Keyword: «иностранный язык»

Modern foreign language teaching in a non-linguistic environment requires the development of effective didactic solutions that ensure the active engagement of all participants in the educational process, overcoming grammatical difficulties and fostering sustainable speech activity. The relevance of this research is due to the need to improve the quality of instruction at the initial stage, when it is particularly important to activate the cognitive and emotional resources of learners under conditions of limited language practice. The aim of this article is to describe the implementation of a methodology for teaching a foreign language based on neurodidactic principles and game-based techniques, and to analyze the impact of the neuro-approach on the emotional state, involvement, and motivation of both students and teachers. The methodological basis of the study was a pedagogical experiment conducted at Altai State Pedagogical University with students learning Chinese as a foreign language. The experimental group was taught using neurolinguodidactic principles, including game methods, multimodal stimuli, visual and emotional anchors aimed at stimulating cognitive activity and creating a positive learning environment. The control group was taught using traditional methods focused on explanation and reproductive consolidation of grammatical material. The analysis of the results demonstrated that the application of the neuro-approach contributes to more effective assimilation of grammatical constructions, the development of spontaneous speech, stable learning motivation, and emotional engagement of the participants in the learning process. In addition, an increase in the creative activity of teachers, their professional satisfaction, and interest in innovative methods was observed. The study includes a review of contemporary Russian and international literature on neurodidactics, which substantiates the choice of the research approach and makes it possible to compare the obtained results with current scientific data. The theoretical significance of the study lies in clarifying the potential of neurolinguodidactics as an approach that enhances cognitive, emotional, and professional activity among the subjects of the educational process. The practical significance is determined by the possibility of applying the results to optimize and develop effective teaching programs at the initial stage of language training.

The article is devoted to the study of the role of practical training in the formation of professional competencies of future foreign language teachers. In the context of the modern educational process, where the emphasis is on active teaching methods and the integration of theoretical knowledge with practical skills, practical training becomes a key element in the preparation of teachers. The authors examine the main aspects influencing the development of pedagogical competencies, such as methodological approaches, the use of modern educational technologies and interaction with students. They also analyze the results of practical training, including the impact on professional confidence and readiness for teaching. The findings highlight the need for a systematic approach to organizing practical training, which contributes to more effective development of competencies and improving the quality of foreign language teaching.

The article is devoted to the analysis of the use of authentic texts in the process of teaching reading in foreign language studies for the development of critical thinking. Theoretical foundations are considered, including the definitions and classification of authentic texts, their role in language education, and their connection with the formation of critical thinking. The main principles of organizing the educational process, stages of working with texts, and examples of tasks aimed at developing critical thinking are described. The advantages and limitations of using authentic materials are highlighted, as well as their significance in shaping students’ linguistic and cognitive skills.

The relevance of this article stems from the importance of academic writing in English as a key skill for modern postgraduate students who face challenges in writing scientific texts. This underscores the need to develop effective training modules. The aim of this article is to describe the experience of teaching postgraduate non-linguistic students majoring in humanities to write abstracts, theses, and articles in English while mastering academic writing and developing digital literacy within a specialized training module. The study involved 49 postgraduate students at Petrozavodsk State University. It utilized conceptual and systemic analysis of existing theories and approaches to teaching academic writing and developing digital literacy, observation, experimental learning, and expert evaluation. The experimental learning showed that all participants mastered abstract writing in English (100%). Meanwhile, the success rate for theses writing was 63%. Only 30.6% of respondents succeeded in writing a scientific article. During the course of study in this module, postgraduate students demonstrated improvement in writing abstracts (the average score increased by 1.4 points) and theses (by 1.0 point). In article writing, the improvement was only 0.4 points. The results indicate a reduction in the degree of "Russian accent" when writing scientific texts of varying complexity. However, the greatest difficulties remain in aspects of the structure and logic of scientific article presentation. The data obtained confirm an overall improvement in postgraduate students' skills and knowledge in digital literacy, with an increase in the average score of 1.4 and a mode value of 1.7 points. The scientific novelty of this study lies in the development and implementation of an integrated module on academic writing in English, based on digital literacy skills, in a preparatory course for the Candidate exam. The study emphasized the importance of using ICT in teaching academic writing. Its theoretical significance lies in expanding understanding of methods and approaches to teaching academic writing in English. It confirms the need for competency-based and student-centered approaches in the educational process and emphasizes the role of digital technologies in developing academic writing skills. Its practical significance lies in the creation of an effective training module that can be integrated into curricula to improve the quality of postgraduate student training. Furthermore, the study's results can serve as a basis for the creation of additional training courses aimed at developing academic writing skills and digital literacy, thereby enhancing the competitiveness of beginning scientists.