Keyword: «integration»

The relevance of the topic under discussion is to examine the theory and practice of grammar learning optimization, which is essential for mastering spoken English. The purpose of this article is to analyze the essence of integrating the use of communicative-cognitive and gamified approaches for the effective learning of grammar in conversational practice (based on the English language). The article examines in detail the role of grammar in learning spoken English and various theoretical approaches to teaching grammar, such as communicative-cognitive and gamified approaches. The study revealed a number of effective methodological techniques for teaching grammar in conversational practice. These include: interactive exercises; role-playing games, simulations and group discussions that allow participants to apply grammatical structures in their own communicative settings; authentic materials; the use of texts, audio and video recordings of real speech, which demonstrate grammar patterns in context; reflective practice, which involves engaging students in analyzing their natural speech errors and encouraging them to use grammatical structures in a way that is most natural to them; technological tools, that is, the use of interactive applications, speech training software and online platforms that provide an engaging and personalized learning environment. This article makes an additional contribution to the theoretical understanding of grammar teaching in conversational practice. It provides language teachers with practical methods that can enhance grammar teaching and ensure student language acquisition. The study highlights the importance of combining different teaching methods to meet the diverse needs of students and create a supportive and motivating learning environment. The results of the study can be used by English teachers, methodologists and curriculum developers to create effective language courses focused on communicative goals.

The article regards the analysis of the educational problems of cross-cultural academic interrelations at a regional and international levels of students of higher educational establishments of the countries of MERCOSUR in Latin America, and international academic programs, which provide and strengthen cultural relations and enable the establishing of a professionally-oriented competency of professionals in Latin America universities.

The relevance of the problem under study lies in the consideration of the integration of education, science and production, which contributes to the formation of universal skills and is of great importance in the training of necessary specialists in technical universities. Rapid technological changes in industry require higher education institutions to give not only theoretical knowledge, but also practical skills to students that can be obtained in real production conditions. The integration of education, science and production and its transformation allows us to prepare competitive specialists ready for current challenges. The aim of the article is to identify the principles of organizing the educational process in universities that contribute to meeting the needs of industrial enterprises, taking into account modern realities. As part of the study, we analyzed and synthesized scientific and methodological literature, which makes it possible to identify the key principles of integrating education, science and production: 1) interdependence of education, science and production; 2) symbiosis; 3) functionality; 4) compatibility. For each principle, the content is defined that gives a chance to reduce the gap between theoretical knowledge obtained during training and practical knowledge acquired not only during practical and laboratory classes, but also during various types of practices during the training of students at universities. The article considers how the integration of education, science and production can significantly improve the quality of training, making it more targeted and effective. The results of this study emphasize the importance of using modern pedagogical technologies and methods to create conditions in which students can integrate academic knowledge with practical experience, which is a key factor in successful learning and training of future specialists. Cooperation between an educational institution and industrial partners allows students to gain real work experience in the chosen field even before graduation, understand the importance of the chosen profession and reduce the time of adaptation to industrial environment when applying for a job.

The article considers the constituent elements for the integration of persons with disabilities and disabilities into society. A comparative analysis of public opinion research on the interaction of people with disabilities and HIA in society in the past years is carried out, research data on the current stage of development of Russian society are presented. The article also analyzes the process of transformation of public opinion in this direction.