Keyword: «английский язык»

The relevance of the problem under research is determined by the need to find effective methods of teaching English vocabulary in the context of a non-linguistic university. This is due to the fact that curricula often require mastering a substantial volume of vocabulary both in general English and in the language of the profession. Additionally, vocabulary is of practical importance for the overall development of communicative competence. Furthermore, over the past two decades, the rapid advancements in the fields of neuroscience and cognitive psychology have prompted researchers to shift their focus towards the empirical findings, leading to the establishment of an evidence-based approach to foreign language teaching. Consequently, it is pertinent to refer to the evidence base of scientific research for a deeper understanding of cognitive processes, techniques for long-term retention of material, and the characteristics of certain learning strategies for vocabulary acquisition. The aim of this article is to systematize the most effective methods of teaching vocabulary in the English language classroom at a non-linguistic university from the perspective of an evidence-based approach. The research is conducted within the framework of an evidence-based approach, relying on substantiated information. The following theories are also reflected in the work: the situated cognition theory, the cognitive-affective theory of learning with media, cognitive load theory, and the levels of processing theory. Monitoring of the leading trends in the teaching of foreign language vocabulary has allowed for formulating the key principles of vocabulary instruction: reorganizing information about lexical units within cognitive strategies; thematic vocabulary clustering; contextual learning; the level of cognitive load; cognitive depth of vocabulary processing. The theoretical significance of the research lies in the potential to enrich scientific understanding of the cognitive processes that govern foreign language vocabulary acquisition, taking into account the findings obtained from the empirical studies. The practical significance of the article is that the outlined principles of working on vocabulary can help educators expand their methodological toolkit. Additionally, the illustrated methods of interacting with vocabulary can be utilized by teachers in various educational contexts, adapted to suit the needs of the learners.

The relevance of the study is due to the growing role of English as one of the tools for acquiring pre-professional knowledge and skills for communicating with representatives of other linguistic cultures. Currently, there are changes in the social status of the subject "Foreign Language" at the level of secondary general education in Russia, the transformation of the English language into a means of pre-professional training in a single educational space of the Russian Federation. In this regard, new educational technologies for teaching foreign languages in secondary schools are increasingly being introduced, which include various forms of using a foreign language as a means of teaching. One of these technologies is content-language integrated learning (hereinafter referred to as CLIL technology), where teaching English is meta-subject in nature and is closely related to other subjects of the school's educational program. The aim of this article is to analyze the theory and practice of developing monological speech skills in English among schoolchildren of specialized pre-professional classes using CLIL technology (natural-scientific sphere of communication). The study is based on communicative, personal activity-based and integrated approaches to teaching English, aimed at developing monological speech skills among high school students in the framework of profession-oriented topics. The theoretical significance of the study lies in the fact that it specifies the provisions of the concept of specialized education in foreign languages at the level of secondary general education. The practical significance of the study is that it has empirically obtained data that allows for the effective organization of work on developing monological speech skills in English among schoolchildren in specialized pre-professional classes using CLIL technology in the natural sciences communication sphere, on the basis of the author's original course "English in the profession." The results of the study within the framework of the article are as follows: generalization of the theoretical foundations of monological speech skills development in the framework of the elective course "English in the profession," aimed at students in grades 10-11, who are interested in professions of the natural sciences sphere; empirically obtained data that allows us to effectively organize the work on the development of monological speech skills in English among schoolchildren of specialized pre-professional classes using CLIL technology to prepare for future communication with foreign colleagues in the professional field of natural science. The results of the study can be used in the organization of both classroom and extra-curricular activities at the level of secondary general education.

The actual task of modern educational technologies and pedagogy lies in the development of students' creative thinking, communication skills and research competences. They are the necessary condition for the training of a competent specialist in the modern world, especially for language training. In this regard, the research conducted by the author is relevant as it shows how the use of heuristic tools in teaching English at universities makes it possible to accomplish this task. It reflects the relevance of the research on the use of heuristic tools in teaching English at universities. This article provides an overview of the features of the eight main heuristic tools, as well as examples of tasks that were assigned to second- and third-year students of MGIMO University by the author of the article. The purpose of the study is to analyze skills and competences that students can acquire if the professor uses heuristic tools. The implementation of this goal was carried out based on the provisions of systematic, competence-based, personality-oriented approach. The author used such methods of theoretical research as the analysis of scientific pedagogical literature, terminological analysis, comparison, systematization and generalization of scientific positions and ideas of modern domestic and foreign researchers. When analyzing the literature, the author identified the most common heuristic tools used in the language training of specialists at universities. In the practical part of the study, the case study method was applied in several groups of third-year students. Using the method of included observation and referring to the conclusions drawn during the systematic monitoring of students' progress over two semesters in 2023-2024, the author evaluates the results obtained. The conducted research showed that students began to show greater interest in classes. Moreover, the author notes a significant decrease in the number of mistakes made by students during discussions as well as the activation of students' oral speech. The theoretical significance of the study consists in clarifying the essence of heuristic tools used in teaching English at universities. The practical significance lies in the determination of the effectiveness of the use of heuristic tools in the language training of students at universities. Further research on the potential of using heuristic tools in the process of teaching English at universities is required.

The relevance of microlearning research is determined by the increasing level of digitalization of society, which leads to a change in the way people communicate, especially in the context of the popularity of social networks, the creation and obtaining information. All of this creates conditions for transforming learning formats and intensifying the trend of lifelong learning. The 2020 coronavirus pandemic also prompted the teaching community to revise teaching methods, as leading positions were given to online learning. In these conditions, the practice of teaching English in non-linguistic universities also underwent changes, making it relevant to use messengers, social networks, and applications in the learning process. In addition, the microlearning format meets the needs of modern Generation Z students, who have short attention span, and it also allows to reduce cognitive load for students in non-linguistic universities, where programs require the acquisition of a large volume of knowledge, skills and abilities in general English language and professional language. The purpose of this article is to describe the possibilities of integrating the principles of microlearning into the practice of teaching English in a non-linguistic university. The study is carried out within the framework of the leading learning theories: John Sweller's cognitive load theory, Richard Mayer's multimedia learning theory, and the connectivism theory of George Siemens and Stephen Downes. The study of the leading trends in the development of the concept of microlearning has allowed to formulate a number of principles of this format for English teaching: the use of a multimedia environment; presentation of the learning material as microcontent; formation of microskills through the setting of specific goals; a focus on collocations and chunks as one of the objects of study in the context of the development of lexical skills. The theoretical significance of the study is determined by the possibility of expanding scientific views on the internalization of bite-sized material in a short period of time. The practical significance of the article lies in the fact that the highlighted principles of microlearning allow us to diversify the teaching methods and streamline the learning process with the help of digital technologies.