Keyword: «иностранный язык»

The article analyzes distance learning as a modern form of the educational process, with a particular focus on teaching foreign languages. It examines the essence, specific features, and pedagogical aspects of distance learning, as well as its role in the system of lifelong education. The author highlights the advantages of this format, such as flexibility, accessibility, individualization of the learning process, and the use of innovative digital tools. Special attention is given to methods and technologies that contribute to the development of all types of speech activity, including communicative and intercultural competencies. The article also addresses the main challenges of distance learning: insufficient technical equipment, low levels of digital literacy, lack of live communication, and students' self-discipline. Solutions are proposed, including infrastructure development, digital skills training, the introduction of interactive and game-based methods, as well as regular oral practice and project-based activities. In conclusion, practical recommendations are provided for foreign language teachers on the effective use of digital platforms, organization of online communication, and integration of authentic materials. It is emphasized that the optimal combination of pedagogical approaches and technological solutions can make distance learning a highly effective tool for mastering foreign languages.

The article examines the issue of updating the socio-cultural potential of the region through the prism of students’ project activities in a foreign (English) language. Using a specific example of a 6th grade student’s project to create a travel brochure about the Ryazan region, the mechanisms of integrating local history content into the process of foreign language education are analyzed. The author proves that such projects not only form communicative foreign language competence, but also perform a significant educational and career guidance function, contributing to the development of regional identity, civic responsibility and popularization of the cultural heritage of the small homeland. Special attention is paid to the analysis of the choice of attractions (Paustovsky Trail, the Sky of Russia Festival, Ryazan Kremlin, Staraya Ryazan, Kasimov, Skopin) as representatives of the multifaceted socio-cultural potential of the region.

This article examines the use of regional sociocultural space in foreign language teaching and proposes lesson plans that promote the development of students' sociocultural and sociolinguistic competence.

The article examines the transformation of the linguistic “self” among university students under conditions of systematic use of generative artificial intelligence tools in foreign language learning. Empirical data reveal a paradoxical gap between objective academic performance and the subjective sense of communicative competence, accompanied by increased foreign language anxiety and the development of impostor syndrome. Based on survey and in-depth interview results (N=30), the mechanisms of linguistic personality fragmentation, algorithmic dependency, and erosion of authorial responsibility are identified. A model of conscious AI integration into the educational process is proposed, including a structured independent work algorithm for students and methodological recommendations for teachers aimed at preserving the authenticity of speech activity and fostering a stable linguistic identity.