Keyword: «teaching foreign languages»

The article focuses on the ways of using the questionnaire as a means of teaching and a means of checking the level of formation of communicative competence of undergraduate students of a language university. The author of the article analyzes the possibilities of forming communicative competence on the material of Somerset Maugham's short stories "The Luncheon", "The Letter", "The Kite" and provides methodological comments.

The relevance of this work lies in the fact that the methods of teaching semantic reading can help modern teenagers to learn quickly and efficiently perceive and process large amounts of information in a foreign language. This will allow them to feel more confident in a constantly changing world. The article is devoted to modern methods aimed at the formation of semantic reading skills at the post-text stage of working with foreign text information. The Federal State Educational Standard of Basic General Education mentions that reading in the modern information society has "meta-subject" or "over-subject" character which determines the importance of this process in learning. However, not all educational and methodical complexes are designed to teach semantic reading in a foreign language as part of the educational process. In addition, it should be noted that teaching semantic reading cannot go separately from teaching other skills, such as speaking, listening and writing. All these four aspects are closely interrelated in the learning process. Therefore, the combination of semantic reading tasks with speaking, listening and writing tasks contributes to higher results in the process of forming reading skills in a foreign language. The purpose of our research is to identify and analyze effective methods of teaching semantic reading in English lessons at secondary school. The object of our research is the process of formation of speech competence in English lessons. The subject of the research is methods and techniques for teaching semantic reading at the post–text stage. The research methods used in the study of empirical material can be reduced to the following: analysis, synthesis, component analysis, observation and generalization of pedagogical experience, experimental learning and others. The article contains a detailed description of modern methods of teaching semantic reading in English lessons at secondary school, and also reveals their essence through the analysis of individual techniques, which allows us to identify the advantages and disadvantages of the described methods. The theoretical significance of the study lies in the systematization of the methodology for teaching semantic reading in English lessons in a modern school. The practical significance of the work is the possibility of applying the presented methods and techniques of working with the text at the final stage within the framework of pedagogy and methods of teaching foreign languages.

Microlearning is a modern trend that is rapidly gaining popularity not only in the field of corporate training, but also in the educational system. However, the lack of a systematic discussion and different approaches to defining this concept make it difficult to develop effective methodological solutions. The purpose of this article is to determine and shape the key principles of the implementation of microlearning for teaching foreign languages under the framework of the competency-based approach as the one guiding educational organizations. To solve this problem, theoretical and empirical research methods are used: analysis of relevant publications and world trends in the context of the digital transformation of education; comparative analysis of the basic elements of the concepts under consideration to determine their compatibility. Reviewing publications, the article compares both the developed concept of the competency-based approach that dominates modern education and the concept of microlearning, which has recently increased the pace of its development. As a result of the study, a matrix of compliance of the basic characteristics of microlearning with the principles of the competency-based approach was compiled and the principles of microlearning were formulated: the principle of self-sufficiency of micromodules; the principle of focusing; the principle of subjective time; the principle of interactivity; the principle of digitalization and mobility. A significant degree of compliance of the microlearning concept with the competency-based approach allows us to draw a conclusion about the applicability of microlearning in educational organizations at different levels (in particular for learning foreign languages). However, there are also contradictions that arise at the stage of practical implementation of the microlearning concept elements into the learning process at a university. To the greatest extent they refer to the principles of self-sufficiency of micromodules, subjectivity of time, and interactivity, which is due to the factors enveloping the process of learning in educational organizations. Prospects for further research are the search for methodological solutions and didactic resources that correspond to the previously mentioned principles, and their implementation in teaching practice.

This article examines the necessity of developing students' communication skills in the information space within the context of modern digital education process. Special emphasis is made on the importance of Information and Communication Technologies (ICT) in foreign language education. The focus is made on the trend towards the use of internet resources and web technologies in lessons, particularly in the context of decreasing students' motivation to learn a foreign language in a secondary school. The paper explores the implementation of the WEB 2.0 service in the educational environment, highlights the advantages of Web 2.0 tools. The article emphasizes the relevance and significance of integrating modern information and communication technologies into the educational process to enhance students' interest in the learning content.

This article is devoted to the museum excursion as a form of a foreign language lesson. The instructive and pedagogical function of the excursion is emphasized and the stages of preparing, conducting and discussing the excursion are analyzed. As an example, the excursion to the Ryazan State Regional Art Museum named after I.P. Pozhalostin demonstrates possible techniques of working with of foreign text fragments about art.