Abstract: The subject of the research is the representation of the religious picture of the human world, expressed in prayer texts and viewed through the prism of the category of emotivity. The research focuses on the study of linguistic means and techniques used in prayers to express emotions, feelings, assessments and the worshipper's subjective attitude towards God, the world and himself. Special attention is paid to the analysis of how these emotive manifestations reflect and construct religious beliefs, values, and beliefs that shape the religious worldview. In particular, the research is aimed at identifying and classifying the main types of emotive units (emotionally colored vocabulary, stylistic figures, rhetorical techniques), identifying the relationships between different types of emotions. The ultimate goal is to demonstrate how the category of emotivity serves as a tool for understanding the religious worldview. The methodology includes: definition of the concepts of emotivity, emotion and expressivity, the importance of studying the worldview from the point of view of linguistics; review of theoretical literature. Protestant prayers in German are empirically analyzed. Methods of analysis: lexico-semantic (identification of emotive vocabulary), stylistic (analysis of stylistic techniques), contextual (taking into account the religious context). The scientific novelty of the research lies in a comprehensive analysis of the representation of the religious picture of the world through the prism of the category of emotivity in prayer texts. The interpretation of emotive manifestations in prayer texts is proposed as a reflection of the subjective religious experience and the individual picture of the believer's world. The research results contribute to the development of linguistic conceptology, religious linguistics, and discourse theory. The study confirms that the emotivity category plays a central role in shaping and expressing the religious worldview in prayer texts. Prayers do not just convey information, but also express a believer's deep feelings, experiences, and attitudes toward God, the world, and himself. Prayers have revealed a wide variety of emotive means (lexical, stylistic, rhetorical) used to express various emotions: gratitude, love, hope, fear, guilt, sorrow, and others. The data obtained can be used in intercultural communication, religious studies, and in the development of educational programs aimed at improving religious literacy and tolerance.

Abstract: The subject of the study is the process of teaching German classes using video blogs not only as a means of teaching speaking and listening, but also as a means of forming socio-cultural competence. The article discusses the concept of "blog" and its role in the process of teaching German to students of higher educational institutions. The authors raise the question of the need to include Internet resources, in particular video blogs, in the educational process, the formation of students' socio-cultural competence, one of the components of foreign language communicative competence. This competence contributes to the acquisition of skills and knowledge necessary for effective intercultural communication. The main idea of using video blogs is the interrelated and complementary teaching of a foreign language and the culture of the language being studied in the context of intercultural dialogue. It is possible to extract valuable linguistic and extralinguistic knowledge from video blogs, to master models of speech behavior in various situations of intercultural communication. Also, video blogs contain up-to-date information on various topics and provide feedback opportunities that contribute to the formation of the ability to express and argue your point of view in German. As with any didactic tool, certain selection criteria are imposed on video blogs. With a competent selection and presentation of the material, the teacher will be able to form a foreign language competence of the student in a complex, taking into account all language levels: lexical, phonetic, grammatical, as well as extralinguistic factors, such as the communication situation, facial expressions, gestures, etc.

Abstract: Information era of the development of computer technologies and wide availability of Internet opens new opportunities for increasing the efficiency of educational process of foreign languages. The subject of this research is one of the modern and relevant directions in methodology of teaching German language – the corpus-based teaching.  Corpus-based technologies are used in teaching vocabulary, grammar, translation, in cross-cultural research, realization of project activities, as well as allow significantly increasing the quality of education, accelerate the process of acquisition and digestion of knowledge, increase motivation and interest in learning German language. Research methodology is based on the analysis of theoretical insights on the indicated problematic, normative documents, description and assessment of possible application of linguistic corpuses in learning and teaching German language. The achievements in the area of corpus-based linguistics can become widely used in the process of teaching German language.  Corpus-based approach is the most advanced innovation addition to the traditional teaching; it is optimal for understanding of such aspects of language as polysemy, historical, geographical and social variation, changes in language system. The key aspects of corpus-based teaching are the authenticity of material, Interdisiplinarity, empirical adequacy, adjustment to particular tasks and target groups, possibility of self-tuition.

Abstract: Modern trends in linguistics pay great attention to the study of language as a means of communication and the transfer of in-depth information of the text, which should be adequately reflected in the translation. This article discusses the means of expressing modal relations in German and Russian. The study is conducted on the example of the play “The Man Outside” by the German writer Wolfgang Borhert. Through the subjective modality, the specific quality of the attitude to what is happening and the characters on the part of the author and / or characters of the play is expressed. The main research methods were the study and analysis of scientific literature, continuous sampling and interpretation of factual material, contextual analysis. The subjective modality is expressed at all language levels (lexical, grammatical, stylistic), since only together they can provide complete information for the interpretation of the text, namely through modal words, modal particles, evaluative vocabulary, interjections, personal pronoun "Self", modal verbs and mood categories, literary tropes. In the study, the core of the subjective modality is the assessment of the characters of the described facts (confidence, uncertainty, condemnation, regret, agreement, disagreement, experience, missed opportunity, positive or negative evaluation). It was revealed that the implementation of the category of modality in German and Russian is different, and not always modal relations are fully reflected in the target language. For the translator, the correct interpretation of the modal characteristics of the text plays an important role, since the transfer of the content to another language is key to the need to retranslate all the nuances of subjective relationships.