Neste artigo são apresentadas as características e os resultados de aprendizagem de um projeto universitário de interação virtual para o desenvolvimento da competência comunicativa dos alunos de espanhol, língua estrangeira, da licenciatura de Marketing, Gestão e Contabilidade, da Escola de Tecnologia e Gestão de Guarda (Portugal) e dos estudantes de português, língua estrangeira, do curso de Traducción e Interpretación da Universidade de Granada (Espanha). Partindo do pressuposto que os intercâmbios linguísticos constituem um marco acelerador na aquisição de uma língua estrangeira e que a aprendizagem colaborativa fomenta a participação e motivação dos estudantes, desenvolveu-se uma proposta didática de intercâmbio linguístico interuniversitário virtual com o objetivo de conseguir uma aprendizagem efetiva através do recurso a atividades de expressão escrita e revisão textual.

O objetivo deste artigo é discutir o histórico do Português Língua Não Materna (PLNM) na Ufes, sobretudo no âmbito do Departamento de Línguas e Letras e do Núcleo de Línguas, bem como as configurações e concepções teórico-metodológicas adotadas ao longo de seus principais períodos. Observamos que as principais ações de PLNM na instituição estão relacionadas com a oferta de cursos para a comunidade. Tais cursos passaram por mudanças significativas, tanto na organização quanto na concepção de língua(s) e de ensino, chegando a práticas de ensino e de aprendizagem embasadas no conceito de língua-cultura (MENDES, 2011, 2015, 2018), que influenciaram o desenvolvimento de cursos e usos de materiais didáticos com foco na visão intercultural. Analisar esse histórico do PLNM na Ufes é essencial para que possamos exigir políticas que não sejam restritas à oferta de cursos, mas que contemplem a formação docente e a institucionalização do PLNM na universidade.

O presente artigo tem como objetivo relatar uma experiência de ensino de Português como Língua Adicional (PLA) para o acolhimento de uma família de líbios e de argelinos que, atualmente, vive na cidade de Marília, no interior do estado de São Paulo. O processo descrito vem sendo desenvolvido como parte de uma pesquisa de iniciação científica, com bolsa do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), de um estudante do curso de licenciatura em Letras de uma universidade pública situada no interior do estado de São Paulo. O aporte teórico fundamenta-se em uma abordagem intercultural para o ensino de línguas. As considerações finais apontam para a necessidade de se compartilhar essas experiências para o fortalecimento da área do Português como Língua Não-Materna (PLNM).

O portunhol pode ser abordado sob diversas perspectivas. É no contexto de ensino e avaliação de larga escala que queremos discutir suas potencialidades e limitações. Problematizamos as discussões sobre o portunhol a partir de diversas perspectivas teórico-metodológicas para ensino de línguas próximas e dos construtos teóricos do exame Celpe-Bras. Apresentamos uma análise de dados que foram coletados em 2020 durante um curso online preparatório para o Celpe-Bras. Investigamos as notas atribuídas às tarefas escritas e as justificativas dadas pelos professores-avaliadores para selecionar um conjunto de seis textos, sendo três representativos da nota 4 e, três, da nota 5. A partir da classificação de estruturas híbridas dos textos selecionados constatamos que a frequência em que é usado o portunhol pode ter influenciado a variação de notas. Estruturas de natureza morfossintática e ortográfico-fonológica foram mais frequentes nos textos analisados do que as de natureza léxico-semântica.

The purpose of the study is to analyze the verbal and visual components of the linguistic consciousness of the Chinese and Russians as components of the national image of the world. The study discusses various points of view on the concept “national image of the world”, and points to certain criteria for defining it. Various interpretations of the concept of human linguistic consciousness in modern linguistics are considered. The method of a drawing experiment was used. At the first stage of the experiment, students were asked to draw the first things that come to mind as a reaction to words and phrases that were obtained as reactions to a HOLIDAY stimulus at the stage of a previously conducted associative experiment. At the second stage, these drawings were shown to new respondents collected. They received the following task: to name the first five words that arise in the mind when looking at this picture. The results of the study confirmed the hypothesis that representatives of different nationalities have similarities in the main thematic groups of associates, but the ratio of these groups is different, which leads to a difference in conceptual fields.

Authors analyze various points of view that have formed in the scientific community in relation to educational and intellectual tourism. There are fairly well-established views regarding the first type; scientists highlight the goal of implementing educational tourism, its subjects, etc. As for intellectual tourism, the situation is much more complicated due to the fact that in the Russian literature, there have been only a few studies devoted to theoretical research on this issue. Naturally, this creates gaps and, therefore, problems in the practical sphere. With this in mind, we attempted to clarify the conceptual apparatus of intellectual tourism. Based on the results of the study, it was concluded that educational and intellectual tourism have similar goals. However, they differ significantly from each other, which does not allow equating these two terms.

This article glances at the crisis in general and its interpretations exemplified by the creative legacy of Dmitry Merezhkovsky, one of the brightest representatives of Russian symbolism. History shows that the crisis had a manifold influence both on social development and all spheres of human activity and changed the character of communications and the vector of development of spiritual culture and civilization. Such transformations explain the strong interest of Russian and foreign researchers in studying this phenomenon, its characteristics, and role in social processes. Focusing on the interpretation of crisis as a socio-cultural phenomenon and as a contradiction between culture and civilization, which manifested distinctively over the period of modernism and Russian symbolism. Not only did Merezhkovsky create his classification of crisis based on historical-cultural analysis and project the historical experience on the then-current cultural situation but also tried to forecast the future with his vision of overcoming the crisis.

The article is devoted to the problem of studying the linguocultural characteristics of English based on the analysis of American situational comedies. The study highlights the role of humor and understanding of the cultural figures, necessary for the most effective English language learning. Summing up the results of the research, situational comedy (sitcom) is the most convenient material for studying the linguocultural characteristics of English, due to the abundance of various linguocultural markers and lexical units. The study aims at improving students’ language proficiency by studying the linguocultural characteristics of English based on the analysis of American situational comedies. The results of the study allow concluding that studying the linguocultural characteristics of English based on the analysis of American situational comedies leads to the improvement of students' language proficiency.

The study deals with the issues of foreign language training of tourist guides. It has been established that the system of training tourism specialists for excursion activities requires improvement, namely, the improvement of foreign language competence, determination of the content of training methods for specialists in this area. The purpose of the study is to develop a methodology for the formation of foreign language competence in dialogical speech of future tourist guides. The developed methodology for the formation of language competence in dialogical speech includes the stages of formation: “replication”, mastering dialogical unity, mini-dialogues and dialogues of certain functional types; exercise system; teaching methods – interactive, project method; teaching aids, criterion-effective components of language competence in dialogical speech. The results of the study showed the effectiveness of the language competence in dialogical speech formation technique in accordance with the inductive approach.

The article analyses the appropriate methodological approaches in which the ideas of forming and developing of flexible skills can be applied in seminars and tutorials in such disciplines as "Foreign language", "Foreign language in the professional sphere", "Business foreign language" implementing at the university. The formation and development of flexible skills in such disciplines on the one hand, as an independent learning goal, involves the development of a range of skills necessary for the implementation of various types of activities, and on the other hand, as a means of developing foreign-language communicative competence, increasing the students level of foreign-language socialization. Technologies for the development of critical thinking and problem-based learning, project activities, learning in collaboration, case studies, a rotational model of mixed learning. can be applied for the formation and development of flexible skills at the university.