The article considers the history of the study of speech errors since the late nineteenth century to the present time in line with general and contrastive linguistics. The author introduces a number of factors that influence the occurrence of speech errors in speech in a foreign language in the making of artificial bilingualism. One of such factors is the interference of language systems of the contacting languages. This phenomenon is a process of interaction between the language systems of the contacting languages (native and foreign). As a result of such interaction, speech errors occur at the phonetic, lexical, grammatical and syntactic levels of language. 

The article examines cognitive operations underlying the process of forming subordinate categories in German. German idioms are studied as the material for constructing subcategories and defining their role in the categorization process as well as their properties. Different types of the relevant cognitive operations are described as well as functions of the constituting parts realized in idioms subdividing the category “human” in the German language. Cognitive structures, on which semantics is based, reveal a hierarchical constitution. In most studies the basic level is the area of focus but, in fact, the subordinate level mirrors a lot of intimate traits of consciousness and their specific form. In the article the subordinate level is portrayed by idioms of the German language.
The approach applied in the paper can be defined as category analysis that includes the definition of the category status and the cognitive process that underlies the category realization. The cognitive process underlying subcategorization can be described as “category modification” with three components involved: original category, modificating concept and resulting category emerging in the process of interaction of the two structures.
The subordinate categories represented in idiom semantics are divided in two types: classes for direct categorization or to mediate between the cognized entity and the resulting category through representation of idealized cognitive models associated with the relevant category.

The article deals with proverbs as linguistic and linguacultural units.
The author accounts for the necessity to study money-proverbs in Russian and English. The author highlights the fact that being an inalienable part of contemporary society money is largely represented both in the Russian and English vocabulary, and consequently can be regarded as an important phenomenon to be analyzed not only in terms of linguistics but also in terms of linguacultural studies. The author samples 100 money-proverbs (50 Russian and 50 English ones) and conducts a semantic analysis to divide them into the following semantic groups: money is the engine of our society, money as a secondary priority in a man’s life, the corruptive nature of money, money as an award for hard labour, money as a social tool, the power of money over men and their set of morals. In conclusion the author conducts a comparative analysis of the chosen money-proverbs, thus disclosing the correlation between the mentality of Russian and English speakers and the role that money plays in the respective cultures.

The article deals with the problem of a possible influence of the functional styles (fiction and newspaper) on the mode of the referent individualization in the English language. The analysis has shown that though such influence does exist it does not affect the main features of the modes of the referent individualization and the most typical models are equally used in both functional styles.

The article is devoted to the complex verb as the main analytical method of development of the verbal system in modern Persian. In contemporary Persian analytical forms play the main role in word formation and inflection, which finds its reflection in the structure of the so-called complex verbs. These linguistic formations are binomial combinations with functionally unequal components, which are initially notional words. Components of complex verbs are a nominal part and an accompanying verb. The nominal parts can be nouns, adjectives, adverbs, interjections, etc. Accompanying verbs are a formal-grammatical index of action which, depending on the semantic structure of complex verbs, participate to a bigger or lesser degree in phraseological units formation. The nominal part of the compound verb is never used separately as it is semantically tied to the verb, while the accompanying verb can be used independently, i.e. to operate outside the complex verb. In the process of complex verb formation only accompanying verb is subjected to change, while the nominal part remains unchanged. However, the definition and classification of complex verbs in Persian are hard to define. This article examines the verbs as part of the language system of the Persian language, the semantic structure of verbs formed by the analytical methods and their features in modern Persian.

The article discusses linguistic and pragmatic aspects of the language intellectualization as a basis of the metalinguistic functionality based on a direct connection between metalinguistic nature of the intellectualization process, professional terminology and functionality of semantic characteristics. It describes the different approaches to the definition of despecialization and determinologization based on their cognitive relevance. New components of professional linguistic culture are supposed to develop in terms of intellectual professional activity. The implementation of this process by means of terminological systems and their metalinguistic components development is defined as the language intellectualization. The article describes the linguistic model of selecting equal and adequate semantic components and constructing the terminological system at the mental level of consideration taking into account both metalanguage and extralinguistic factors. This linguistic model of transformation a subjective idea into an impartial definition focuses on situational repeatability and correlated with an interpreted fragment of reality. The intellectualization of a professional language through the development of its terminological apparatus is defined as a natural and logical phenomenon being implemented in the process of intellectual activity of specialists.

This article analyses the concept “national and cultural worldview” in the size of bilingual communication, examines peculiarities in mass media texts translation. The article establishes important types of divergences between Spanish and Russian worldviews which are relevant for translation: abundance in Spanish mass media texts of specific and “exotic” national idiomatic units, bright stylistic locutions, figurative expressions, syntactic constructions, text structures which, when used in oral and written speech sound weird and unexpected for Russian native speakers. Spaniards often use the words from different spheres of life (sports, medicine, warfare) in political communicative situations. The article gives examples from Spanish-Russian translations and proposes ways to overcome divergences in the context of the Spanish worldview. The author makes conclusion that the national and cultural distinctions are the eleventh important factor of the adequate translation.

The article gives fundamental information about the origin, evolution and consequences of Hungarian personal names usage, which differs from anthroponyms of other European nations. The first data about ancient Hungarian names appears in the records of the XIII century. In XIV-XV c. it was Christian names that were popular, later foreign names came into fashion. There is an official list of recommended names in Hungary, which is always renewed. The most popular Hungarian names are cited in this article. Hungarian surnames appear in the XIV century. The lexical sources of the origin are various: father’s names, toponyms, ethnonyms, occupation and professions, exterior features and inner qualities, etc. It is mentioned in the article that Hungarian surnames are always used in front of names, and it gives the list of most widely spread surnames, and also the reasons of surnames’ change and what surnames a woman gets after her marriage.

One of the most current problems of intercultural communication, such as ethnic stereotypes and their integration in the language, is considered in the given article. The author analyzes the specifics of ethnic stereotypes about African Americans and their role in forming the mentality of several generations of Americans. The article investigates the transformation of the literary character and pop culture image into a racial slur in the American variant of the English language. The author studies the origin of the image of an African American woman in the mass consciousness.

The article identifies the notion of ESP course (English for special purposes) for final year students. The author analyses the peculiarities of ESP course teaching, compares basic course with ESP course. The specific feature of content and technological components of universal ESP course model defines the general profile of educational strategy underlying this course. According to the research, the whole course is based on special strategy, called “down-up” strategy. This feature differentiates the ESP course from traditional classes which implement “up-down” strategy, when in general the teacher determines the aims, contents, methods and techniques of presenting material, taking into consideration an average students’demand.
Methodical concept of the ESP course in view of person-centered approach provides a good combination and flexible synergy of traditional and innovative technologies, which is the methodological guideline in teaching. Traditional technology helps students to consolidate and reproduce the course material whereas the innovative teaching technology implies the transition to active methods and forms of education. The course helps to interpret creatively the training material.
The aims of teaching English can be identified as the following:
- building of foreign language competence, which is required by learners in the process of solving practical tasks in business and scientific communication;
- development of skills and features, necessary for social and cultural establishment of a learner.
One of the aims of ESP courses is to acquire communicative competence in the context of future professional activity.

Motivation in learning is one of the bases for effective study of a subject. In this paper the author examines the approaches of the foreign specialists in the sphere of psychological-pedagogical aspects of teaching foreign languages. Motivation for learning the English language in higher education institutions is defined as a transitive concept, i.e. it depends both on students and teachers. The article is based on the statement that motivation involves the four elements: the reasons why the students learn, the strength of their desire to learn a subject, the teacher’s knowledge of the kind of students they are, the task and students’ estimation of what it requires of them. The paper lays emphasis on the methods of generating and maintaining interest in English. The author calls attention both to psychological peculiarities of the teacher-student interaction and the tasks favoring students’ motivation. Such factors as teacher’s enthusiasm for his/her work, his/her ability to build trust-based relations with students, to create a relaxed atmosphere in class play an important role. In the article some types of tasks based on audiovisual materials and fiction are presented. Learning built around intrigue and problematic questions can be considered the most effective means of promoting motivation. The necessity of learner autonomy is also backed up for the purpose of the development of students’ activity and independence. All the aforementioned strategies aimed at fostering and keeping motivation alive can open additional possibilities for a conscious approach to learning English at university.

This study attempts to answer the question how much new vocabulary students can learn and retain from their translation tasks. In this study, EFL students at Faculty of Philology are divided into the experimental and control group. At the initial translation phase, the experimental group will be given a translation task on their own with bilingual dictionary support. In the second phase, the same group will be given their corrected translation. Then they will be asked to rewrite the initial translation with corrections, using the dictionary and they will be given feedback from their teacher. In the third phase, they will be asked to translate it again, but this time with no dictionary use. There will be no feedback from the teacher either. The control group will do the same translation tasks three times but without any teacher feedback.
The aim of this paper is to examine the effects of bilingual dictionary use and teacher feedback in translation tasks on EFL vocabulary development. The experimental method will be used in this study. The expected results of this study will show that both bilingual dictionary use and teacher feedback do produce positive results in terms of retention of previously unknown or partially known vocabulary.

The article discusses the importance of integration of advertising media texts in the educational process. Today text advertising and visual and audio advertising compete with each other. That’s why the text advertising has to draw attention of a potential customer with different additional linguistic methods. The advertising text as a mirror of language evolution is of interest for research.