Keyword: «internet resources»

The paper is devoted to integration of the Internet resources into educational process. The paper considers topical issues of using the Internet, defines educational methods, reviews the advantages and confirms the relevance of their usage in teaching foreign languages.

The article is devoted to the organization of the English lesson with the use of information and educational technology. The author of the aperture et of the ability to use various types of information technologies, the such as "the Use of Internet resources," "Electronic projects", "Presen. Microsoft Power Point", "Using inter-active whiteboards" with the aim of developing students ' information culture.

The paper deals with issues of enhancement of teaching oral discourse in technical university. Internet education resources for speech perception and development of students’ pronunciation in classroom environment are described. The article concerns the issue of professional communicative competence, which the author regards as the willingness and ability of a non-language graduate to carry out effective foreign language communication, contributing to successful professional activity. The article presents Internet resources, which, according to the author, contribute to a more effective mastering of a foreign language.

The article presents the results of an empirical study of the significance of digital learning tools in university students’ foreign language training. The authors have established that all digital learning tools can be divided into the following categories: training, simulators, information retrieval and reference engines, demonstrational, imitational, laboratory, modelling, calculational, educational games. Digital resources used in foreign language training are integrated learning tools, i.e. they are simultaneously simulators, educational games, information retrieval and reference engines, training, modelling and other kinds of learning tools. Due to their considerable instructional potential and a variety of ther edifying functions, digital learning tools play a significant role in foreign language training of university students, while their capabilities are rapidly expanding as a result of constant improvement of digital technologies, methods of their application in foreign language teaching and digital literacy of teachers and students. However, at this stage of their development, they cannot fully replace student-teacher face-to-face interactions in the process of foreign language acquisition.

The article presents the results of research on the possibility and feasibility of using digital technologies in teaching English grammar. The author has found that the use of digital technologies makes it possible to increase the effectiveness of teaching foreign language grammar at all four main stages of working on grammatical material. Currently, a significant amount of digital resources has been created for both language learners and teachers to improve the level of students’ motivation and independence, and to facilitate the planning of classes and monitoring of students’ academic achievements for the teacher. Modern digital educational resources can be used not only for teaching various aspects of the language, but also for all types of speech activities, both in the classroom environment and in distance learning, as well as for independent work and work under direct supervision by the teacher. In addition, digital technologies successfully compensate for the limited language environment and the lack of speech practice while learning a foreign language, which, undoubtedly, improves the quality of learning and the level of language proficiency.