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The article is devoted to the problems of forming and developing lexical skills by modern multimedia means of visualization in the ESL classroom. Modern technologies have been led to new possibilities to integrate multimedia tools and means of visualization in the ESL classroom. The aim of this paper is to analyze the current ESL coursebooks and coursebook supplements and give recommendations to teachers how to use the sufficient range of means of visualization effectively. As a part of research different types of questionnaires were handed to teachers and first-year students of Bachelor’s Program "Pedagogical Education (double major) and Second Foreign language " (5 years, full time) of Kazan State University. After this, a set of classes was organized for two groups of first-year students. The outcomes have been measured with qualitative and quantitative methods. The results show that the teachers do not use means of visualization and are not ready to make them the integral part of everyday lessons due to time management issues, lack of methodical ways of organization of educational process. Due to these results it can be resumed that using multimedia means of visualization as tools in the ESL classroom is highly beneficial for students and enhanced the learning process.

Purposes: The article discusses one of the most significant and contradictory categories in linguistics, the category of modality, using the proverbs of two different structural languages like English and Tatar. Methodology: The basic methods of scientific research are the statistics method, method of comparative and quantities analyses of the data, method of description. Implications/Applications A systematic study of the complex of multilevel means of expressing the category of modality will help to study the mechanism of action of this category as a functional-semantic subsystem of the language, to determine its essence, volume and boundaries in such different structural languages as English and Tatar. Results: The results of the study allow us to conclude that the representation of the category of modality is similar in languages ​​of different structures, which may become the basis for assuming the similarity of semantic processes in both languages. Novelty: The problem of determining modality is still debatable, and research on how to express it in different languages is relevant. The authors give a classification of the selected proverbs; determine the criteria for comparison, on the basis of which determine the general and various ways of expressing modality in folklore texts.

The emergence of new means of communication has led to the renewal of foreign language teaching technologies. First of all, it has made interactive project technologies popular, including web quest. By web quest, we understand the scenario of students’ project activity on the topic under study using Internet resources, which involves group work of students. The purpose of this work is to analyze the effectiveness of using this technology in English lessons at the Kazan Federal University. The method of research was a pedagogical experiment, as a result of which the authors identified the percentage of efficiency of mastering the material in English grammar through web quest technology in the experimental group and compared it with the indicators of the control group, where the experiment was not conducted. It was found that, on average, students learned the lesson materials 27% more effectively than the students in the control group. In general, it is worth noting that the quest technology develops self-education skills by solving practical problems or problems that require the integration of knowledge from different subject areas. At the final stage, recommendations were formulated for organizing classes in English in the form of a web quest within the higher school. The possibility of using this technology in the study of other foreign languages was predicted.

This study evaluates dental and periodontal health in anorexia nervosa and bulimia nervosa patients.Seventy females with eating disorders (36 anorexia nervosa) attending a public hospital Psychiatry and Addiction unit were compared with age-matched controls (n = 70). Full-mouth examination and oral hygiene behaviours were recorded for all participants.More frequent dental attendance and toothbrushing were observed in patients with eating disorders than in controls (p 0.01), while lower plaque index and bleeding on probing were observed in controls than in patients (p ≤ 0.03). Percentages of sites with gingival recession2 mm were higher in patients with eating disorders than in controls (2.3 ± 4.1 versus 0.0 ± 0.1, p 0.01). The BEWE score2 was significantly more frequent in bulimia nervosa patients than in anorexia nervosa patients (76.5% versus 41.7%, p 0.01). Regarding periodontal parameters, mean plaque index, bleeding on probing and clinical attachment loss were increased in anorexia nervosa patients compared to bulimia nervosa patients.The present data suggest different oral health approaches in eating disorder patients according to diagnosis type.Periodontal and dental health should be considered rigorously in patients with eating disorders. Personalized oral hygiene recommendations and treatments can be delivered according to the type of eating disorder.

The purpose of this paper is to investigate the problems of forming and developing group cohesiveness as an essential part of learning and teaching foreign languages. It raises an issue of phased group development in the process of learners’ interaction in the EFL classes in Russian primary school. The research centres on findings intended to manifest the educational potential of group cohesiveness and to clarify the terms "group" and "collective" according to contemporary international educational standards. The insufficiency of studies on group cohesiveness in foreign language classrooms and the existing research results that emphasise the importance of group processes in language learning explain the relevance of this paper. As the methodological instruments name A.N. Lutoshkin’s social climate circle and the method of emotive symbols were used. Group cohesiveness was analysed from the perspective of the pupils under study and the observers of the process. The research demonstrates the influence of group emotional state and level of cohesiveness on the effectiveness of interactive techniques in the EFL classes. The findings demonstrate the complex interaction between group development and educational results.