Keyword: «иностранный язык»

The article considers the problem of the psychological and pedagogical aspect of developing motivation for cognitive activity in foreign language teaching. As long as motivation is a complex system consisting of many components, while the student accumulates the experience of mastering a foreign language, all other components of the motivational system are transformed as well.

The article considers peculiarities of the process of teaching English for special purposes at Nizhny Novgorod State Linguistics University named after N.A. Dobrolyubov on the example of the discipline "Foreign (English) language in the professional field" for the major 38.03.01 Economics. The relevance of the article is due to the unflagging interest in the problem of teaching a foreign language to students of non-linguistic majors. Understanding that a foreign language should be an integral component of the process of acquiring professional competences by students is vital for efficient preparation for professional activity. The purpose of the study is a critical analysis of the designed work program of the academic discipline “Foreign (English) language in the professional field”, its content, which allows us to present a full picture of the existing practice of organizing professionally oriented education. The study is based on the analysis of the main components of the methodological support for the educational process. The study made it possible to identify the main features of the organization of the process of teaching English for non-linguistic students, the advantages of professionally oriented education, as well as the main problematic aspects. Well-thought-out, rational organization of the learning process significantly increases the level of motivation of students of non-linguistic majors to learn a foreign language, and also contributes to the preparation of a specialist who is in demand on the labor market. The article emphasizes the importance of collaboration between teachers of departments providing professional training for students and departments of language training through the creation of inter-departmental methodological associations; the author of the article also identifies the main aspects of interaction and areas of joint work. Professionally oriented English teaching is a step-by-step, multi-stage process, in which English classes on the one hand become more and more focused on the future profession, but on the other hand, represent a productive combination of language for special purposes and language for general purposes. The material of the article can be used for further development of the theory and improvement of the methodology of professionally oriented teaching of a foreign language. The given examples of tasks can be used by teachers of English.

The rapid development of information technologies leads to their wide penetration into various spheres of society. In the last three years, the education system has been subjected to the maximum impact of this aspect. Under the influence of objective reasons, the traditional format of face-to-face classes has been replaced by distance learning, which has made significant adjustments to the system of the educational process organization. The relevance of the new phenomenon in mass education is also evidenced by the presence of various terms. Distance, remote or online learning implies the use of modern information technologies. The greatest difficulties arise in the case of teaching a foreign language, which is due to the specificity of the discipline and the communicative orientation of learning. For this reason, one of the main tasks in organizing a distance format is the choice of a communication platform that allows classes to be conducted in accordance with the main didactic principles. The aim of this study is to make a comparative analysis of four available domestic communication platforms (Sberjazz, Yandex. Telemost, Kontur. Talk and TruConf) and evaluate their functionality in relation to foreign language teaching based on the criteria identified in a previous study based at MGIMO of the Russian Ministry of Foreign Affairs. The testing of the platforms under consideration was conducted in German language classes with undergraduate students of MGIMO University. The article was prepared using general scientific methods of collecting and analyzing information, as well as the method of classification. As a result of the comparative analysis, the authors conclude that the Kontur. Talk platform has the greatest advantage. Its use in the organization of distance foreign language classes seems to be the most optimal option and allows to ensure the implementation of the main didactic principles. The theoretical significance of the study is seen in the proposed criteria for classifying communication platforms. The study may be in demand by teachers when choosing a communication platform for conducting foreign language classes in the distance learning format.

The study of motivation has always been one of the most relevant topics in the theory and methodology of teaching foreign languages. The theoretical foundations of the problem of motivation to learn a foreign language are increasingly attracting the interest of scientists and results in the search for new ways to enhance and sustain it. In the era of digitalization and smart foreign language education, WEB 2.0 tools have great opportunities in providing a rapid input of the foreign language continuum and new forms of linguistic learning, and in maintaining a deep interest of students. Study blogs, optimizing the learning process and having great educational potential, are especially popular nowadays. However, the implementation of a study blog in teaching foreign languages requires a competent methodological approach and the proper organization of educational activities for students, in particular, as a motivation management tool. In this regard, the aim of the article is to identify and to test experimentally methodological conditions for developing students' motivation to learn a foreign language by means of a study blog. The article presents the rationale for the identified conditions (immersive learning environment; contextual approach to learning; motivational online-homework task design; methodological support for students in the conditions of network interaction; regular teacher’s feedback; orientation to the students’ subjective learning experience; the use of a system of incentives and the practice of achievements; the presence of freedom in the online-environment, the availability of platform functionality) and the results of the effectiveness of their implementation in the educational process. To assess the motivation of students in learning a foreign language, a motivational questionnaire was used. The results of the questionnaire were processed using the statistical program SPSS. According to the statistical procedures of the experiment, the students achieved the best results in enhancing learning motivation by means of the study blog "WordPress". It makes possible to draw a conclusion about the effectiveness of the tested methodological conditions in increasing the motivation of students to learn a foreign language by means of the study blog. The article will be interesting to the teaching staff and methodologists of higher educational institutions in the field of teaching foreign languages, and teachers who are interested in research of motivation development.