text.

Streneva N.V.
CERTAIN ASPECTS OF GRAPHIC REPRESENTATION OF STUDENT GRAFFITY ^{[№ 11 ' 2006]}
The present work is devoted to analysis of regularities of formation and functioning, as well as ways of graphic organization and representation of graffity (inscriptions on things and objects not destined for writing).