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The paper deals with professional linguistic identity, the study of which is the priority area of cognitive terminology studies. The purpose of the paper is to analyze the development stages of professional linguistic identity of a mining engineer dealing with tailing dams and embankments and failures and accidents on them. The analysis of a mining engineer professional linguistic identity formation was carried out according to the three level system: 1) the level of specialist professional consciousness; 2) the verbal level; 3) the motivation and pragmatic level. As the result of this investigation the term system structure was developed, which showed the formation of professional linguistic identity. The final stage of professional linguistic identity formation is the script construction. The analyzed stages highlight that development and activity of professional linguistic identity reflect connections of a person with his/hers professional activity, and peculiarities of the person mentality prescribe priority ways of conceptualization and categorization of the world. The result is professional discourse which demonstrates professional qualities of professional linguistic identity.

The article deals with the e-learning environment at T.F. Gorbachev State Technical University. The authors describe their experience of English teaching in e-learning environment at non-linguistic university. The reason of e-learning integration into the engineering students teaching is to increase the efficiency and quality of education for bachelor, master and postgraduate degree students. English teaching and students’ independent work are based on blended learning principals because this model helps to achieve the required level of foreign language skills and learning quality. The method of English teaching in e-learning environment consists of three stages. The first stage is incorporation of blended learning principles and structure development of an e-course for technical English teaching; the second stage is the experimental model of the e-course design and its integration into educational process; and the third stage is development of principles to increase students’ motivation and forming their self-education skills. The paper gives the results of the experiment carried out at the foreign languages department of T.F. Gorbachev Kuzbass State Technical University since 2014 to 2019 academic years.

The reaction of Cp*2Yb(THF)2 with an equimolar amount of 7,7,8,8-tetracyanoquinodimethane (TCNQ) affords the Yb(III) complex [Cp*2Yb(CH3CN){(μ-CN)2C(C6H4)C(CN)2(C5Me5)}]2, containing a monoanionic polycyano ligand arising from one-electron reduction of TCNQ and the coupling of its methylidene carbon with the allylic carbon atom of a Cp* fragment. Reaction of Cp*2Yb(THF)2 with 1,2,4,5-tetracyanobenzene (TCNB) in a 1:1 molar ratio results in oxidation of the ytterbium atom and the formation of the Yb(III) complex [Cp*2Yb{(μ-CN)2(C6H4)(CN)2}]2—the first example of the dianionic π-dimer [TCNB2]2− participating in μ:η4 bonding with two metal centers.