Keyword: «иностранный язык»

The development of microlearning is associated with pandemic and post-pandemic changes and trends in higher education system, as well as the characteristics of the modern world: VUCA-reality, shortage of attention span, development of neuroscience, request for corporate training, obtaining specific, targeted skills and knowledge. These characteristics are clearly expressed in the connection of microlearning with mobile learning and computer-mediated learning. The objective of the article is to describe some techniques in microlearning that can be used to increase the efficiency of the educational process for students of language specialties. Some techniques are well-known and widely used. A little emphasis on their implementation or adjustment of assignments can optimize understanding of the material. Elements of microlearning can be part of both classroom and extracurricular activities, and can represent required and optional components of the learning process. The presented techniques are based on the authors’ experience, and are also the result of scientific and methodological analysis of literature on the research topic. The analysis of the research topic publications shows the following dominant features: close connection between microlearning and mobile learning; connection of microlearning with specific topics, splitting large blocks into smaller ones; the research material is available at any time and anywhere; microlearning can be integrated into the process of classical learning, etc. Visualization is an important modifier of the microlearning concept, so there is an active use of presentations, mind maps, diagrams, tables and emoticons. For the purpose of creating ideal conditions for the realization of students' potential abilities, various online platforms are used, in particular, the Telegram platform, chatbots, alternative methods of presenting material, flash cards, scrapbooking, etc. The theoretical significance of the study is related to the synthesis and generalization of the existing scientific groundwork on microlearning, its application in the context of higher education. The described techniques are used with students of language specialties at Chelyabinsk State University. The conclusions provide generalized information on the considered topic.

The article considers the psycholinguistic features of forming foreign language professionally oriented competence, in particular, the characteristics of know-hows and skills of a foreign language learner, the use of linguistic experience, including the problem of the influence of both positive and negative transfer on the process of learning a foreign language.