Keyword: «foreign language teaching»

The article discusses the features of the linguistic and cultural approach in teaching a foreign language. The implementation of the linguistic and cultural approach in the classroom of a foreign language stimulates interest in its study among students, helps to broaden their horizons and motivates them to further self-study.

The article examines the current methodology of teaching a foreign language to students of specialized classes of high school using interdisciplinary connections in order to prove the effectiveness of this method. The author uses both theoretical and practical materials; the data of the research experiment in one of the schools of Ryazan is given. The author comes to the conclusion about the high effectiveness of integrative lessons for the formation of foreign language communicative competence of students and their motivation to study.

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.).

The article analyzes professional competences (information-communicative) and functions (research and educational) of a modern university teacher, their mission regarding students, scientific community and the role in the local community. The results of the survey conducted among the students and teachers of the Institute of History, Philosophy and Political Sciences of Ryazan State University named for S.A. Yessenin are given.

Foreign languages teaching at a higher military school is an important process for the formation of a military specialist. In order to manage effectively foreign languages teaching at a higher military school, it is necessary to highlight key elements of the process and understand how they interact. The purpose of the work is to simulate the process of teaching foreign languages in higher military schools and describe the models obtained. Universal methods of scheme design have been applied. The author used categorical-symbolic methods of logic-sense modeling. Simple and extended functional interaction schemes have been developed. A functional resource of energy is presented at the entrance of the scheme of a foreign language teaching system in a military higher school. It’s a social order for a qualified military specialist with knowledge of foreign languages. The second block of schemes’ interacting elements includes teachers, students and learning environment in the simple scheme; a programming unit (a foreign language training system, including goals, principles, content, means and technologies) and an executive body (department of foreign languages of a higher military school) in an expanded scheme. As a result of the interaction, students’ foreign-language communicative competence is formed; the students master their foreign language for professional purposes. At the end of the process (the last block of scheme) we can see a military specialist who is able to use a foreign language in everyday and professional activities effectively. The need to distinguish between the English terms "teaching" and "learning," both denoting "education," is emphasized. The learning process is viewed from two points of view. The learning process is also presented in the form of circular phased schemes, from the position of the teacher (planning, organization, implementation, evaluation, adjustment) and from the position of the student (perception, understanding, training, application, creativity). Modeling the process of teaching foreign languages at a higher military school contributes to the expansion of the theoretical base of the methodology of foreign languages teaching in military higher schools. It makes it possible to unify the design, implementation and management of foreign language teaching.