Vol 27, No 5 (2022)

The study of language as a means of communication, storage and transmission of human experience has led to the formation of two different philosophical and methodological strategies in scientific cognition: one, based on the theory of sets, considers language from the point of view of its formal structure; the other, based on the theory of systems, interprets language as a carrier of information, as a sign information system. It is proved that these strategies of language research should be characterized not so much as competing, but as mutually complementing each other, helping to reveal the specifics of the linguistic phenomenon. The main thesis of the study is reduced to the statement that an utterance, before it becomes an integral component of social knowledge, must undergo a “filtration” procedure according to two different selection criteria. The first criterion is contextual, when understandable information is extracted from the content of the sentence. The second – logical – involves the “filtering” of true judgments based on formal requirements accepted in science. While the formal-logical strategy of language research is described in some detail in the scientific literature, a systematic approach to its study needs more thorough elaboration and practical coping. An example of the mentioned double filtering of a sentence, carried out on a logical and informational basis, can be the liar's paradox. Despite the fact that many experts perceive the liar's statement “I’m lying” as a logical paradox, however, it does not affect our understanding of natural language and its use for cognitive purposes. As a result of the conducted research, the interconnection of the processes of formalization and contextualization as two key philosophical and methodological approaches to the study of language is revealed.

The aim of the study is to generalize the available interdisciplinary data on the formation of graphomotor skills in older preschoolers and use them as a basis for describing the process of forming graphomotor skills in left-handed children. The essence and structure of graphomotor skills as a component of written activity is considered. In the structure of writing, graphomotor skills represent the final link in writing activity and are associated with the drawing of graphic symbols. Based on neuropsychological data on interhemispheric asymmetry in children, the necessity of developing a graphomotor skill in older preschoolers is substantiated, taking into account the dominant profile of lateralization. We consider the provisions of the theory of the level organization of movements by N.A. Bernstein as a support in the development of a graphomotor skill. Noting the level nature of the organization of written activity, attention is focused on the role of gross motor skills, posture retention and other components of background levels, without which the very implementation of the graphic skill is difficult. A scheme is proposed that reflects the indicators of the formation of graphomotor skills in older preschoolers. The following components have the leading importance in it: general motor readiness, visual-object gnosis and visual-motor coordination, elementary graphic skill. The features of pedagogical work in the formation of graphomotor skills in left-handed children are described. The novelty of the study lies in modeling the system of work on the formation of this skill of written activity based on the theory of the level organization of movements by N.A. Bernstein. The proposed system model can be used to form graphic-motor skills in left-handed children, which reflects its practical significance.

The relevance of the problem under study is due to the aggravation of contradictions between the objective need of society for a culturally productive personality and the lack of knowledge about the content of productive experience as one of the targets of modern education; between the wide possibilities of additional education in the development of productive experience and the insufficient degree of realization of its potential in relation to the considered area of pedagogical research. The aim of the study is to design a model for the development of productive experience in children of primary school age in additional education. Research methods: analytical review of scientific sources, modeling. The model ensures the realization of the potential of additional education in the development of the structural components of productive experience in children of primary school age. Particular attention is paid to the study of the procedural component of the model, aimed at the use in practice of traditional and innovative methods, techniques, tools, the implementation of pedagogical conditions that ensure the effectiveness of the process under study.

The features of the nonverbal side of communication in teaching English at a language university are considered. The basic postulates of linguocognitive science are given, justifying the importance of attention not only to language, but also extralinguistic means of communication in a foreign language lesson. The main obstacles that do not allow to focus properly on the nonverbal aspect of communication in English classes in the university environment are indicated. The close connection of gestures, facial expressions, body movements with the linguistic and cultural space within which they exist is substantiated. Classifications of such extralinguistic means are given with special emphasis on various types of gestures. Based on the analysis of a wide range of scientific papers on the problem of research, two large groups of functions of nonverbal communication tools and a number of private functions included in them are identified. The possible roles of extralinguistic means of communication in foreign language classes and scenarios of their use are determined. The possibility of widespread use of video materials, in particular, authentic Englishlanguage feature films for teaching students of a language university the non-verbal side of communication is substantiated. An example of one of the possible sequences of such training in extralinguistic means of communication on a linguocognitive basis is given.

The issues of the state of the problem of the ability and readiness of a foreign language teacher to respond to the challenges of the time in connection with the rapidly changing reality, when he has to use various communication channels to motivate productive interaction in the classroom and thereby contribute to the creation of an academic community, the professional development of students. The set of teacher competencies necessary for solving the tasks of teaching, educating and developing future specialists in foreign language classes is considered in detail, namely: competence in the field of personal qualities, competence in setting goals and objectives of pedagogical activity, competence in motivating students to carry out educational activities, competence in developing a program activity and pedagogical decision-making, competence in providing the information basis of pedagogical activity, as well as competence in the organization of pedagogical activity. The importance of the teacher's ability to lifelong learning and selfimprovement is noted, which is inextricably linked with the development of information and communication technologies competencies, including. In addition, a foreign language teacher should form the same qualities in students, because in a rapidly changing world, the autonomy of a student is one of the conditions for his success. The following competencies were identified: methodical, information and communication and linguodidactic, the relevance of an individual approach in teaching was noted, as well as the ability of the teacher to motivate students throughout the entire academic time.

The definition of written and speech competence is given, and criteria for its formation, such as the ability to fully disclose the topic; consistency, reasonableness and consistency of presentation; the variety of vocabulary and the correctness of its use, as well as the correctness, complexity and variety of grammatical structures are proposed. Various forms of joint classroom and extracurricular educational and cognitive activities in the preparation of a writing practice are considered, such as discussion of the essay topic, mutual verification and mutual spelling and punctuation dictation, preparation of presentations on new material. The scheme of organization of joint classroom and extracurricular activities of students in the preparation of assignments for written practice has been developed, described and tested. According to given scheme, students work in small groups in MS Teams, preparing presentations explaining various aspects of essay writing, developing control questions and practical tasks for other students, as well as discussing possible ideas for the next essay. An experiment that demonstrates a higher efficiency of the formation of written-speech competence of students of linguistic directions in the conditions of learning in cooperation is described. Students of the experimental group prepared tasks in small groups leading discussions in MS Teams, while in the control group, students worked individually, performing the same tasks as in the experimental group. Higher scores for final essays in the experimental group are explained by a deeper study of the material due to its discussion with other members of the small group and the development of a clear argument through discussions on the topics of upcoming essays, as well as through mutual verification of written works, allowing students to critically approach their own works.

It is proved that the fundamental purpose of teaching a foreign language is the formation of a foreign language communicative competence, that is, the ability to communicate with representatives of a foreign language culture, within which it is necessary to activate the main types of foreign language speech activity: speaking, listening, reading, writing. It is proved that the development of foreign language communicative competence is impossible without addressing the peculiarities of foreign culture. The experience of teaching foreign languages shows that it is often difficult for students to formulate an integral, logical and complete statement on their own due to the difference in cultural differences at the verbal and non-verbal levels of communication. The main difficulties are related to the fact that comprehensive knowledge of a foreign language is necessary for the implementation of foreign language communication, the formation of which is becoming particularly relevant in the conditions of modern education. In connection with the above, the question of finding an effective methodology for the development of foreign language communicative competence is raised. It is assumed that the project method allows you to build the learning process in such a way that students will be placed in conditions as close as possible to the conditions of real communication, which, in turn, will contribute to immersion in the specifics of someone else's culture. In addition, the project method allows solving the problem of the formation of an educational motive, since the mentioned method implements the principles of personalityoriented learning, according to which students can choose the topic of a lesson in a foreign language that will correspond to the sphere of their interests.

The assessment of the degree of reflection of the history of Orthodoxy in Eastern Transbaikalia in the late 1920s – early 1930s in the funds of the State Archive of the Russian Federation is given. The history of the Orthodox Church in the region at the time under review today has found only partial reflection on the pages of scientific publications. This determines the importance of archival sources and indicates the relevance of the study. The funds of regional archives on the territory of Transbaikalia on the history of the Orthodox Church in the region in the late 1920s – early 1930s contain a small amount of information. The main repository for today is the State Archive of the Russian Federation. It is noted that the discovered cases allow us to speak of a fragmentary reflection of the issues under consideration. The information is dispersed throughout the documents. Voluminous cases are presented on individual facts, but there are few of them. There are also generalizing cases containing a variety of information. It is noted that individual events can be reconstructed in sufficient detail. The reporting provided from the field on the state of religious processes in Eastern Transbaikalia at the time under review was brief and in some cases controversial. It is concluded that the funds of the State Archive of the Russian Federation allow to partially restore the history under consideration. Further work with sources is required to recreate the full picture.

The purpose of the research is to identify the factors that determine the process of forming a map of rural settlements of the Tara County in the 16th – 19th centuries and stages of development and settlement of the territory. Among the factors, the author singles out the policy of the state in the field of settling Siberia in general and the Tara County in particular, and the desire of peasants to develop new territories in search of solid arable land. The stages of the emergence of new Russian villages on the map of the Irtysh region are revealed: late 16th century –early 17th century, when the main task was to defend the borders of the territory; 17th – the first half of the 19th century, when the growth of the Siberian population led to an increase in the need for bread and, as a result, the need to develop new lands; the second half of the 19th century, when the emergence of new settlements is the result of the state's resettlement policy. We analyze different points of view on the appearance of new villages on the map, their placement relative to the oldtimers' territories. The results of the study will be useful and interesting to scientists involved in the study of rural history, teachers of educational organizations of all levels of education and a wide range of readers who are passionate about the history of the Fatherland.

The analysis of the evolution of the peasant mentality in the historical period of the “revolutionary turning point” is carried out. The relevance of the study lies in the creation of a theoretical basis for a more detailed development of the problem of peasant traditionalism and the problem of the role of the “revolutionary turning point” generation in the crisis of the traditional peasant mentality in the first third of the 20th century. In the course of the study, analytical and historical-comparative methods were used. It is shown that the radicalization of the mood of the peasants during the years of the First Russian revolution was due to the problem of land scarcity and the spread of neo-populist ideas that worsened at the early 20th century. The war factor created the prerequisites for a new view of the peasants on the problem of the relationship between the monarchical power and the people, which contained grounds for a deep rupture of age-old traditional ties. The events of the 1917 revolution and the Civil War led to the breakdown of the traditional communal archetype in the peasant mentality, influencing the emergence of intergenerational conflicts and deepening the confrontation between the rural poor and the prosperous peasantry.

Various aspects of the inner-party crisis in the CPSU, which manifested themselves especially sharply at the turn of 1920–1921, are analyzed. It is emphasized that the intra-party crisis had the most serious impact on the public administration system, since the CPSU as the ruling party constituted the organizational and personnel basis of the entire management system. Specific manifestations of crisis phenomena, their impact on the functional capabilities of government bodies are highlighted. The state of the local and regional authorities is investigated. Changes of a personal and psychological nature that have occurred in the personnel of Soviet managers are revealed. It is concluded that the management model, created during the Civil War and based solely on violence, ceased to work in peaceful conditions and there was an urgent need to improve it and change personnel in accordance with new social needs.

On the basis of archival documents, the anti-church campaign in Kazakhstan in the 1920s was studied on the seizure of church valuables under the pretext of helping the starving population of the Volga region. The purpose of the study is to analyze the regional features of this process, which influenced the further policy of the Bolsheviks in relation to churches and their property. The subject of the study is the activities of district commissions for the seizure of church valuables. Historical events are considered in dynamics, their causal relationships are revealed during the campaign period. The main goals of the anti-religious policy of the state are shown. The relevance of the study is due to the need to introduce into scientific circulation previously unused archival documents that make it possible to objectively highlight the features of the confessional policy of the Soviet state in the 1920s in Kazakhstan. The study of state-confessional relations at the regional level gives a more complete picture of the socio-political history of the designated period. The study of this problem seems to be relevant at the present time, when the role of religion in the public life of the country has noticeably intensified. The methods of scientific knowledge were used, the principles of scientific objectivity and historicism were used in the context of the problem of the relationship between the state and the national outskirts. Statistical research methods and the method of historical comparison were used to identify regional features in state-confessional relations. The retrospective method made it possible to identify the reasons for the transformation of the religious policy of the state, the attitude of the authorities towards believers in the 1920s in Kazakhstan.

We consider the perception of the orientalist concept formulated by E. Said in modern Western and Russian science. The key works that have been published over the past 10-15 years are analyzed, inasmuch as the thirty years that have passed since the publication of E. Said’s monograph is a sufficient period for rethinking both the main postulates of his book and critical remarks addressed to it. It is concluded that the debate in the Western scientific community, caused by the publication of “Orientalism” is still mainly focused on the personality of the author himself, and sometimes on the opposition to his contemporary, the American historian and orientalist Bernard Lewis. It is emphasized that after the death of E. Said, the revisionist-minded part of the American and British oriental schools received a new reason to criticize not only “Orientalism”, but also the author himself in order to forget the work, which became the starting point for many Western orientalists to revise their attitude to the object of study. As for Russian Oriental studies, the research of orientalism in the humanities in Russia continues, despite the time that has passed since the publication of the Russian translation of the book by E. Said, and the understanding of the image of the “other” fits into the global trend of the discourse of orientalism, although with some specific features associated with the historical past of Russia.