Keyword: «non-language university»

This article deals with the aspects of organizing a distance foreign language learning at a non-language university, as well as the use of new information technologies in order to provide individualized instruction. The role of independent work to achieve a high-quality study of a foreign language in a remote mode is considered.

In the process of training at the university, the personality of the future specialist is formed. But the narrow scope of the professional course does not allow us to train a highly qualified and competitive specialist who can quickly adapt to the changes and requirements of the modern labor market. Currently, in connection with the development of new technologies, the erosion of the borders of states and the deepening of the mutual influence of various cultures and religions, there is a tendency to intensify ties between peoples and countries in the economic, political, social, cultural and spiritual spheres. These processes lead to the need for intercultural communication, where a foreign language plays a special role. In the modern world, English is a lingua franca, the language of globalization. Intercultural communication refers to the functionally determined interaction of people who are carriers of different cultural communities (continental, religious, national, ethnic), as well as social subcultures. Thus, the main goal of teaching foreign languages in the modern world is to teach it as a means of intercultural communication in the field of professional activities of the future specialist. Learning a foreign language in a non-language university is a mandatory component of vocational training. The modern concept of teaching a foreign language in a non-language university is a professionally oriented training system that allows a specialist to successfully adapt to rapidly changing conditions of professional activity. This system involves practical mastery of a professionally oriented foreign language in combination with linguistic knowledge and knowledge of the cultural characteristics of the country of study. The process of teaching a foreign language in a non-language university will be more efficient, if along with traditional methods and educational technologies, the capabilities of the Postcrossing online project are actively used. The main goal of the study is to study the theoretical foundations and practical tools for using the capabilities of the Postcrossing project to study a foreign language in a non-language university. The Postcrossing project demonstrates significant potential for integration into the educational process of non-language universities, combining innovative digital technologies with traditional forms of communication. Its use contributes to solving key tasks of teaching foreign languages, such as increasing motivation, developing intercultural competence and practical application of language skills. Thus, Postcrossing acts not only as a language learning tool, but also as a resource for the formation of soft skills necessary for modern specialists in a globalized environment. Its introduction into non-linguistic universities contributes to the creation of a motivating educational environment where theoretical knowledge is supported by the practice of real intercultural communication.