Keyword: «иностранный язык»

This article touches upon the issues of the necessity and importance of studying the socio-cultural area of the region while teaching a foreign language aimed at successful dialogue of cultures. One of the options for exploring the socio–cultural area of the region is a virtual tour. This form helps to expand students' knowledge about their homeland, to form sociolinguistic and socio-cultural competencies, to increase the level of motivation of students to learn a foreign language, as well as to form patriotism and love for their homeland, to realize their cultural identity.

The article is devoted to the problem of the possibility of using the informal study of a foreign language as extracurricular learning of university students. The paper provides a detailed review of the published works on the topic of the study, examines various approaches to the definition of the concept of “informal learning” and its characteristic features; it also reveals the peculiar properties of the informal study of a foreign language in the context of a humanitarian university; the conditions under which the informal study of a foreign language can become a full-fledged part of the formal education of university students and act as an indirectly and directly controlled extracurricular learning of the discipline are determined.

The paper outlines the content and structure of the fundamental concepts in this case, namely, «motive» and «motivation», which make up such an important characteristic for learning in general and learning a foreign language in particular as cognitive motivation. The paper also describes the conditions for the emergence of this motivation in children, including in the course of educational activities, analyzes the ways of developing cognitive motivation in this process. Special attention is paid to such a method as the use of animated films – video materials that provide ample opportunities for learning a foreign language at school.

The relevance of the problem under study is determined on the one hand by the tendency to increase the share of international students in the academic environment, and on the other hand, by the fact that the modern organization of a foreign language generates an interesting phenomenon – linguistic creative nominative realia. These new linguistic realities arise due to the intersection of different senses or stylization of speech in order to name social and cultural phenomena. The results of such linguistic experiments are unique words or expressions, which are subsequently integrated into the general lexicon of people. These linguistic creative nominative speech realities give people the opportunity to describe and denote the surrounding world more precisely and effectively, emphasizing its features and adding value to people's communication. They make modern society recognizable and simplify interaction with the environment. This phenomenon is the result of endless creativity and evolution of a foreign language, which makes it an indispensable part of linguistic culture. The aim of the study is to present the didactic aspect of the implementation of cross-sense technology in practical classes in the discipline "Foreign Language" as a basis for the design of educational linguistic tasks and thinking tasks. The essence of the “quest cross-sense” concept is revealed. Students improve their knowledge and skills in the field of foreign language, acquire practical experience and develop their communicative skills to effectively express their thoughts and ideas both in writing and speaking, which will be important in their professional activity and interaction with native speakers. By the method of theoretical analysis the algorithm of “quest cross-sense” technology in practical foreign language classes is defined. The authors describe the features of the quest cross-sense technology and its role in conducting practical classes in a foreign language. They reveal the tasks that the quest cross-sense technology is designed to solve. Special attention is paid to the presentation of key information about the didactic potential of linguistic creative nominative realities in practical foreign language classes. In the course of the research, a complex of educational linguistic tasks and speech thinking tasks ranked according to the Bloom-Anderson taxonomy was developed. The scientific novelty consists in the fact that the “quest cross-sense” technology is proposed and implemented in practical classes as a basis for the design of linguistic tasks and speech thinking tasks in a foreign language in the context of university education.

The relevance of this study lies in the fact that current educational standards focus on the self-organization of students through managing their time, building and implementing the trajectory of their self-development. In this regard, there is a need to search for new forms of organizing students’ independent work. The purpose of this work is to present an algorithm aimed at organizing independent work of university students through the online course “Foreign Language”. To achieve this goal, the method of analyzing psychological and pedagogical literature was used to clarify the concepts “independent work”, “digital educational resource”, “online course”, as well as observation and survey methods that help identify the capacity of the online course “Foreign Language” in organizing independent work of students. The article presents the format of the online course “Foreign Language”, describes its elements and the algorithm of actions aimed at organizing students’ independent work. The scientific novelty of this study lies in a comprehensive analysis of the concepts “independent work of students” and “online course”, in the presentation of a possible structure of an online course aimed at organizing independent work in teaching foreign languages. The article is theoretically significant because it allows us to clarify the types of independent work, the organization of which can be positively influenced by the online course on the discipline “Foreign Language”. The article is practically significant, since the presented algorithm of actions can be useful to teachers in organizing students’ independent work not only in teaching foreign languages. The main results of the study allow us to draw a conclusion about the effectiveness of organizing students’ independent work using an online course in teaching foreign languages. This is explained by the fact that independent study or revision of material is carried out at a time convenient for students. Assignments are offered according to the degree of difficulty in various aspects of teaching foreign languages (lexical, grammatical aspects, reading, writing). Students have unlimited access to educational information, and the completion of assignments is monitored and evaluated by the teacher, shortcomings and errors in the work are highlighted, and original ideas of students are encouraged.