Marina E. Ryabova

The relevance of the research is conditioned by the growing need for technical specialists with developed business writing skills in English in the context of globalization and internationalization of business and science. Despite the high level of professional knowledge, many engineering students experience difficulties in composing business correspondence and professional documents in English, which hinders their effective communication and successful integration into the international professional community. The aim of this article is to justify a model of teaching engineering students to write in English in order to develop the necessary competences for successful professional and academic activity in an international context. The model is designed to fill the gaps in language training, focusing on the specifics of business communication and requirements for professional texts. The methodological basis of the research is a complex approach, including the analysis of existing methods of teaching business English, taking into account the specifics of teaching students of technical specialties, as well as the principles of competence and communicative approaches. The model is based on the integration of authentic materials, interactive tasks, project-based activities and feedback system aimed at developing practical skills of writing business letters, reports, proposals and other types of professional texts. Emphasis is placed on developing skills of information structuring, using business style, observing grammatical and stylistic norms, as well as taking into account cultural peculiarities of business communication. The results of the study demonstrate the effectiveness of the proposed training model in improving the level of proficiency in business writing in English among engineering students. Practical application of the model showed a significant improvement in the quality of professional texts, increased students' confidence in their language skills and their readiness for international professional interaction. The obtained data confirm the necessity of purposeful and systematic work on the development of business writing skills in English among students of technical specialties. Theoretical significance of the research lies in the expansion of ideas about the methodology of teaching business English in a technical university, as well as in the substantiation of principles and approaches to the formation of relevant competences. Practical significance consists in the possibility of using the developed model of teaching in the educational process of technical universities to improve the quality of language training of graduates and their competitiveness in the international labor market. The model can be adapted for different technical specialties taking into account their specific needs and requirements to business communication.

The relevance of the study in the work is due to: the growing role of the Chinese language as one of the tools for expanding professional knowledge and skills among specialists of non-linguistic profiles when communicating with colleagues from the People's Republic of China in connection with the rapid transformations of a political and socio-economic nature in the Russian Federation and the strengthening of working ties between employees of international companies of the two countries; the growing contradiction between the need for university teachers of foreign languages in the use of interactive educational technologies in teaching students of non-linguistic specialties to speak Chinese in order to develop all types of foreign-language speech in the course of communication and interaction with representatives of other linguistic cultures, on the one hand, and the lack of optimal experience in the use of interactive educational technologies in teaching Chinese to students of non-linguistic specialties in higher education, on the other hand, the rapid development of interactive educational technologies for teaching foreign languages in the modern world. The aim of the study is to summarize the practice of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The work was based on a competence approach, where the content of teaching the Chinese language was aimed at developing communicative competences and on an interactive approach, which consisted in increasing the motivation of students to learn Chinese through the introduction of new effective teaching methods. The theoretical significance of the study lies in highlighting modern conceptual provisions concerning the problems of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The practical significance of the study lies in the development of a special course "Business Foreign Language (Chinese)," which includes interactive techniques for teaching speaking Chinese, and can be used by university teachers of foreign language. The results of the work are as follows: the effectiveness of teaching non-linguistic students to speak Chinese depends on the teaching methods and the conditions in which they are most effectively implemented. The paper scientifically substantiates the importance of the use of interactive educational technologies in terms of teaching foreign-language professional communication to students of non-linguistic specialties, with the inclusion of appropriate methodological techniques that can be used in higher education, taking into account the profile orientation, as well as in advanced training courses for teachers of a foreign language (Chinese).

The change in the geography of business cooperation in various sectors of Russian industry and its intensification does not exclude the use of English as a language of international communication, which makes the services of specialists in the field of management and marketing in demand in the modern market. This makes us recognize the problem of teaching students marketing communication in English not only important and relevant, but also allows us to understand its modern nature, which is fundamentally different from the generally accepted nature of teaching a professionally oriented foreign language. The significance of the study of the online platform Twee and its digital tools in teaching marketing communication in English lies in the fact that the designated educational platform has not been sufficiently studied in Russia for a number of reasons. One of them is the predominance and spread of traditional methods of teaching a foreign language. The purpose of the study is to analyze the pedagogical potential of the online platform Twee and its digital tools in teaching marketing communications in English. The article describes the main stages of experiential learning with the participation of students studying in the area of training 38.03.02 “Management”, specialization “Marketing and Digital Communications”. Based on the results of the study, a conclusion was made about the breadth of didactic properties and functions of the Twee online platform and its digital tools in teaching marketing communications in English: interactivity, information content, visibility, autonomy, ease of use, instant access and providing feedback connections that contribute to the effective development of communicative competence of students in higher education. The theoretical significance of the work lies in substantiating the importance of using the pedagogical potential of the Twee online platform and its digital tools in teaching marketing communications in English. The practical significance lies in the development and implementation of a step-by-step system of tasks for the formation of communicative competence in teaching second- and third-year students marketing communications in English, as well as in the use of research results by higher school teachers to improve methods of teaching foreign languages.

The relevance of this study is due to the intensive development of social, cultural and educational ties between Russia and the People's Republic of China. That is why we need to teach children Chinese in secondary schools of the Russian Federation, starting from the level of primary general education, including distance learning. The demand for teaching Chinese speaking to primary school students in the context of distance education requires clarification of its content. Currently, due to the difficulty of learning Chinese by primary school students, foreign language teachers face the problem of using the potential of the additional education system in a distance format to optimize the process of teaching Chinese to primary school students, therefore it is so important to study its content and the corresponding organizational foundations. The purpose of this study is to analyze the content of teaching Chinese speaking to primary school students in the context of distance education and its organizational foundations. In achieving the goal, a special place takes a complex of thematic games and authentic, multimedia educational and methodological support with corresponding resources, which help to increase the motivation of primary school students to study the Chinese language, and also have significant teaching potential. The methodological basis of the study was made up of conceptual tenets presented in the works of domestic and foreign scientists in the field of theory and methodology of teaching foreign languages at the level of primary general education and didactics of using multimedia educational tools in the distance education system. The content and organizational framework proposed by the authors for teaching primary school students to speak Chinese in the context of distance education, developed within the framework of the additional education system, have practical significance and can be used by foreign language teachers when conducting Chinese language lessons for students in grades 2–4.