Keyword: «коммуникативная компетенция»

The article addresses the current issue of exploring the comprehensive integration of digitalization into foreign language learning processes, in light of the implementation of the National Project "Education" and the Federal Project "Digital Educational Environment". It examines the prospects of using the Maximum digital textbook in teaching English at institutes within the Russian University of Transport (Moscow Institute of Railway Engineers). The Maximum textbook is an interactive platform comprising educational modules, multimedia content, and an automated task assessment system. The study focuses on evaluating the effectiveness of the Maximum digital textbook in teaching English to A1-A2 level students. To validate the hypothesis about its positive impact on motivation, communication skills, and digital literacy, the researchers analyzed learner-centered outcomes. The work combines theoretical analysis (a review of key trends in the use of digital textbooks in linguistic education) and experimental methods, including: project-based methodology applied to the "Communication" section; Likert-scale surveys, communication skills testing, and analysis of students’ reflective comments; quantitative evaluation based on criteria such as academic progress, level of autonomy, and quality of group discussions. The results confirm the hypothesis that the use of the digital textbook positively influences students’ motivation, independence, and ability to overcome communication barriers. Theoretical significance lies in validating the effectiveness of digital textbooks in educational practices. The findings can be practically applied to optimize linguistic education in technical universities. Future research is linked to further integration of artificial intelligence tools into the educational process.

The relevance of this study is determined by contemporary requirements for the quality of linguistic education, where the development of sustainable communicative competence among students is one of the key factors in their professional success and integration into the global educational and professional environment. Traditional methods of foreign language teaching often fall short in ensuring sufficient engagement and motivation among learners, necessitating the search for new pedagogical strategies. One such strategy is gamification, which not only enhances student motivation but also creates conditions for active, meaningful, and emotionally rich acquisition of language and communicative skills. The aim of this article is to provide a theoretical rationale, identification, and synthesis of the principles of gamification as a pedagogical technology that contributes to the development of communicative competence in students majoring in linguistics. To achieve this goal, we set the following objectives: to analyze the current scientific discourse on gamification, to determine the specific features of its use in education, and to develop practical recommendations for incorporating game-based methods into language learning, considering the identified principles. The methodological foundation of this research encompasses a comprehensive analysis of domestic and international literature in the fields of foreign language teaching, pedagogy, psychology, and game technologies. The study includes a comparative analysis of existing approaches to communicative competence development, as well as the systematization of pedagogical principles for effective gamification confirmed by empirical studies. The main results of the research include the substantiation of six key principles of gamification–authenticity, interactivity, contextualization, diversity, feedback, and emotionality–each elucidated in terms of its contribution to the development of communicative competence. Theoretical significance of the article lies in the synthesis and systematization of knowledge regarding gamification principles in the context of communicative competence development among students of linguistic specialties. Practical significance is reflected in the development of recommendations for teachers and methodologists on implementing the identified principles of gamification, including examples of their integration into the educational process. The presented results have the potential to enhance the effectiveness of language instruction, ensure sustained student engagement and interest, and facilitate overcoming linguistic and psychological barriers in the development of communicative competence.

The article substantiates the need to use the microlearning method in teaching French to students – linguists of generation Z for the development of their communicative competence, since it is one of the rapidly developing directions in teaching foreign languages. Microlearning is becoming a format based on targeted and short-term cooperation of the teacher and students, mainly using electronic educational means. Despite the replication of this practice, the approaches to its definition remain diverse, and the concept itself is often interpreted with methodological uncertainty, which confirms the relevance of our research. This is especially true for microlearning the second foreign language by students – linguists of generation Z, in particular, for the development of communicative competence. The aim of the study was to describe the practice of implementing the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The research material was the theoretical and practical provisions of multimedia education, an idea of the essence of the design of microlearning foreign languages. The study involved observing the activities of teachers and students and analyzing the educational and methodological products prepared by the participants in the educational process. The scientific novelty of the study lies in the fact that it summarizes the theory and practice of implementing the method of micro-teaching the French language to students – linguists for the development of communicative competence in special pedagogical conditions of higher education. The article offers an example of a microcourse of the French language using interconnected microcontent and a system of interactive tasks based on digital platforms, which is built taking into account the research methodology. The results of the study indicate the need to use the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The mechanism for introducing the method of micro-learning French by students – linguists of generation Z for the development of communicative competence is a phased system of organizational interconnected steps, each of which is aimed at ensuring the integrity and effectiveness of the educational process: setting goals; structuring microcourse and microcontent content; preparation of interactive tasks; selection of digital platforms and multimedia learning tools; selection of control and evaluation means; development of micro lessons in a second foreign language (French); development of a set of methodological techniques for organizing educational work. The results of the study expand the scientific understanding of the importance of the method of microlearning the second foreign language by students – linguists to intensify communicative competence. The theoretical significance of the work lies in the theoretical justification of the importance of the method of micro-learning French by students – linguists of generation Z for the development of communicative competence. The practical significance of the work consists in the implementation of the method of micro-teaching the French language to students – linguists of generation Z for the development of communicative competence.

The relevance of the study is determined by the need to implement the requirements of the Federal State Educational Standard for forming a holistic worldview through knowledge integration, as well as by the demand for developing foreign language communicative competence as a tool for professional activity in the context of globalization. The purpose of the article is to systematize and characterize modern models and technologies for implementing an integrative approach in foreign language education. The analysis revealed the levels of integration processes, described the models for implementing this approach, and analyzed effective pedagogical technologies for creating an integrated educational environment.