Лингвистические особенности современного английского языка онлайн-коммуникации Linguistic Peculiarities of Modern English Online Communication

Nevertheless, these structures, in addition to their function of social networks, also make a profit and are listed on the stock exchange. Crowdsourcing (i.e. translation performed by an unspecified group of volunteer translators) raises serious concerns about the persons involved, about ethics, as well as about the very concept of translation, how it is carried out and how it is perceived.And finally, a significant part of the joint work (within the framework of the team) continues to be performed by existing professional translators and translators who have received professional training (but not necessarily active). They share materials; they can work on the same document or content from different places; together they perform translation, search, terminology management, verification and proofreading tasks. Dematerialized computer resources are publicly available. Price quotations may be requested for translation work or projects, and qualification requirements may also be published. Professionals (i.e. those who have received appropriate translation training and/or have translation experience) can also take part in volunteer network translation projects: for example, this is possible through Babel networks, Translators Without Borders, or the Rosetta Foundation [Gambier, 2007]. These activist translators work for a specific purpose and respond to the call of non-governmental societies and organizations.The development and emergence of a virtual environment and computer-mediated communication have changed the approach to the use of computer technologies in teaching foreign languages. A computer is no longer just a means of presenting information, but a tool for creating, processing, recognizing, organizing and storing data. The Internet is an almost inexhaustible source of material devoted to a variety of topics. Getting acquainted with the culture of the state of the language being studied and developing skills in the Internet environment, students go beyond the traditional formats of textbooks and assignments, form an idea of effective work with data, which in the future can help them in their professional life [1]. The conditions of everyday life are such that without computer technology, a person cannot work comfortably to study. Let's look at the main positive and negative aspects of using websites in the learning process, and also touch on the criteria for their selection.One of the advantages of Internet resources is the authenticity of the presented material. Websites created by native speakers can serve as a source of methodological materials for teaching foreign languages. A variety of types of authentic texts (news feeds, newspaper and magazine articles, blogs, reviews, etc.) will allow you to choose the most interesting and relevant materials for students, as well as introduce students to various formats of foreign-language computer-mediated communication. In addition, the introduction of authentic Internet texts into teaching can contribute to the formation of students' ideas about a "living" foreign language, about innovations in vocabulary, etc.Authentic text is considered to be text that was not created for educational purposes. According to O.N. Kiyan, in the linguistic aspect, authentic texts can differ in emotional coloring, as well as in the use of phraseological units and fashionable words, although the presence of these parameters is not a prerequisite for an authentic text. In authentic texts one can find communicatively significant lexical units that are most accepted in various situations of communication [2]. G.K. Hurray notes that texts created specifically for language learning differ from authentic ones in well-formed constructions and the absence of errors. Thus, if students study only educational texts, they cannot form an idea of how the language functions in the real world [3].Authentic texts that differ from educational texts not only in linguistic characteristics, but also in the atmosphere of everyday life and immersion in the life of the country of the target language, serve as a source of motivation, and also allow learning in a cultural context [4].The very ability to work with authentic texts on the Internet greatly simplifies the learning process for both teachers and students. With the availability of Internet access, there is no longer a need to spend money on subscription to printed publications, since most of them can be found in electronic format [3].Of course, the Internet offers not only sites with authentic texts, but also educational resources. For educators, learning websites may at some stage seem more useful than authentic websites, since the language content and the level of difficulty are carefully adjusted and adapted to the learners [1].Currently, you can find many educational sites that differ in structure and content. Resources such as the English Club or ESLCafe have two main sections: "For teachers" and "For students". Teachers are offered various articles with pedagogical advice, forums, additional materials, sample assignments, etc. The student section of the English Club contains assignments of various types and levels. ESLCafe gives tasks in accordance with certain sections (Grammar, Idioms, Phrasal Verbs, etc.). There are also learning websites that focus on hands-on activities. For example, at ESL-Lounge, the main array of the site consists of tasks of various difficulty levels. Based on the analysis of the assignments presented on the three above-mentioned sites, it can be concluded that learning resources can serve as material for homework assignments or tests.Since electronic text has a number of additional characteristics (links, animation, etc.) that are not inherent in printed texts, we can say that, working with foreign websites, students acquire additional reading and understanding skills. Hypertextuality, the presence of visual material, audio and video accompaniment make it possible to understand the content of the text without the need to understand each word. Thus, it is possible to solve the problem of fear of unknown words, which, according to Dadney and Hockley, at a certain stage of learning prevails among some students [Ibid.]. Murray and McPherson emphasize that, in addition to Internet skills, students and teachers must have a sufficient level of computer literacy, that is, they must understand the meanings of computer terms, know the slang, symbols, signs, etc. [5].Despite the fact that the Internet has largely had a positive impact on the educational process, it is necessary to mention some of the disadvantages of using websites in teaching foreign languages. Almost all authors whose works were used when writing this article, as one of the negative aspects of working with the Internet, they call either the lack of an Internet connection, or the lack of computer competence among students and teachers [1, 3, 4] ... In addition, many teachers are not used to using a computer in their work or simply do not know how to effectively use the latest technology.One of the main disadvantages of using Internet technologies in teaching is often the growing amount of information. The Internet space is constantly expanding, along with it the number of sites grows, as a result of which students and teachers can simply "drown" in the information ocean [5]. To solve technical problems with networking, you may need totime, but through a thorough analysis of sites and a clear formulation of tasks, it is possible to ensure the effective implementation of Internet technologies in the learning process. In order to correctly evaluate a website, it is necessary to simultaneously take into account a number of parameters [5]: language, content, navigation, website design. Dadny and Hock-Lee offer, in our opinion, the most convenient classification of parameters for evaluating websites [1]:1. Accuracy of the content.The first stage of the analysis, where it is necessary to obtain data about the authors of the sites, as well as to verify the accuracy of the actual information. If it is possible and necessary, then it is necessary to evaluate the linguistic component in order to understand how this text corresponds to the language level of students, the chosen topic and the learning goals.2. The degree of updatability.You need to check how often the site is updated, because the data that is posted on it may be outdated or irrelevant.3. Content analysis.It is necessary to analyze the content of the site from the point of view of the language learner: how much such information can be interesting and useful, how convenient it is to use the site.4. Functionality.It is always necessary to check on the site the operability of all links that are needed to complete the task.When analyzing websites, you should also consider the language level of your students. Authentic materials may seem daunting to some students, but with clear assignment statements and detailed navigation instructions, potential difficulties can be avoided [1]. For students with a low level of language proficiency, it is recommended to choose resources with simple texts containing non-linguistic information (for example, weather reports, timetables) and visual elements. For students of higher levels, you can offer sites for comparison from the point of view of the linguistic component, give assignments for the translation of articles from electronic media, organize web quests and conferences based on the results of research of given resources and independently found information. The variety of tasks in this case is practically unlimited [5].In English-language textbooks, websites are most common since 2006 at all levels of difficulty. In most cases, tasks using online materials are optional. In addition to the skills of working on the Internet, tasks of this format require an analytical approach to their implementation (comparing sites, making presentations). Since 2008, SPbSPU has published seven textbooks that use Internet technologies. Analysis of foreign language textbooks from other publishers showed that such tasks have not yet become typical [6]. As part of the work on the practical part of the master's thesis, we developed a number of tasks using websites, in which students are required to either analyze the specified links, or independently find additional information on the topic, and then present the result of their work for discussion in audience, in an essay or presentation [7], for example:1. Check out the information on websites dedicated to the culture of business cards in different countries. Prepare a PowerPoint presentation based on the articles you read. http://www.kwintessential.co.uk/cultural-services/ articles / business-card-etiquette.html <...>2. Review the articles below on the status of women in different cultures and try to find more information on the Internet. Compare the information received with the situation in your country. What are the main similarities and differences? Write an essay about your opinion on the social status of women in the world. http://www2.hu-berlin.de/ sexology / ATLAS_EN / html / the_status_of_women_ in_the_wor.html <...>The above examples of assignments are based on working with electronic text, which allows you to go beyond the format of a conventional textbook, offer students relevant and interesting information for study, deepen professional knowledge, develop analytical and linguistic skills, and connect the learning process foreign language with an actively changing external world.Virtual technologies are changing the look of the audiovisual industry (sound production, writing scripts, images, costumes, as well as special effects, editing and filming), screening and rental. Thanks to them, new techniques have appeared, for example, subtitles, tiflo-commenting, subtitles for live broadcasts and audio subtitles. New devices and technologies (video streaming, podcasting, on-demand video and television, portable video players and mobile phones) continue to have a significant impact on broadcasting and the audience. They create new needs and requests, such as, for example, new formats - short films that last for several minutes, and mobile episodes, videos for cell phones lasting one or two minutes. At the same time, there are two completely different processes at work. On the one hand, the technology offers more programs and services of better quality. A variety of TV channels, satellite, cable, network, which broadcast through repeaters (pay television, local and cross-border television, thematic channels on history, finance, sports, cartoon channels, etc.), demonstrate the end of the centralized media model, provoking a transition from broadcasting for the masses to broadcasting to a narrow audience. On the other hand, the global audience has become more globalized thanks to all the videos available on YouTube and movies on the Internet.There are online communities that create subtitles in a foreign language for the United States. The audiovisual industry does everything to ensure that viewers immediately get access to new episodes of TV series or new films. Since the late 1980s, amateur dubbing and subtitles have been appearing more and more. The quality of the work of amateurs depends on their understanding of the original and on how familiar they are with the free or shareware software that is used to create subtitles and to overlay them on the film. In these subtitles, strict restrictions on the number of lines in each subtitle or the number of characters per line are not observed; the size or font may be large; the display speed may be faster than in traditional subtitles; subtitles may be located at the bottom or top of the screen; comments may appear. Amateurs often strive for a literal translation, closer to the original, they use more words, shorten the time that is necessary for reading, thereby violating the rules and norms that are usually applied in professional subtitles. In amateur dubbing and subtitles, methods are used that turn over not only the idea of sub-titles, but also the WUA itself.After all, changes to the workflow are made by automation. Digitization helps to improve the sound quality and allows the analysis and synthesis of the actor's speech for dubbing. By combining different software, it is also possible to automate the process of creating subtitles in another language. Such changes entail a revision of some concepts that have become entrenched in translation studies, for example, authorship, text, unit of translation, meaning/significance, translation strategy and the relationship between oral and written speech [Gambier & Lautenbacher, 2010].Even if an interdisciplinary approach is currently characteristic of research in the field of WUAs — concepts and methods are taken from sociology, literary studies, film studies, experimental psychology, perception studies, didactics and history - still, to a large extent, the analysis of WUAs is carried out within the framework of linguistic theories, including discourse analysis and pragmatics [Gambier, 2008]. More experimental studies are needed that would be devoted to information processing by the viewer, perception and reading strategies.A fruitful dialogue can be established between WUAs and localization of websites, software, mobile devices and computer games. They are united by at least three common features: both types of translation are the result of collective work; the work is carried out with constantly changing and intermediate texts (a dialogue sheet, a staged script, editable online documents that enter the software market, regularly updated websites and social media content) that go beyond the traditional dichotomy between the source text and the translation text and question the very concept of the original; moreover, quality criteria include not only acceptability, but also clarity, convenience and accessibility. All these features should be taken into account when studying.A relatively recent and growing field of research in translation studies is devoted to news and translation. From news agencies to live news edits, news has always passed through a language filter; apparently, this has been the case since the advent of journalism [Valdeon, 2012]. From local reporters to international and national news agencies (Associated Press, Reuters, France-Presse), from special correspondents to various newspapers and TV channels, from bloggers to online editors, information is transferred from oral to written, translated from one regional language into lingua franca and again into national languages. Readers rarely realize that there was a translation with or without ideological manipulation. The integration of foreign-language sources into news reports, the tasks of complex media in a multilingual media landscape, as well as the emergence of new values in the cultural and linguistic diversity of editorial offices — all these are potential areas for research. Translation experts reflected on the problems associated with the translation of news at a conference held in Warwick (United Kingdom) in 2006. This conference was one of a series of research seminars funded by the British Council for the Arts and Humanities as part of a three-year project (2004-2007) to study economic and political aspects of translation in global media [Bielsa & Bassnett; Conway & Bassnett].News translation is a unique form of communication. In many situations, it is difficult to recreate the exact process of creating a text, including the translation process, because there are multi-source and complex situations in the journalistic environment. The question is whether it is fair to talk about translation in relation to these processes, is quite relevant. It is almost impossible to establish clear boundaries between the translation text and the original text, because it is difficult to clearly separate the news preparation process from their translation. Moreover, the journalists deny that they are engaged in translation. Observations in newsrooms and during interviews with correspondents demonstrate how uncomfortable they feel when it comes to translation [Davier]. As a rule, they do not know foreign languages so well and do not translate foreign news verbatim. Translation is not included in the list of journalistic tasks, for this reason they modify, localize and adapt data according to different expectations of the target audience. There are certain restrictions between them: tight time frames, moving in space, besides, they must follow the style of a news agency. In other words, they have no choice but to rephrase, rewrite, summarize, clarify, shorten, reformulate the news: they are engaged in translating-editing (transediting) [Stetting] foreign language quotes and fragments that are included in news reports. In fact, translation in the preparation of news is rather a hidden process, and the very nature of translation as an intercultural mediation is ignored. Journalists reject the term "translation" because they believe that translation implies linguistic conformity, equivalence, and fidelity to the source text, and not the restructuring of the text. Nevertheless, in the specialized issue of "Journalism", which was devoted to translation and the BBC [Baumann, Gillespie & Sreberny], the translation should be understood as a linguistic transfer, although the import and use of the previous issue van Leeuwen [van Leeuwen] considered rewriting in the newspaper "The Vietnam News". The title of his article indicates his doubts: the term "translation" is applicable only to the choice of language options, while adaptation has a connection with the transformations of the text, which hide the political, social and economic background (see also [Raw]). All these authors who work within the framework of communication theory were not familiar with the evolution that translation studies has undergone. Nevertheless, despite the fact that the correspondents' ideas, as before, have a connection with a certain ideology of translation, their actions correspond to the concept of translation in the form in which it is currently understood in translation studies. Transformations that are used in the translation of news (for example, restructuring of the source text with a change in the act, deletion and/or omission of individual elements, borrowing) are characteristic of translation as a whole [Schaffner, 2012].To research and discuss the creation and perception of news that has been received through translation with the crossing of linguistic and cultural boundaries, it is necessary to use understandable and universally accepted terminology and carefully selected methodology. This applies to both broadcast news (see [Conway]) and periodic publications [Hernández Guerrero]. Magazines that are published all over the world, for example, Newsweek, Elle, Scientific American, Cosmopolitan, National Geographic or the Times, can also be an example of localization and adaptation, since they modify the extralinguistic and linguistic components of these magazines at the same time in order to achieve their greatest appeal to local readers. It should be noted that transformations occur when local information is transferred to the category of global for a wider readership, when global news is localized (for example, when official US diplomatic cables that were published by WikiLeaks and provided with proper explanations for Spanish readers are distributed in Spain), or when local information appears in response to reports from a second local newspaper (for example, Greek slogans against campaigns in Germany in 2015 during negotiations on the Greek debt with representatives of the European zone). In such situations, cliches, allusions and national stereotypes can become a stumbling block for translators [van Doorslaer, 2012; van Doorslaer, Flynn & Leerssen, in print]. Still unresolved key issues of translation studies: who decides which data needs to be translated? what are the translation strategies? who accepts, verifies, sanctions and confirms the final result? how does the audience's reaction influence decision-making? Translation, selection, foreshortening and editing of news (forecasts, news reports, quotes, headlines) - all these actions imply more than a linguistic process; rather, we can talk about a complex mixture of power relations at the level of continents, countries, politics and ideology ("a complex mixture of power relations (continental, national, linguistic, political and ideological)" [van Doorslaer, 2010, p. 180]), where journalists act as part of a larger social system [Bielsa; Schäffner & Bassnett; Valdeon, 2009; 2010; 2012a; 2012b; 2014].And finally, speaking about translation and the media, it is necessary to mention one of the last terms that all scientists are currently discussing in translation studies - creative adaptation. The number of those who provide services for creative adaptation [Ray & Kelly] has grown a lot in recent years. Does creative adaptation go beyond translation, is it a special kind of translation, or is it in opposition to translation? [Katan; Mukherjee; Pedersen]. The concept in question borders on localization and adaptation (translation is performed for a specific audience or local market using technology). Are different labels needed for different types of texts? Is the term "localization" more suitable for software, mobile devices and computer games, and "creative adaptation" for marketing materials, advertising and brochures, while both terms are suitable for websites? For example, in the situation of advertising, creative adaptation combines translation, copywriting and creativity. On the one hand, translators take a creative and active part in the communication process; on the other hand, they work with different semiotic resources and, as in WUAs, are responsible for the entire text (i.e. verbal level, pictures, layout and animation) and for the transmission of meaning through intercultural communication on the global market. Consequently, it is possible to note a significant degree of overlap between adaptation, localization, translation-editing, creative rewriting and creative adaptation. All these concepts distance themselves equally from the source text and from the actual translation (which has been limited to verbal texts and linguistic equivalence for too long), giving translators a more responsible and positive significance. However, perhaps it is too early to abandon all these labels as having no value for translation studies and leave only the term "translation", since the paradigm shift has clearly not yet been completed.Results and recommendationsThus, the grammatical and lexical features of Internet communication are due to the expression of emotions and assessments, the urge to use expressive graphics, vocabulary and syntax.From the conducted research and assessment of the practical significance for translation and linguistics, it can be concluded that Internet communication is focused mainly on the easy expression of an opinion or a sentence, and therefore actively relies on colloquial, expressive in nature, vocabulary, first of all, phrases. zeology and slang, and is also caused by accidental and deliberate mistakes in the spelling of the word and the use of punctuation marks.Conversational speech, which is characteristic of modern English-speaking virtual communication, is largely due to the orientation of rapidly developing social networks to open dialogue, simple and emotional polemics on issues that are of interest to each individual representative of the global Internet community.The craving of the English-speaking virtual community for intercultural communication opens the door for representatives of other linguistic cultures who can communicate with representatives of the English-speaking network community based on the vocabulary of their native language.The problems of intercultural virtual communication are largely eliminated due to the presence of lexical borrowings in English and the borrowing of English vocabulary by other languages.English-language virtual communication is characterized by the desire to use an extensive range of expressive and emotionally evaluative expressions and words (epithets, metaphors, comparisons, phraseological turnsThe expressiveness of English-language virtual communication at the level of graphics and phonetics is largely due to the use of ellipsis (omission of words), intentional or accidental distortion of the graphic/phonetic form of a word, the use of abbreviations and abbreviations, the omission of punctuation marks, the active use of exclamation and interrogative sentences, as well as interjections.Since English-language communication in social networks is motivated by the desire to get new acquaintances, as well as to show your opinion, receive or transmit certain important data, this is an open dialogue, spontaneous exchange of ideas, the implementation of certain life principles, expressive and emotionally evaluative vocabulary is actively used in it, namely metaphors and epithets, phraseology and slang.The desire to violate certain rules for constructing sentences, writing words, using expressive, evaluative and emotional vocabulary, which is extensively represented in the virtual environment, contributes to the desire of social network participants to express themselves. The choice of each individual word by representatives of the English-speaking virtual community is motivated by contextual orientation to the subject of discussion and the desire to avoid semantically unnecessary words (for example, auxiliary verbs or a personal pronoun of the first person singular, which when used is often written not with a capital letter (I), but with a capital letter (i).English-speaking virtual communication is based on an informal style of communication, which is aimed at attracting the attention of others to themselves, their knowledge, ideas, skills, personal experience, and for this reason is motivated by the expression of interest in the interlocutor, which is largely facilitated by the use of exclamation and interrogative sentences, as well as interjections.It is for this reason that colloquial vocabulary, slang, jargon, abbreviations, abbreviations and special Internet symbols, emoticons, which graphically reflect the smile of the addressee, his disagreement and consent, are widely used within entertainment sites, social networks and news portals.The informal conversational style of social networks is primarily due to the reliance on epithets and metaphors that give the Internet important hidden meanings and variability of interpretation.The use of abbreviations and abbreviations, as well as the omission of words in social networks, can largely be explained by the desire to save time, the realization that the reader will listen and understand, despite certain mistakes in punctuation and spelling.Information and communication technologies (ICT) is a concept that describes various devices, mechanisms, methods, algorithms for information processing. The most important modern ICT devices are a computer equipped with appropriate software and telecommunication facilities, along with information posted on them.The Internet as an information system offers its users a variety of information and resources. But Internet services are of interest for teaching intercultural communication in a foreign language.The WWW offers access to relevant and authentic information on any topic. The ability to visit the websites of the UMK, download additional materials to the PC, such as: E-Mail (e-mail) - this is the possibility of correspondence with a native speaker - asynchronous written communication, the ability to conduct intercultural projects, group correspondence, games and etc., Foren or UseNet (teleconferences) - participation in the discussion of any topic or problem-asynchronous written communication in the form of a discussion. Opportunity to discuss topics and problems related to the study of a foreign language.Oral questioning was used as a method for determining the level of spoken language in English lessons in high school. Wehaveobtainedthefollowingresults.In the experimental group, 8% of the subjects have a high level of spoken English. 20% of the subjects have an average level of spoken English. 44% of the subjects have a satisfactory level of spoken English. 28% of the subjects have a low level of spoken English.In the control group, similar results were found: 8% of the subjects had a high level of spoken English, 20% - an intermediate level, 44% - a satisfactory level and 28% - a low level of spoken English.Based on the results of the initial diagnosis, it can be concluded that more than half of the subjects have a low or satisfactory level of conversational speech in English.This determined the need to develop a program to improve the level of conversational speech in English lessons in high school using Internet resources.The program was being implemented for 2 months. Classes were held 2 times a week in English lessons in the experimental group. In the control group, no special classes were conducted.First, the students were given the task of running a weekly audio blog on the Internet at (http://audioboo.fm)The next Internet resource we used is Voxopop (www.voxopop.com). It is a tool for creating and participating in discussions.Next, we used the Voicethread resource, (http://voicethread.com). It allows you to create projects by uploading photos, videos from your computer or from the Internet and commenting on them.The next Internet resource we used is Makebeliefcomix (http://www.makebeliefscomix.com). Free service for creating comics helps to diversify lessons, and students to express themselves in this genre, practicing vocabulary and conversational formulas.Thus, for 2 months of classes, 22 tasks were completed on the program for improving the level of spoken language in English lessons in high school using Internet resources.The greatest difficulty was caused by the first tasks using the resource (http://audioboo.fm). The students did not want to register, they asked a lot of questions. However, they quickly realized that it was interesting, and in the future they perceived all new forms of work with interest and enthusiasm.Further, the repeated diagnostics of the subjects of the experimental and control groups was carried out. Wehaveobtainedthefollowingresults.In the experimental group, 44% of the subjects have a high level of spoken English. 48% of the subjects have an average level of spoken English. 8% of the subjects have a satisfactory level of spoken English. There were no subjects with a low level of spoken English.In the control group, the following results were revealed: 8% of the subjects had a high level of speaking in English, 20% - an average level, 44% - a satisfactory level and 28% - a low level of speaking in English.The development of spoken language was observed only in the subjects of the experimental group, while in the subjects of the control group, the development of spoken language remained at the same level.We concluded that after participating in the developed program, the respondents improved their speaking skills: they cope with the set speech tasks.When developing this project, we took into account the principle of diversity, the principle of technical support, the principle of communicative orientation, the principle of multifunctionality, etc. Summing up the research, we can note that we have achieved the intended goals and implemented the set tasks. The practical significance of this work lies in the possibility of using its results in practice in teaching oral-verbal communication of primary school students on the basis of visualization.The results of the control experiment indicate the effectiveness of the use of a special program to improve the level of spoken language in English lessons in high school using Internet resources.CONCLUSIONEnglish is a language whose purpose is to communicate internationally, today it is the mother tongue for 337 million, and if we also add to this indicator people for whom English is a second language, then on average about 510 million people use English in everyday life. Along with the development of the World Wide Web, many users gained access to resourcesusing various means of communication, while securing the status of English as the main language of communication on the Internet.Word formation is one of the active methods of creating new words and replenishing dictionaries. When considering the process of word formation as a whole, it is necessary to consider the definition of this phenomenon. Word formation is a way of forming words using affixes, prefixes and suffixes, which, entering into various combinations with the basics of words (and other formations), form new words. In the book "Language. The amount of memory. Image ", B. M. Gasparov proves that "the concreteness of knowledge of language material does not prevent one from navigating new language applications at all.""From time to time we have to deal with forms that we can consciously encounter for the first time or even create forms ourselves that represent deliberate innovations. Meanwhile, we are not mistaken either in the morphological formation of these forms, or in how to syntactically include them in a phrase, or in understanding their grammatical purpose "[2, p. 64].Chat is a computer application that can be used for synchronous data exchange in the current time. Recently, chats have attracted a large number of users who use chat both at home and for work. "At the beginning of development, this means of synchronous data exchange was mainly used by teenagers to communicate on the Internet, but then this service developed into a different direction and began to be present on desktop computers of home computers of an extensive profile. A large number of people use chat as a tool for informal communication with friends, and for formal communication with colleagues at work " [3, p. 179].The number of chat users was increased by 28% compared to the information about it in 2000, when the number of users was more than 42 million. The use of chats in business is increasing at a rate of up to 30% per year. According to reports from February 2003, only MSN Messenger (an instant messaging program that allows you to send instant messages to friends), allows you to send instant messages with emojis, send images and other files to your interlocutors, make calls from any computer anywhere in the world to see how the interlocutors type messages, send messages to mobile, etc.) has more than 75 million registered users. The study shows that more than 77% of IBM employees who took part in the survey noted that MSN Messenger enriched their communication, minimized the time spent on telephone communication and face-to-face meetings. In addition, more than 75% of IBM customers who use chat reported that the use of this method of communication improved their productivity [4, pp. 18-20].Chat is a kind of computer discourse, which can be characterized by the following constitutive features: "electronic signal as a communication channel, remoteness, virtuality, that is, separation in time and space, mediation (feasible with the help of technical means), high degree of permeability, creolization of computer texts, the presence of hypertext, mainly status equality of participants, the transmission of facial expressions, emotions, feelings using emoticons, a combination of various discourses, specific computer ethics " [5, pp. 73-74].It is often possible to see how the question of whether a new form of Internet communication will have a significant impact on the linguistic system as a whole and what results it may lead to is being considered. Weingarten [6, p.7-20] recognizes the likely changes in the language due to the fact that chats have become widespread, Haase [7, p.51-85] sees the likely changes and believes that previously observed phenomena, for example, the penetration of spoken forms of language into written speech, are only intensified with the help of virtual communications. "The speaker will look for a concrete "model" known to him, on which he could impose a projection of an unfamiliar phenomenon, rather than an abstract "scheme" from which he could deduce such a phenomenon in a natural way." [8, p.24].With all the variety of communication methods offered, the method of virtual communication can hardly be called full-fledged. Interpersonal communication in real life and in virtuality are significantly different. The main problem that prevents virtual communication is the absence of a body and, as a result, the absence of paralinguistic means of communication, for example, accentuation, timbre of speech, diction, facial expressions and gestures. To compensate for the lack of emotional attachment, typical emotional reactions in the form of mood emoticons, pictures and short gifs can be involved in the discourse. It is precisely such means of expressing an emotional state that can often be used when writing messages.Technical protocols, platforms, media, socio-technical contexts and the virtual space within which translation is currently located can be characterized by a combination of structuring and structured dynamics of media and multi-content.The desire to translate and communicate through translation is enhanced by computer and information and communication technologies. 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