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The article raises the problem of philosophical principles and origins of Ferdinand de Saussure’s views. The editors of "Course in General Linguistics", C. Bally and A. Sechehaye, contributed to the emergence of stereotypes about Saussure as the founder of structuralism, who for the first time conceptually distinguished language and speech based on dichotomy, established the systemic nature of language as an abstract entity, developed a bilateral psychological theory of sign and divided linguistics into the synchronous and the diachronic. This prevented the synthesis of Saussure’s concept as a holistic and internally consistent anthropocentric system of views. The conceptual analysis of the fundamental theses of Saussure’s concept, given in Saussure’s autographed materials, which appeared in 2002, showed that its most important feature is that it was an anthropocentric nomothetic proposition aimed at creating the foundations for the study of human language activity as such, language as such and speech as such. The Kantian idea of anthropocentric transcendentalism can be considered the principal philosophical source of Saussure’s nomothetic project.

The article raises the problem of philosophical principles and origins of Ferdinand de Saussure’s views. The editors of "Course in General Linguistics", C. Bally and A. Sechehaye, contributed to the emergence of stereotypes about Saussure as the founder of structuralism, who for the first time conceptually distinguished language and speech based on dichotomy, established the systemic nature of language as an abstract entity, developed a bilateral psychological theory of sign and divided linguistics into the synchronous and the diachronic. This prevented the synthesis of Saussure’s concept as a holistic and internally consistent anthropocentric system of views. The conceptual analysis of the fundamental theses of Saussure’s concept, given in Saussure’s autographed materials, which appeared in 2002, showed that its most important feature is that it was an anthropocentric nomothetic proposition aimed at creating the foundations for the study of human language activity as such, language as such and speech as such. The Kantian idea of anthropocentric transcendentalism can be considered the principal philosophical source of Saussure’s nomothetic project.

Background: Aphasia is an acquired communication disorder that affects approximately 30% of first ever stroke survivors and persists one-year post-stroke in up to 61% of survivors. Aphasia impacts on all communication modalities with significant negative consequences for social participation, interpersonal relationships, autonomy, capacity to work and quality of life. It is recognised that the environment can influence neural remapping during early stroke recovery. However, patients with aphasia (PWA) following stroke have been observed to spend less than 30% of their day communicating and 44% of their day alone during their first weeks of in-patient rehabilitation. Inadequate opportunities for communication places PWA at risk of developing maladaptive behaviours such as learnt non-use of language. This can negatively impact on aphasia language recovery through lack of language use with adverse consequences for healthrelated quality of life. An enriched environment (EE) refers to conditions which promote physical, cognitive and social activity and has been shown in animal models of stroke to enhance neuroplasticity, promote better learning and memory, and contribute to significant improvements in motor function. The human equivalent model in an acute and a rehabilitation unit results in patients following stroke spending more time engaged in activity and less time sleeping and alone, however is yet to demonstrate positive effects on clinical outcomes. Aphasia is a complex language impairment and PWA may need support within an EE. This pilot study explores the development, implementation and investigation of an adapted model of an EE, a Communication Enhanced Environment (CEE) model, as a strategy to provide PWA and patients without aphasia (PWOA) greater opportunities to engage in language activities during in-patient rehabilitation early after stroke. Method: This before-and-after mixed methods pilot study involves one mixed acute and slow stream rehabilitation war

The article highlights the problem of foreign language training of future artists in higher educational establishments. The main feature of English for specific purposes (ESP) is a professionally oriented approach to learning English. It involves the formation of students’ ability to foreign language communication in specific areas and situations. Permanent and variable characteristics of a foreign language for specific purposes are given. The main issues of studying ESP by art students include the specifics of lexical content and special format of oral and written texts related to the profession. With the help of dominant perceptual modality diagnostics by S. Yefremtsev, we have defined that 95% of all respondents refer to the visual type. The common features of visuals were taken into account in creating the system of classes based on the communicative approach and the principle of visual perception of information. The article analyzes the content and feasibility of the ESP textbook specially created for future artists. Main lingo-didactic (general teaching) principles of training of speech activity types are described. They include: specific professional area, complexity and interconnectedness of learning types of speech activity, dominance of one type of speech activity at a certain stage of training, learning objectives, gradual and consistent skills formation, the text as a basis for any kind of speaking, the richness of analytical tools in every form of speaking, facilities, and advanced technology training. The article proves the necessity of using Internet resources in teaching ESP.

The article deals with the developing of the content of notion “linguisticcompetence” in the history of linguistics and teaching methods of foreign languages, to overview the main concepts of foreign and native scholars todefine this term, it gives a structure of linguistic competence of differentauthors. The analysis of main approaches to this notion lays the basis fordefying the notion of “linguistic competence” in terms of modern teachingmethods of foreign languages.

The article deals with the developing of the content of notion “linguisticcompetence” in the history of linguistics and teaching methods of foreign languages, to overview the main concepts of foreign and native scholars todefine this term, it gives a structure of linguistic competence of differentauthors. The analysis of main approaches to this notion lays the basis fordefying the notion of “linguistic competence” in terms of modern teachingmethods of foreign languages., В статье рассмотрено развитие содержания понятия «языковаякомпетенция» в истории лингвистики и теории и методики обученияиностранным языкам, дан обзор основных концепций зарубежных иотечественных ученых к трактовке данного термина, представленаструктура языковой компетенции у разных авторов. На основе анализаосновных подходов к данному понятию устанавливается определениеязыковой компетенции в методике обучения иностранному языку., Розглянуто розвиток змісту поняття «мовна компетенція» в історіїлінгвістики та теорії і методиці навчання іноземним мовам, даний оглядосновних концепцій зарубіжних та вітчизняних вчених щодо трактуванняданого терміна, представлена структура мовної компетенції у різнихавторів. На основі аналізу основних підходів до даного поняттявстановлюється визначення мовної компетенції в методиці навчанняіноземній мові.

Contemporary researchers consider mediation as a kind of language activity where both receptive (listening and reading) and productive (speaking and writing) activities interact. These kinds of language activity are examined from a psychological point of view to make the practical development of the language activities more efficient and the teaching strategies more powerful and accomplished. Mediation as a kind of language activity must be taught and consequently psychological reasons of studying mediation should be studied thoroughly. Interaction of receptive and productive language activities implies the interaction of psychological grounds of listening and speaking, on the one hand, and reading and writing, on the other hand. Such interaction cannot be considered as addition one language activity to another. Apparently it is some kind of a complicated integrated unity of psychological entities. The paper is focused on psychological aspects of mediation as a language activity. It analyses different aspects of mediation and some issues of their application in teaching practice.

Contemporary lingo didactics both in Europe and in Russia considers linguistic mediation in its forms translation, interpretation, a paraphrase, summary or record, as a language activity. Linguistic mediation should be trained and taught in different education institutions. Teaching any language activity such as listening, speaking, reading and writing is based on a number of principles: pedagogical, psychological, general didactic, specific principles of teaching a particular language activity and others. Consequently teaching and training linguistic mediation, especially linguistic mediation in a professional setting primarily in the forms of translation and interpretation should also be realized taking into consideration both different educational principles and approaches as well as specific features of students' professional setting. This paper concentrates on the analysis of some educational principles and approaches that are used in teaching and training different kinds of mediation especially translation and interpretation in law professional setting. The practical experience of teaching translation and interpretation to students studying law at the Institute of Law at Peoples' Friendship University of Russia is presented.

In the period of the post-Soviet States active development, the problems of multilingualism and the formation of multilingualism are becoming increasingly acute. The modern IT-penetrated society raises the question of choosing the language of communication and the language of thinking not only at the society level but also on the level of language personality in particular. Entropy processes inevitably entail the phenomena of interference, intervention (capture of the language sphere), attrition (spoilage of the language) that accompany the process of poly-linguism and transculture, influencing the processes of mastering new languages and preserving the native language. Modern society, involved in the world of digital technologies and communications, remains split in social, ideological, cultural and national respects. From the middle of the second decade of the 21st century, the problem of inter-ethnic tensions and the search for constructive dialogue in the situation of migration has come to the fore and continues to be topical all over the world. In this regard, the discussion of theoretical and practical questions of the language personality, where the elitist language personality becomes a certain guide, an ideal in intercultural communication, gains particular urgency. Since migration and globalization have a dominant influence on modern communicative processes, an interdisciplinary understanding of the issue requires the integration of knowledge from various fields into unified systems for solving topical and complex scientific, theoretical and practical problems. Researchers at the turn of the millennium have reasonably raised the question of the need for correction of Russian grammar.

International cooperation in all professional settings makes translation a very important tool of interpersonal and professional relations of specialists in different domains. Training of undergraduates and graduates’ translation skills in a special setting is included in the curriculum of non-linguistic higher education institutions and studied from various aspects. The objective of the paper is to consider some psychological and teaching issues related to translation as a language activity. Russian and foreign researchers’ works and the findings of the practical experience of Foreign Languages Department of Law Institute, Peoples` Friendship University of Russia are presented. The survey of the specialists with different practical experience of translation in the law setting is analyzed. The examination of training translation in the law setting at non linguistic higher education institution is provided. The data of the current research can be used in teaching practice to develop the translation skills of the undergraduates, graduates and postgraduates. © 2016 Belenkova and Davtyan.