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The paper addresses the issue of the development of learners'' so-cio-cultural and communication abilities in the process of participation in international educational language projects. In the paper the author a) defines the term "international language education projects", b) identifies their properties and related didactic features, c) determines the range of learners'' socio-cultural and communication abilities, developed in the course of participation in international educational language projects, d) develops a step by step algorithm of the development of learners'' socio-cultural and communication abilities in the course of their participation in international educational language projects.

The paper reveals the importance of the development of international education programs in the context of globalization and internationalization of modern universities. The authors share their experience of developing and implementing a short-term art therapy and counseling program in the summer of 2014. The short-term art therapy program described in this paper is discussed from educational and cultural perspectives. Additionally, the authors summarize feedback and recommendations of the teachers who were involved in the work with students. Based on the authors' perceptions and teacher feedback, advantages and disadvantages of the program structures are addressed. Finally, the development of this particular short-term education program is discussed as the initial stage in plans for the development of joint degree educational program in art therapy for Russian students. The results discussed in the paper could be beneficial for teachers as well as students who wish to engage in international higher education efforts.

This paper addresses the issue of informatization of linguistic education. The author a) denotes the conditions of informatization of foreign language education, b) defines the main directions of informatization of language education, c) considers the prospects of development of these areas. Under main directions of linguistic education informatization the author proposes the following: a) development of methodology for the selection of teaching content, development of methods and forms of teaching foreign languages; b) selection of the content of teaching; c) selection of methods and forms of teaching foreign languages and culture; d) development of new innovative methods of using information and communication technologies in teaching foreign languages and culture; e) development of new generation teaching materials, which integrate various ICT in the process of teaching foreign languages and culture; f) development of systems of computer control of the development of students' language skills and abilities; g) setting up a system of teacher training to use ICT in language teaching; h) development of conditions for keeping students' information security.

The paper deals with teaching Business English according to language learners'' beliefs and attitudes. The study was conducted among first and second-year students doing Business English course in high school and having different levels of language fluency. The authors discuss the most efficient teaching strategies used in teaching Business English in interaction with students'' needs and expectations, which helps teachers to improve learning outcomes. The research shows that the most productive teaching strategies are communicative, practice-oriented, and relevant to the subject matter.

The paper discusses the integrative method of teaching workplace English. The focus group is master students of engineering specialties. The method is based on ideas of the activity and student-centered approaches. A feature of the method is the organization of in-depth students activity based on the significant professional foreign language information, the introduction of a special foreign language lexicon in the context of its professional use, the study of the principles of reading and writing scientific texts, the use of study and quasi professional problems, and intensive discussions concerning master thesis researches. The results of two years of testing the proposed method are suggested. The assessment of the effectiveness of integrative teaching was conducted in several aspects in accordance with the objectives that were set when designing the educational process. Following types of assessment were implored: comprehensive testing conducted in English and based on professionally important problems; assessment of professional foreign language discourse in the course of analysis of oral utterances of learners; and the analysis of changes in the field of a master students motivational-value sphere based on surveys.

This paper addresses the issue of the development of communication skills via means of synchronous video-internet-communication. The authors discuss the following issues: a) definitions of the term "synchronous video-internet-communication"; b) didactic features and methodological functions of synchronous video-internet-communication technologies; c) develop teaching algorithm of teaching students using synchronous video-internet-communication technologies; d) describe preparation and results of the experimental study.

The objective of this paper is to analyze the latest trend in education that has the potential to disrupt and revolutionize the conventional education model, namely massive open online courses. The focus is to find out how this innovative concept can be approached and applied in the context of the Russian higher education. The viable model adaptable for the Russian reality implies integration of open online education into the traditional educational system in the form of blended education. Adopting such model of education may result in the long-term increase of competitiveness among Russian graduates.

In modern methodology, the problem of teaching literary translation is very topical. In this paper, a new approach to overcoming difficulties in teaching literary translation by applying cognitive-discourse analysis is presented. A variety of exercises aimed at teaching literary translation is introduced. Attention is focused on the necessity of important translation competences in the process of cognitive-discourse analysis of literary text.

This paper addresses the issue of the use of podcasts in teaching a foreign language to secondary school and university students. The author: a) gives definition of the term "podcast"; b) describes didactic characteristics and methodological functions of podcasts in teaching a foreign language; c) discusses the typology of texts for developing listening and speaking skills via podcasts; d) develops an algorithm of the development of speaking and listening skills via using podcasts in language teaching; e) suggests a list of listening and speaking skills, which can be developed by using podcasts in foreign language teaching.

The paper addresses methodological potential of mobile technologies in teaching a foreign language to non-linguistic students. The author a) gives definition of the term "mobile education", b) suggests a list of mobile technologies used in foreign language teaching; c) develops a list of non-linguistic major students'' language abilities and language skills, which can be developed via mobile technologies.

The paper deals with the problem of upgrading a new effective educational programme of foreign language learning for the students of non-linguistic faculties. The consideration of competence-based and student-centered approaches is realized in some aspects of the development of students'' individual features, their use in the process of learning organization, devising control and final tests. A method of professionally oriented projects was the basis for the compilation of a curriculum in the programme. It was considered as the most effective technique for the formation of non-linguistic students'' foreign language communicative competence.

This paper addresses the issue of foreign language teachers'' ICT competence development. The author (a) states the importance of the problem; (b) defines terms "ICT competence" and "ICT competency" of foreign language teachers; (c) suggests components and content of ICT competency of foreign language teachers; (d) develops criteria, indicators, and levels of ICT competence of foreign language teachers.