Keyword: «foreign language education»

This article examines the role of the cultural heritage of Russia and the small motherland in the formation of national identity, as well as analyzes the reflection of this topic in the tasks of the Main State Exam (OGE) in English. The research focuses on identifying the relationship between students' awareness of their own cultural identity and the success of completing assignments related to Russian culture and history. The current versions of the Basic State Exam (OGE) in English are being analyzed for the availability of tasks aimed at verifying knowledge about the cultural heritage of Russia and the small motherland. Special attention is paid to the consideration of the potential of these tasks in the development of patriotic education and the formation of a sense of national pride among schoolchildren. The article offers recommendations for including more authentic texts and assignments in educational materials and exam assignments, allowing students to apply language skills to discuss and study the cultural heritage of their country and native land, thereby contributing to the strengthening of their national identity.

The article focuses on the problem of effective utilization of neural networks in foreign language education for students enrolled in humanities programs at higher education institutions. It analyzes the positive and negative aspects of implementing artificial intelligence (AI) technologies and identifies key factors that determine their efficacy. Based on content analysis of scholarly works, student surveys (N=158), and synthesis of pedagogical experience, the study develops principles and methodological strategies for integrating AI into the educational process. The findings reveal that deliberate use of neural networks –grounded in principles of complementing traditional methods, pedagogical oversight, and professional orientation – enhances foreign language competence by 63% compared to unsystematic application. The research concludes that a balanced approach is essential, one that accounts for the unique nature of humanities disciplines and prioritizes the development of critical professional competencies.

This article examines the digitalization of foreign language education using virtual reality technology, using English as an example. The article analyzes the potential and limitations of VR approaches to teaching, their impact on developing language competence, and student motivation. Particular attention is paid to the applications Mondly VR, Duolingo, and Glossi, which are compared based on key parameters–content, usability, functionality, cost, and effectiveness. A conclusion is drawn regarding the feasibility of integrating virtual reality into language education as an additional tool for developing communication skills.

The article deals with modern requirements for university graduates. The latest innovative technologies used in teaching a foreign language are highlighted and analyzed. Examples and results of their implementation in the educational process at Ryazan State University named after S.A. Yesenin are given.

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.