Keyword: «distance learning technologies»

The relevance of this study lies in the contradiction between the urgent need to use distance learning technologies in teaching university students and the insufficient number of studies devoted to the problem of organizing such a training. In this paper, the aim was to analyze and summarize the practical experience of teaching a foreign language to students of humanities at a university using distance learning technologies to identify and select the basic principles and methods of the educational process. As a result of the content analysis of literature and sources, as well as empirical research, conclusions were drawn that the organization of the educational process using distance learning technologies requires a radically different approach than the traditional format of training and is based on principles such as personality-oriented learning, individualization and differentiation of educational activities, the formation of higher motivation for learning and self-development of trainees, etc. The main educational technology that allows organizing effective distance learning of a foreign language is the technology of «blended learning», which implies the integrated use of the capabilities of modern interactive digital resources and smart technologies and methods and techniques of teaching speech activities using various video communication tools (Zoom, Microsoft Teams, Skype, etc.).

This article discusses interactive technologies that can be used with the help of distance learning technologies in foreign language classes in the MS Teams system with the use of built-in tools. The concept of "interactivity", the goals and objectives of interactive technologies for learning a foreign language are considered in detail. The necessary conditions for conducting classes using distance learning technologies are described, as well as a list of interactive technologies that have been used by the teacher in practice and have shown high efficiency in comparison with traditional teaching methods.

The pandemic has made adjustments to the correctional and developmental work of participants in the educational process. But the specifics of teachers' work with children with disabilities is such that it should be continuous. Large absences in classes for preschoolers, including those with disabilities, can «nullify» all the previous achievements of the child. Therefore, the remote work of a speech therapist teacher turned out to be very important. The article reveals the features of such work, its pros and cons, ways of its organization.

The article discusses the prospects for the development of foreign language learning using distance learning technologies against the backdrop of the recession of the pandemic in Russia and around the world. An analysis is made of the means and new ways of teaching disciplines in the study of foreign languages, as well as a forecast of their further development using distance learning technologies in the post-pandemic period.