Keyword: «foreign language teaching»

The article is devoted to teaching foreign languages to students with ADHD (attention deficit and hyperactivity disorder), which is a wide-spread neurotic and behavior disorder at a young age. As long as foreign language teachers face problems in teaching children with ADHD, we discuss characteristic features of children with ADHD, which according to Russian and foreign researchers in psychology and pedagogics, include hyperactivity, distraction of attention, excessive impulsivity, The results of the opinion poll about the peculiar characteristic features of such children, conducted among students of pedagogics, are analyzed, and recommendations are given to teachers of foreign languages regarding the organization of the education process in a foreign language class with students’ personal characteristics taken into consideration. The problems with acquiring foreign language may be made up for by creating a comfortable atmosphere and increasing motivation by means of switching over different activities and using original techniques.

The relevance of the study on the topic of retraining and advanced training of teachers is due to the need for lifelong education to adapt to rapidly changing conditions. There is a need to improve the system of further professional education for teachers of foreign languages because of the rapid development of science, technology and the growing role of a foreign language as a means of intercultural communication and transferring of professional information in the modern world of globalization, integration and digitalization. Teachers of foreign languages working in a higher professional school must periodically undergo retraining or advanced training in accordance with the need to meet the current requirements of the methodology of foreign languages teaching and have information on the students’ specialization. The purpose of the article is to identify the needs of the system of retraining and advanced training of foreign languages teachers of the military higher school and present practical recommendations to novice teachers of a higher military school to overcome the difficulties of adaptation. Scientific methods of analyzing the literature on the problem of research, extrapolation of pedagogical experience and expert survey were used. Both domestic and foreign researchers recognize the need to modernize the system of additional professional education, develop professional autonomy of teachers, preserve the continuity of classical ideas of the methodology of foreign languages teaching and introduce innovative technologies into teaching practice, primarily information and communication ones. The survey, in which 45 foreign languages teachers of military higher school took part, showed the need for language courses for special purposes for teachers of higher education, and demonstrated that universities differently solve the problem of adapting new teachers to the educational environment of a specialized non-linguistic university. Adaptation options are offered such as mentoring, a novice teacher's school, additional training and retraining courses, and independent adaptation. Recommendations are given on the organization of advanced training courses for teachers of foreign languages in the higher military school. It is preferable to include the relevant topics into the content of the courses, such as the basics of military affairs, language for special purposes. It is recommended to take into account the strict regulation of educational activities in military higher school; involve mentors, training specialists; organize attending the classes of leading teachers.

The article considers the concept of motivation and its types. It also presents different ways to increase students' motivation to learn grammar when teaching a foreign language. This article gives examples of games and different ways of working with videos when learning grammar. In addition, it considers different interactive platforms for practicing grammatical structures.

The formation of intercultural competence of future teachers is determined by the need to prepare a teacher to work in a multicultural educational space. Among the technologies of active learning, a special place is occupied by role-playing, which contributes to the development of skills and interpersonal interaction, as well as the creative abilities of students.

The article is devoted to the problem of teaching children with attention deficit hyperactivity disorder. The attitude of foreign researchers to the behavior of such children is considered, and there are methodological recommendations how to work with students with ADHD are given.