CC BY
38
ТУРИЗМ / TOURISM
УДК 372.881.1
DOI: 10.24411/2413-693X-2020-10303
Роль иностранных языков в образовании будущих работников
индустрии туризма
АВАГЯН Асмик Арменовна,
преподаватель Высшей школы международного сотрудничества, avagyanasmik@gmail.com КОРОЛЕВ Алексей Владимирович,
доцент Высшей школы международного сотрудничества, akoroliov@yandex.ru ФГБОУ ВО «Российский государственный университет туризма и сервиса», Москва, Российская Федерация
Аннотация. В условиях непрерывной глобализации и быстрого развития индустрии туризма в России особенно важно проанализировать роль отдельных навыков, требуемых для эффективной работы в сфере туризма. Один из них - хорошо развитые навыки коммуникации на иностранных языках. Данная статья ставит целью проанализировать роль иностранных языков для студентов бакалавриата направления подготовки «Туризм, а также представить возможные пути разрешения существующих проблем, связанных с языковыми навыками будущих работников сферы туризма. Актуальность данной темы объясняется возрастающей ролью иностранных языков, в особенности английского языка, в профессиональной деятельности будущих работников индустрии туризма, а также недостаточными языковыми навыками, требуемыми будущими работодателями. Проанализированы текущие проблемы, связанные с языковой подготовкой студентов бакалавриата, изучающих туризм. Описана многогранная роль английского как одного из самых популярных языков мира применительно к индустрии туризма. Методология исследования сводится к определению роли иностранных языков, в особенности английского, в туризме, а также выявлению текущих проблем в языковом образовании студентов направления подготовки «Туризм», отражённых в недавних публикациях эту тему. Доказано, что хорошее знание иностранных языков имеет как универсальные, так и профессионально-ориентированные преимущества, такие как боПльшая вероятность трудоустройства и более эффективная коммуникация с будущими клиентами. Более того, развитые навыки коммуникации на иностранных языках позволяют работникам отправляться в самостоятельные или поощрительные туры, углубляя знания о рекомендуемых ими туристических направлениях, и расширять деятельность туристических компаний за пределами нашей страны.
Ключевые слова: иностранные языки, английский, туризм, студенты бакалавриата, коммуникативные на-
Для цитирования: Авагян А.А., Королев А.В. Роль иностранных языков в образовании будущих работников индустрии туризма // Сервис Plus. 2020. Т.14. №3. С. 22-30. DOI: 10.24411/2413-693X-2020-10303
Статья поступила в редакцию: 12.07.2020.
Статья принята к публикации: 13.08.2020.
Роль иностранных языков в образовании будущих работников индустрии туризма
The Role of Foreign Languages in Education of Future Tourism
Industry Employees
Asmik A. AVAGYAN,
lecturer, Higher School of International Cooperation, Russian State University of Tourism and Service, Moscow, Russian Federation, avagyanasmik@gmail.com
Alexei V. KOROLIOV,
Associate Prof., Higher School of International Cooperation, Russian State University of Tourism and Service, Moscow, Russian Federation, akoroliov@yandex.ru
Abstract. In terms of ongoing globalization and rapid development of the tourism industry in Russia it is especially important to analyze the role of specific skills required for effective work in the sphere of tourism. One of them is advanced communication skills in foreign languages. The present article aims to analyze the role of foreign languages in training of Bachelor students in tourism and offer possible ways of solving current problems connected with language skills of future tourism industry employees. The importance of this topic is explained by a growing role of foreign languages, especially English, in the professional activity of future tourism industry employees and a lack of language skills required by their prospective employers. Current problems connected with language training of Bachelor students in tourism are analyzed. A multi-faceted role of English as one of the most popular languages in the world is described in application to the tourism industry. The research methodology is confined to assessing the role of foreign languages, especially English, in tourism, as well as identifying current problems in language education of students in tourism which are reflected in recent publications on this topic. It is proved that good knowledge of foreign languages has both universal and professionally-specific advantages, such as a higher probability of job placement and more effective communication with prospective clients. Furthermore, advanced communication skills in foreign languages allow employees to go on individual or incentive tours, improve their knowledge of tourist destinations recommended by them and expand the activity of tourism companies outside our country.
Keywords: foreign languages, English, tourism, Bachelor students, communication skills.
For citation: Avagyan, A. A., & Koroliov, A.V. (2020). The role of foreign languages in education of future tourism industry employees. Service plus, 14(3), 22-30. DOI: 10.24411/2413-693X-2020-10303
Submitted: 2020/07/12.
Accepted: 2020/08/13.
1. Introduction. Nowadays employees are more attentive to a recruiting process than ever. More and more organizations in tourism hire only those candidates who have a good command of at least one foreign language. This foreign language is often English, as it is a language of international and intercultural communication and is used by millions of native and non-native speakers all over the world. However, job requirements are not usually limited to English, as employees most often expect their staff to speak a foreign language, too. While all these facts seem quite predictable, there is still a lack of deeper understanding of the role that foreign languages play in the education of future employees in the tourism industry.
The present article discusses some opportunities that foreign languages provide to those who plan to work in the sphere of tourism. The importance of this research can be explained by a close relationship between tourism and intercultural communication, international relations and hospitality industry. Each of these domains implies contacts with people who may not share the same language and therefore requires at least basic knowledge of foreign languages. With the tourism market being changed, Bachelor and Master students in tourism have to make every effort in order to be competitive enough and meet the job requirements of prospective employers.
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2. Theoretical approaches to foreign language teaching. The Federal State Educational Standard stipulates that upon graduation a Bachelor student must acquire three kinds of skills: general cultural skills, general professional and professional skills. Foreign language courses contribute to the first group of skills and aim to develop 'an ability to communicate in Russian and foreign languages orally and in writing to solve problems of interpersonal and intercultural interaction'1. As we can see, the state standard emphasizes the communicative function of language widely discussed by linguists [3, 8, 11]. In addition to the Federal State Educational Standards, there are also state requirements to tourism industry employees which also include an ability to communicate in languages spoken by clients [5: 206]. While the problems of interpersonal interaction may be limited to one language shared by its participants, intercultural skills are most effectively acquired through foreign language courses.
A communicative skill implies readiness and ability to communicate in a foreign language with other people [10: 213]. According to another definition, it also includes "person's upbringing, education and development through the means of foreign language" [2: 30]. Each of these components forming the concept under discussed is rather unambiguous and may be interpreted in many different ways.
The study programme of 'Tourism' implies two language courses: practical courses of the first and the second foreign languages. While the first language taught to students in tourism is primarily English, some universities allow their students to choose a second foreign language among those which are available. For example, at Russian State University of Tourism and Service students may choose between French and Spanish as second foreign languages. Furthermore, they have an opportunity to do an internship abroad and practise their language skills with native speakers. Those who have learnt about different scholarships providing such opportunities usually make their choice depending on the country they are going to visit.
3. Current problems in foreign language acquisition by students in tourism and possible solutions.
As it was mentioned above, foreign languages are a constituent part of a curriculum followed by Bachelor students in tourism. Despite this, one of major problems they face upon graduation is a lack of communicative skills in foreign
languages, primarily English. It creates a problem of successful job placement and requires further training, completion of additional language courses and a high level of self-discipline which will allow them to gain lost time as fast as possible.
At Russian State University of Tourism and Service Bachelor students have access to English as a first foreign language and French or Spanish as a second foreign language. A lack of communicative skills can be explained by the following reasons:
• A relatively small number of hours devoted to in-class teaching of foreign languages [7];
• Poor knowledge of English as a first language reflecting some drawbacks of school curriculum and/or the low quality of teaching/learning at schools;
• Very diverse groups of students;
• A lack of motivation to foreign language acquisition [4: 86].
Each of these reasons has become a result of other problems in secondary school education and higher education in Russia. Such problem as a small number of hours for in-class language learning has almost been resolved. At least those educational programmes which are taught at Russian State University of Tourism and Service are going to be changed in the next academic year. The total number of hours is supposed to significantly increase. This will allow both language teachers and learners to cover more topics related to tourism.
As stated above, poor knowledge of English may be caused by different reasons or become a combination of problems preventing students from effective language learning. On the one hand, there is much to be changed in the school curriculum, for example, language lessons have to be more practically-oriented. It is very important to let students speak the foreign language, make dialogues on different topics and discuss key topics covered by the curriculum. Its content has to be revised and brought in accordance with current requirements to future specialists in most of industries. This step will allow graduates choosing non-linguistic study fields to comply with basic language requirements.
On the other hand, there is also another problem which has always been a matter of discussions: this is a low quality of teaching [9]. It is often opposed to another problem
1 Federal State Educational Standards of Higher Education website. Available: http://fgosvo.ru (accessed on: 13.05.2020).
Роль иностранных языков в образовании будущих работников индустрии туризма
known as a low quality of learning typical for students who demonstrate unwillingness to study and indifference to foreign language learning. This has also to do with upbringing and low motivation which should be cultivated at home. In any case first-year students sometimes do not demonstrate even A2 level of English [8: 184]. To solve this problem, language teachers should revise their teaching methodology and include more tourism-specific topics into the curriculum which will cause special interest among students. Another way to motivate students is to discuss all advantages of language learning on a more general level, to explain them which opportunities foreign languages can give. In addition, students get inspired when they learn about real examples of successful careers which are available through master classes of invited tourism professionals.
A diversity of student groups means a different level of communicative skills in foreign languages. At Russian State University of Tourism and Service, as well as at many other Russian universities, first-year students pass an entrance test in English at the beginning of the academic year. Afterwards they are divided into several groups according to the results of that test. While this procedure seems to be a good solution, there are also students who studied a different language (or example, German or French) at school or did not study any foreign languages at all. The second is often a case of foreign students coming from CIS countries. As a result, students who have A1 or A2 level of English study in the same group as students who do not speak English at all. Foreign students And it especially difficult to study foreign languages in Russia, as they have to master a linguistic terminology which is most often used in Russian (e.g. nouns, pronouns, subject, object, etc.). Teaching and learning in mixed groups is very difficult or even absolutely ineffective. However, this problem is common in many Russian universities providing access to higher education in non-linguistic study fields. An obvious solution to this problem implies that a university hires new employees (i.e. language teachers) due to a need for additional language groups for foreign students and students who have not studied English before.
Students also differ in their attitudes towards studies in general and foreign language acquisition in particular. Having realized that foreign languages do not form a core of their study programme, they spend more time on learning specialized courses and pay little attention to their language skills. Some students simply do not realize the importance of foreign languages in tourism and are reluctant to spend time on courses that 'play no role for the future'. In this case we have to deal with a lack of motivation which can be elimi-
nated through open lectures with representatives of tourism industry and examples of successful people in tourism who mastered one or several foreign languages and achieved the best results in his or her professional activity. Such open lectures are systematically organized by Russian State University of Tourism and Service and provide excellent opportunities to directly communicate with tourism professionals. Nevertheless, they rarely address the linguistic side of students' education and do not emphasize its importance. This gap can be covered by asking invited speakers to tell the students about language requirements to future tourism employees.
4. The roles of English in the tourism industry. According to Joseph &. Munghate, five main functional roles of English can be identified, although there are many other roles which also deserve special attention. The authors discuss the communicative (interactive), integrative, relation-fostering, economic (business) and lingua-franca roles of English [6]. Each of them is discussed below in more detail.
Irrespective of a travel purpose, any outgoing tourist inevitably feels a necessity to interact with local people. Interaction can be carried out in different modes (e.g. body language), but verbal means has always served the most popular and the most effective communication tool. That is why it is important to emphasize the communicative, or interactive role of a foreign language. Due to the fact that English is the most popular foreign language all over the world, it can be used for communication in many countries. They are not limited only to English-speaking countries, as even a basic (at least A1) knowledge of English is sufficient for successful dialogue to happen. Obviously, the effective communication occurs only when both speakers have sufficient knowledge of English and therefore manage to reach mutual understanding. So, the communicative role is a basic one, as it determines the whole situation of human communication. At the same time, it depends on language skills of both speakers, although a tourist is more likely to be understood by foreigners if his or her English is fluent enough. However, in some non-English-speaking countries it may take some time to find someone in a public place or even in a state institution who speaks English in order to ask something.
As different countries not only have geographical borders, but also represent different cultures, races, religions, ideologies, it is not always easy to realize world unity. Joseph & Munghate also mention a number of global men-
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aces, such as economic sanctions, violence, cross-border terrorism which also prevent us from seeing the world as a whole [6]. And language plays an integrative role as it opens the borders, stirs all cultural differences and brings together people who may share the same ideas. As an integrating language English has been used for quite a long time now, and this fact is proved by statistics: it is the most popular foreign language in the world.
As for tourism industry employees, they need to acquire English not only as a language which will allow them to eliminate cultural differences with representatives of other countries, but also as a strong working tool requiring special attention and accuracy. This kind of language speakers should focus on speech formulae, or clichés and contextual usages which make their speech polite and extremely tactful. When all basic rules of communication are respected, then the term 'international integration' can be used and the integrative role of English can be mentioned.
A relation-fostering role of English is very close to its integrating role. The difference between the two is that a relation-fostering function is accomplished on the level of personal communication. This means that English can contribute to closer relationship between people of different linguistic and cultural backgrounds, as interpersonal communication in a language shared by all members of the linguistic community allows them to realize that they have much more in common they could imagine. A relation-fostering role of English stirs the borders between people while integrating role eliminates the borders between cultures or nations.
In the tourism industry this is also an important factor, as the image of country depends on effectiveness of interpersonal communication that took place in a foreign country. This factor should be taken into account both by tourism industry employees and common people who regularly come across incoming tourists. Insufficient language skills may be misinterpreted as a reluctance to start communication or even ignorance.
Economic (business) role of English in tourism industry is overwhelming. English facilitates many economic and business transactions because of its 'global commu-nicability, intelligibility and universal acceptability' [6]. Being a branch of economics and a separate type of business, tourism also employs English in business settings. It does have a wide terminology used in this domain only, but an
appropriate word choice is sure to guarantee effective communication between tourism industry employees, contractors and clients.
Finally, when it to communication in multilingual and multicultural contexts, the role of English as a lingua franca is proved over and over again. While such popular languages as Chinese, Spanish, Hindi or Arabic in their standard varieties can be still involved in large international events, there are a plenty of minority languages which are spoken only within small ethnic groups. Some of languages which belong to this group may not have a written (codified) variety. Along with a small number of speakers this factor prevents many learners from effective language acquisition. Nevertheless, to be mastered any language requires practical training, and the less popular language is, the less likely its learners have an opportunity to practise it. Following this line of argument, we can conclude that English as a widely accepted lingua-franca plays a major role in both interpersonal and international communication. Using English, tourism industry employees can strengthen business contacts abroad and effectively communicate with their foreign clients speaking 'rare' languages.
5. Advantages of foreign language acquisition for graduate students in tourism. The following paragraphs discuss those advantages which foreign language give to current and graduate students in tourism. Unlike the previous section which describes some universal roles of English which can also be applied to tourism industry, the text below narrows the role of foreign languages to one particular domain - tourism.
5.1. Better job opportunities. Nowadays more and more people look for work opportunities online, and reliable job portals are one of the most popular ways of finding jobs. Such job portal as HeadHunter2 is sure to be familiar to many young people. When analyzing available job positions in tourism, anyone will definitely pay attention to language requirements which often include at least advanced knowledge of English and other foreign languages which can be considered as an additional advantage. However, it is to be mentioned that English is required only in job positions connected with international tourism and multilingual communication, as it is evident that domestic tourism does not actively involve foreign languages. Recent job positions posted on HeadHunter website by 'Business Travel Job'
2 HeadHunter job portal. Available on: https://hh.ru/ (accessed on: 13.05.2020).
Роль иностранных языков в образовании будущих работников индустрии туризма
(05/11/2020) or 'President' HR centre (04/23/2020) mention advanced skills in English as a 'must-have' for job candidates. Based on data available on such job portals, we can conclude that strong language skills as a factor of better job opportunities is a general tendency on the Russian tourism market.
Employment opportunities are the first and the strongest motivation for thousands of students to acquire foreign languages as well as they can. As 'Tourism', along with 'Hospitality business' and a number of other study fields, is mainly referred to as 'applied' specialization, it is highly oriented to practical skills and knowledge. For this reason, students start working in the tourism industry when they are in the first or in the second year of their Bachelor studies. They try to immediately apply all new knowledge they get at the university to practice and apply for different jobs closely connected with their study field. While it may seem a right decision, the students still lack a theoretical understanding of many aspects related to their future work. On the one hand, this problem can be solved in the course of professional activity. On the other hand, language courses have to be necessarily attended by students aiming to reach effective communication on the working place, and employers do expect their new staff to demonstrate advanced knowledge of foreign languages before they start working. That is why for a tourism employee linguistic competence is a special one and is often seen as a strong asset, and this opinion can be justified.
Firstly, professional functions of a tourism manager as one of the most popular job positions in the tourism industry include the following:
• direct contacts and interaction with other people;
• consulting the clients on available tours and required documents;
• development of new tour packages;
• choice of tourist sights to be included into a tour package;
• ticket and hotel booking;
• visa support;
• attraction of new clients;
• interaction with contractors providing tourist services;
• problem and conflict solving;
• tourist market research, etc. [10: 212]
According to the Centre of Professional Development and Training of Specialists in the Tourism Industry, knowledge of foreign languages will help a qualified tourism employee to communicate with foreign tourists or colleagues and enable him or her to work with data available in booking systems and websites of tourist service providers3. Moreover, English is referred to as a 'standard requirement' for jobs in tourism which is subject to checking in the course of job interviews.
To successfully carry out any of the above-mentioned functions a tourism manager is supposed to have a good knowledge of foreign languages. This knowledge implies advanced communication both within and outside our country in written and oral forms. For example, foreign contractors can be contacted by phone and email, and both forms of interaction with them will require accuracy, attentive word choice and the use of target terminology in another language.
Secondly, a young employee who just starts working in the tourism industry and does not have a research experience is expected to carry out an in-depth data analysis, find any required information on the Internet and make conclusions and solutions based on gathered data and information. As it is widely accepted that tourism is a sphere of economics and almost any research in this sphere implies a comparative analysis, an employee will have to look for strategies and policies which are realized by foreign tourism companies in order to make comparisons and realize which successful practices can be borrowed from the experience of his foreign colleagues. Apparently, all this will become available only if s/he has a sufficient knowledge of foreign languages which allows him or her to perceive information in another language, select the most important data and render it in a native language. Only these steps give rise to subsequent practical application of gathered data to current strategies and policies in the Russian tour agency or company.
Thirdly, employers tend to hire young people who can promote the image of the company abroad and assist the managing staff in preparation to and participation in international events. Most often young specialists accomplish administrative and organizational tasks which include preparation and translation of texts in foreign languages. However, those who are especially knowledgeable in the
3 Employment in tourism. Centre of Professional Development and Training of Specialists in the Tourism Industry. Available: https://www.aviatour-expert.ru/trudoustroystvo-v-turizme/ (accessed on: 13.05.2020).
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tourism business and have good communicative skills in a foreign language can be actively involved in in such international activities where they are viewed as representatives of not only a particular organization but also the whole country.
5.2. Orientation to the foreign market. As it was mentioned above, students who have a better knowledge of foreign languages are more likely to be employed in the tourism business. To illustrate another advantage of foreign languages in tourism we can take an example of a young successful employee who strives for further development of his/her company in other countries. In this case, s/he has to acquire a language of communication with foreign contractors. Even if we imagine that this young man or woman runs the company and completes only managerial tasks he has to speak foreign languages any way. Otherwise it will not be possible to control the activity of other employees and assess professional and linguistic skills of new job applicants.
Orientation to the foreign market means not a constant comparison and analysis of foreign practices in the tourism industry but active expansion of one's own tourist company abroad. Here it means that new branches of a tourist company appear in other countries. As the success of this expansion is surely affected by effectiveness of communication and a positive image of a company, foreign languages do contribute to the success of a tourist enterprise [1].
5.3. Access to tours recommended to clients. In any professional activity the best teacher is practice and experience. Being applied to 'Tourism' as a highly practically-oriented study field, this popular statement gains special importance. So what kind of experience can tourism managers gain and what role do foreign languages play in that experience?
In order to consult clients as effectively as possible and answer all kinds of questions which may arise, tourism managers and tour operators should be familiar enough with offered tourist destinations. For this reason, they often become participants of the so-called 'incentive tourism' or go on different tours individually. Incentive tourism implies that tourist company staff is sent to another country at the expense of the company. This kind of tourism is available to those who demonstrate the best results in the working activity. Some companies may select employees on competitive basis. The conditions of participation in incentive tours and the selection procedure may vary from one company to another. However, the results may often depend on employees' language skills, as large companies have some contractors abroad and international tourists who need to be contacted in foreign languages.
Such tours give an opportunity to broaden one's horizons, visit a new country, get acquainted with local sights and strengthen professional contacts. Furthermore, as it was already mentioned, it is a great chance to follow the route which will further be advised to clients of a tourist company. Certainly, it is a great language practice, too. But in order to get access to such tours a young specialist in the tourism industry has to work as efficient as possible, demonstrate the best qualities according to his or her job position and advanced knowledge of a foreign language. All this must be achieved in the home country and as early as possible. Due to an intense competition on the tourist market students should acquire necessary theoretical knowledge and practical skills within their educational programme. Not all graduate students in tourism who lost time during their Bachelor studies and tried to gain necessary knowledge and skills years later managed to get high positions. One possible reason for that is a lack of professional experience and therefore well-developed practical skills.
6. Conclusion. The tourism industry definitely needs young specialists with strong communication skills in foreign languages. Not only employers but also the whole tourism industry is interested in creating a positive image of Russia as a tourist destination and promoting our country abroad. These results can be achieved through constant contacts with foreign contractors and participation in international events which require advanced communication skills in foreign languages, especially English. The role of English is much more multidimensional than we could imagine. It is often used a lingua franca which has a number of different functions and plays the communicative (interactive), integrative, relation-fostering, economic (business) roles in interpersonal and international communication. These roles are both universal and professionally-specific, therefore they can be applied to the tourism industry. Despite some effective changes in the study programme of Bachelor students in tourism, including the increased number of hours devoted to foreign language teaching, there is still a serious lack of young specialists in tourism who can fluently speak English and other foreign languages. This problem is caused by both organizational issues related for language learning process and psychological issues (e.g. a lack of motivation). However, if these problems are effectively eliminated, graduate students in tourism will benefit a lot from foreign language acquisition. Some of the advantages of language learning are as follows: better job placement, orientation to the foreign market, and access to individual or incentive tourism.
Роль иностранных языков в образовании будущих работников индустрии туризма
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Список использованных источников:
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2. Бим И.Л. Концепция обучения второму иностранному языка (немецкому на базе английского). Обнинск: Титул, 2001. - 48 с.
3. Борисенко Е.Г., Фомина Ж.В., Колчина Т.Ф., Кравченко О.А. Коммуникативная компетенция менеджеров по туризму // Менеджмент и маркетинг в спорте и туризме: Сборник материалов Всероссийской с международным участием научно-практической конференции, с. 188-192, 2018.
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4. Чуркина Н. В. Главная ресурсная проблема в индустрии туризма - дефицит квалифицированных специалистов со знанием иностранного языка // Современная наука: актуальные проблемы теории и практики. Серия: Гуманитарные науки, №4, с. 86-88, 2018.
5. Дроздов С.В. Иноязычная подготовка студентов в сфере туризма // Научно-технические ведомости СпбГПУ. Гуманитарные и социальные науки, 4 (208), с. 205-212, 2014.
6. Джозеф Т.С., Мангхейт Р.Дж. Роль английского языка в индустрии путешествий, туризма и гостеприимства / Роль английского языка в путешествиях и туризме. Снджай Такр С., Сахитри Кендра Н., с. 220-227, 2012.
7. Курбанова Ш. Иностранные языки и их роль в развитии международного туризма // Современные научные исследования: актуальные вопросы, достижения и инновации / Материалы V Международной научно-практической конференции, с. 95-97, 2012.
8. Мендельсон В.А., Зиганшина М.Р. Роль иноязычной коммуникативной компетенции в процессе подготовки конкурентноспособного специалиста // Инженерное образование, №23, с. 182-186, 2018.
9. Павлова Л.Т. Роль международного туризма в изучении иностранного языка // Проблемы, опыт и перспективы развития туризма, сервиса и социокультурной деятельности в России и за рубежом / Материалы III Международной научно-практической Интернет-конференции, с. 418-424, 2016.
10. Сивухин А.А. Роль иностранного языка в профессиональной подготовке бакалавров направления «Туризм»: Теоретические подходы // Вестник Костромского государственного университета. Серия: Педагогика. Психология. Социокинетика, 20, с. 212-216, 2014.
11. Цирульник В.И., Никонова Д.А. Роль иностранных языков при подготовке специалистов в вузах Крыма в отрасли туризма // Приоритетные направления и проблемы развития внутреннего и международного туризма в России / Материалы I Всероссийской с международным участием научной конференции, с. 201-204, 2018.
2020 Том 14 №3
SCIENTIFIC JOURNAL
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