Elena V. Borzova

Russian school teachers use a coursebook chosen from the list of those recommended by the Ministry of Educa-tion. Nevertheless, it does not mean that they complete-ly rely on these books and do not introduce any changes. Nowadays, they have access to a great variety of teach-ing tools, which can positively affect the learning out-comes. A controversy arises between those administra-tive requirements that restrict teacher`s activities and choices, on the one hand, and, on the other hand, the same requirements encourage teachers to follow stu-dent-centered approach which suggests individualization and variety in teaching. The majority of foreign language school teachers do introduce changes into the course-books they use, thus displaying varied levels of their pro-fessional agency. In recent years, they have a unique opportunity to generate their own materials thanks to the incorporation of AI in education. The aim of this arti-cle is to find out and analyze the reasons for introducing changes into coursebooks and identify the character of such changes. The authors studied the outcomes of both Russian and foreign researchers, devoted to coursebook theory. Then they questioned school foreign language teachers to find out what changes they introduce and why. The study revealed that the overwhelming majority of the teachers are inclined to use the coursebook as the backbone of the course they teach in combination with additional materials and tools. In this decision, they are driven by the desire to promote the achievement of the course goals, keeping in mind their target learners, their preferences and abilities; their dissatisfaction with the materials and tools that the coursebook contains; their striving to diversify didactic tools and to select those materials that are in line with the students` close environment and acute events. The results of the study show that the main additions that foreign language teachers make to the teaching materials used are related to the content and technological solutions in the lesson. Based on these outcomes, it is obvious which aspects of foreign language teaching and learning theory and prac-tices require a special emphasis in pre-service as well as in-service teacher training.

Didactic and methodological research highlights a wide range of issues related to education efficiency. Still, both researchers and teachers note insufficient implementation of research outcomes in the classroom practices. The purpose of the article is to identify and analyze at an empirical level those ideas that have been proposed in university foreign language education studies and their relevance to everyday teaching and learning practices. The authors studied relevant literature on the leading approaches to foreign language education and, based on the method of meaningful integration, singled out the domineering assumptions that must guide teachers in designing their classrooms. Then, university foreign language teachers were questioned. The aim of the questionnaire was to find out if their practical decisions complied with the theoretical trends in the field. The study showed that more than half of the respondents combine coursebooks as the backbone of their curriculum with additional materials and didactic tools. In doing so, they aim at enhancing the efficiency of their classrooms by taking into account their students` characteristics, trying to engage them in classroom communication and thinking. In choosing content and didactic tools, they consider a few guidelines such as providing rational diversity in the classroom (variety of content, of student activities and didactic tools) to culturally amplify the learning environment and expand opportunities for student meaningful foreign language interactions. The study outcomes show that the majority of the university teachers questioned are familiar with the leading ideas of modern foreign language education. They are aware of the need to implement them in their practices. They tend to be autonomous and creative in designing their classrooms, keeping in mind the significance of student motivation and engagement in learning. It is also evident which theoretical assumptions need to be backed up by more detailed practical guidelines and which aspects of theory-classroom practices correlations need more attention in in-service university foreign language teacher education.

The educational potential of a foreign language as a subject is reasonably high, which is confirmed by the target tenets of educational standards. Mastering a foreign language is directly related to the formation of both subject and meta-subject (key) competences. It is impossible to achieve integrated foreign language education goals unless teachers apply a balanced variety of relative didactic tools. Nowadays, foreign language teachers have access to an enormous diversity of such tools. School textbooks reflect the authors` approach to the choice and combinations of these instruments. Based on some theoretical methods (analysis of the definition of the term ”didactic tools” and a system approach to their combinations), the authors suggest a few working models of their classroom application. They also rely on the results of questioning school foreign language teachers to explore which tools and their combination models are commonly chosen or not in their practices. The article describes the results of the study which included two stages. At the first stage 182 school teachers of foreign languages were asked to fill in the questionnaire. The questions covered the experience of school teacher of foreign languages concerning the use of teaching and learning tools. The teachers-participants were divided into 2 groups according to their level of involvement in their professional activity and their professional experience. The study has shown that 89% of the school teachers are not satisfied with the teaching and learning tools offered by the coursebooks they use. At the second stage of the study the authors analyzed a coursebook massively used to teach English at schools. The results of the study have revealed that more experienced teachers are much more active in introducing changes to the coursebook they use as the didactic tools offered by the coursebook under review are poor and repetitive. Teachers` awareness of a variety of didactic tools and the ability to apply them properly in the classroom indicate a high level of their professional competency which can guarantee quality outcomes of foreign language education.

The article describes the technique “passing on information around the circle” which can be used in teaching foreign languages to university students.