Keyword: «английский язык»

This article presents a comprehensive comparative study of English language acquisition among Turkic-speaking students in trilingual (Russia) and bilingual (Azerbaijan) educational paradigms. The author analyzes the mechanisms of cross-linguistic interference at the phonetic, grammatical, and lexical levels. Special attention is paid to the "double mediation" phenomenon in the Russian model, where the Russian language (L2) acts as a dominant filter in the acquisition of English as a third language (L3). The study justifies the advantages of each model and offers differentiated methodological recommendations for minimizing negative transfer.

The article examines the potential of an English lesson as a platform for the development of critical thinking in adolescents. The author argues that working with authentic problem texts of modern culture, in particular postmodern fairy tale novels, allows for the integration of subject (linguistic) and meta-subject (intellectual) educational outcomes. The article substantiates the thesis that a foreign language ceases to be an end in itself, turning into a tool for deep substantive work, analysis of nuances, irony and stylistic features, which increases the motivation and meaningfulness of the learning process. Adolescence is defined as a sensitive period for such integration, and a foreign language lesson as a unique opportunity to form a critical reader's position through intercultural communication.

The article examines the issue of intercultural interaction in an educational setting when teaching English to teenagers. Intercultural interaction remains a pressing issue today. Intercultural interaction and intercultural communication are most successfully carried out through the teaching of a foreign language, particularly English. It is emphasized that adolescence is often the first time when language learning begins at school, and this age is the most favorable, as it is the time when a person's worldview, character, and tastes are formed, along with their values and ideals. The article defines the objectives and content of intercultural interaction in the process of learning English in an educational setting, as well as its structure, emphasizing the importance of learning English at school using a national and regional component. This article may be useful for teachers, students, and lecturers.

This article examines the issues of integrating artificial intelligence into development of foreign languages vocabulary skills. We analyze the tools that can be used in the foreign language lessons during the process of teaching vocabulary.

The article deals with the problem of teaching writing in English lessons in secondary school under conditions where students are forbidden to use mobile phones in class and the teacher’s computer has limited internet access. Based on the Process Genre Approach and the stages of process writing (Prewriting, Drafting, Revising, Editing, Publishing), the author has developed three lesson fragments for grades 6–7 using the Spotlight textbook. Offline alternatives to digital tools (paper stickers, A3 paper, notebook exchange, classroom wall display) and home assignments using personal computers (typing in Word, checking collocations in online dictionaries, searching for additional arguments) are provided. The presented methodological solutions can be used by English teachers in general education schools.