Keyword: «language component»

The article proposes methods for determining the level of formation of the following components: knowledge of the lexical and grammatical rules of a foreign language (language component); knowledge of the cultural characteristics and traditions of the people of the language being studied (sociocultural component); the ability to communicate in the target language (speech component). A pedagogical experiment was conducted to identify the level of formation of the communicative competence of younger students.

The modern world can no longer exist without hybrid education, therefore, a direction in linguistics which is closely related to digital technologies is rapidly developing, and a completely different direction in pedagogy associated with the motivation for learning foreign languages, the professional sphere and digital technologies for various purposes is developing too. The relevance of developing online competitions and contests using digital technologies in recent years has been confirmed in the reviewed scientific papers. Previous studies considered the implications of online platforms and information technologies use in educational and other social activities. The purpose of this article is to use digital technologies for working out creative tasks, in order to motivate students of various specialties to study foreign languages. The comparative method has become the main for studying existing online competitions and contests. The digital approach applied to the development of contest tasks is presented in the Big Blue Button, Moodle, Skype, Zoom system. The paper is based on a generalization of the results of the contests and competitions, in which students of the Rostov State Transport University (RSTU) took part. The creative component necessary to do the assignments of each language competition was defined as well. An analysis of the developed provisions, evaluation criteria and experience gained, as well as an analysis of the use of modern digital technologies in the development of competitions and contests, make it possible to forecast some unforeseen shortcomings in the process of doing assignments. The article presents three stages for holding a language competition on the basis of RSTU using digital technologies. Taking into account the results of the conducted study in a hybrid digital format, the authors propose the ways to improve the quality of assessment and developing assignments for participants from Russian transport universities. As a result of the study, the experience of domestic and foreign scientists who considered the aspects of digital technologies in the educational space was analyzed, describing the pros and cons in teaching a foreign language. The article may be of practical importance for researchers and developers of competitions and contests that use a digital approach.