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The presented research introduces the concept of interlanguage, a key term in the study of second language (L2) acquisition, with particular reference to the teaching of Italian as an L2 to Eastern Slavic speakers, especially Russian native speakers. The concept of interlanguage represented an important theoretical innovation in applied linguistics and has had significant implications for the development of teaching methodologies in the context of language learning. Interlanguage is defined as a dynamic linguistic system that evolves during the process of acquiring a second language. This system consists of linguistic rules that do not fully belong to either the learner’s native language (L1) or the target language (L2) but instead form an «intermediate language». In other words, interlanguage is a transitional and mutable state that reflects the learner’s incomplete linguistic competence in L2. This intermediate system is characterized by its own rules, which the learner develops through processes of generalization, conscious and unconscious learning, and also through errors. One of the crucial aspects of interlanguage, as discussed in the article, is the phenomenon of «fossilization». This term refers to the process by which some erroneous linguistic structures become stable and permanent in the learner’s linguistic system, despite continued exposure to the L2 and attempts at correction. Fossilization represents one of the main challenges in the process of acquiring a second language, as it hinders progress towards complete and fluent competence in the target language. The study also highlights the variability of interlanguage, meaning the learner’s ability to use different linguistic forms in various contexts. This phenomenon reflects the complexity of the acquisition process, where L2 learning is not linear and can vary significantly depending on factors such as the communicative context, motivation, linguistic input, and the learner’s metalinguistic awareness. Another key theme addressed is the importance of feedback in the learning process. Corrective feedback, which can be explicit or implicit, plays a fundamental role in helping learners recognize and correct their errors, thereby preventing fossilization. However, the quality of the feedback and the way it is provided are crucial: well-calibrated feedback can foster more effective learning, while inadequate or excessive feedback may generate anxiety or confusion, slowing down the acquisition process. The research focuses particularly on the difficulties that Russian-speaking learners encounter when learning Italian. The phonological and grammatical differences between Russian and Italian can lead to frequent errors. For example, the use of articles in Italian, which do not exist in Russian, represents a significant challenge for Russian speakers, as does the conjugation of verbs in Italian tenses, which differ greatly from the Russian verbal system. These errors are not random but arise from the intermediate interlanguage system that learners develop. Understanding these systematic errors and their connection to the learner’s L1 allows teachers to intervene more precisely and effectively. Finally, the research discusses the importance of adopting specific teaching strategies to prevent fossilization and promote L2 learning. Among these, communicative activities that provide rich and diverse input, as well as targeted feedback, play a crucial role in correcting errors without undermining the learner’s motivation. Therefore, teachers must be able to adapt to the learner’s interlanguage system and offer appropriate support, taking into account the specific difficulties related to their L1. Only through a flexible and aware approach can errors be prevented from becoming ingrained in the learner’s linguistic system, allowing for continuous progress towards linguistic competence in L2. In summary, the research emphasizes how recognizing interlanguage and its characteristics, such as fossilization, variability, and the importance of feedback, is fundamental for effective foreign language teaching. Specifically, understanding the phonological and grammatical difficulties faced by Russian-speaking learners of Italian can guide the development of more appropriate and personalized pedagogical strategies, improving teaching effectiveness and fostering greater mastery of L2.

Introduction. Digitalisation is a process of transformation covering all spheres of society. The introduction of digital technologies significantly changes approaches to learning, opening new opportunities for building a flexible educational process. Mobile learning, as a form of digital education, plays an important role in this transformation, giving learners access to materials anytime and anywhere, making the educational process more accessible and adapted to the requirements of modern society. The theoretical analysis consists in examining the digitalisation of education in order to define the concept of mobility in the context of digital pedagogy, paying special attention to the concept of mobile-assisted language learning and its key components. The role of the teacher in the educational process is considered, which is done through the analysis of pedagogical behaviours in the classroom. The empirical analysis of the study consists of a pedagogical experiment based on the analysis conducted, which investigates the use of mobile blogging as a means of completing written foreign language assignments. In conclusion, the possibilities of adapting mobile language learning in different educational contexts are discussed and the prospects for effective integration of mobile blogging into the practice of foreign language teaching in higher education are positively evaluated.

The article is devoted to the activities of Vladimir Frantsevich Stanis, the second rector of the Patrice Lumumba Peoples’ Friendship University of Russia. He was a charismatic leader who enjoyed enormous authority among his colleagues and made a huge contribution to the development of this unique university. The article outlines the main stages of the biography of V.F. Stanis, his difficult life path from the participation in the Great Patriotic War to the work in public offices, as a result of which he gained vast experience in organizational and managerial work. The authors pay special attention to the diverse activities of V.F. Stanis in the position of the rector of the Peoples’ Friendship University which he held for more than 20 years (from 1970 to 1993) and note that it was during this period that his scientific and pedagogical potential and leadership talent were fully revealed. It is emphasized that thanks to his work with the personnel V.F. Stanis managed to ensure the creation of prominent scientific and methodological schools in various fields at the Peoples’ Friendship University. At the same time, both in the USSR and abroad there became especially famous not only scientific schools of natural sciences and humanities, but also original methods of teaching Russian as a foreign language and foreign languages, including oriental ones developed by the university teaching staff. Moreover, the rector actively developed other areas of the university’s activities: international relations, extracurricular work, which required deep knowledge of the history of foreign countries and understanding of the current political situation in them. The authors show that thanks to his enormous dedication and careful attitude towards the staff and students, V.F. Stanis managed to create an international team of the Peoples’ Friendship University of many thousands.

The article analyzes theoretical and methodological approaches of mediation competence development in education of non-linguistic students in higher education system. The development of mediative competence seems to be an effective way of forming the university student’s language profile. The novelty of the study is justified by an attempt to apply a mediative approach in developing assignments and exercises in a foreign language for students of higher professional education historical faculties. The paper presents the results of current needs survey and the identification of non-linguistic specialty students language profile. The analysis confirmed the relevance of mediative techniques usage as a pedagogical form of educational process organization. Methods of developing mediative competence through the use of special tasks and exercises in the university educational process are described. It was concluded on the presented techniques implementation effectiveness in order to improve non-linguistic specialties students’ language profile. Purpose. The article is devoted to the problem of the mediative competence development in the context of higher education modern pedagogical didactics. The subject of the analysis is the mediative approach practical application in the organizing the educational process when teaching a foreign language to students of historical faculties in universities. The author aims to characterize the mediative approach principles aimed at improving the language profile of higher education students. Methodology. The basis of the study are theoretical and general scientific methods, sociological methods (questioning). Results. The results of the study are to identify four components of the mediative competence formation among university students (communicative; pluricultural; socio-psychological; professional), which form the language profile basis of higher education students. Also, the work attempted to develop techniques and principles for introducing a mediative approach to teaching English as a foreign language for students of historical specialties. Practical implications. The results can be applied in the educational process of higher education as part of the non-linguistic specialties in foreign languages teaching.

Introduction. In teaching foreign languages to Russian students there is a tendency of decreasing motivation in learning European languages because of changes in the geopolitical situation. The aim of the article is to analyze the dynamics of the changes in students’motivation to learn English at Petrozavodsk State University from 2019 to 2022. Theoretical analysis. A comparative analysis of Russian and foreign studies shows that low motivation to learn prevents students from achieving high results. The motivational sphere is infl uenced by such objective and subjective factors as profession, age, gender, learning environment, and university curriculum. Empirical analysis. The study revealed two diff erent trends. If the future historians, political scientists, and social workers still show their interest in learning English for the purpose of self-education and self-realization, then among the students specializing in “Tourism” the decrease in motivation, caused by the reduction of opportunities to use English in their professional activities in the near future, was recorded. Conclusion. The authors conclude that the task of stimulating students’ interest in learning European languages in Russian universities and the search for new non-standard methods of teaching foreign languages does not lose its relevance.

This scientific article focuses on cross-cultural competence in education, highlighting the interdependent relationship between language proficiency and intercultural understanding. The authors synthesize theoretical foundations and pedagogical techniques to reveal the multifaceted aspects of integrating cross-cultural nuances into language education. The study presents cross-cultural competence as an essential element of effective communication in a globalised world, rather than a secondary skill. The authors use a holistic approach to examine the complexities of pedagogical strategies that aim to develop cross-cultural communicative competence. These concepts involve the use of innovative technologies and multimedia resources to overcome traditional educational frameworks and model authentic cross-cultural encounters. The article examines the challenges associated with developing flexible competences. The intangible nature of cultural norms and the diversity of students' biographies complicate the process of building soft skills. The article concludes by offering recommendations for improving cross-cultural education and outlining promising trajectories for future research. This study contributes to the debate on the proposed interdisciplinary approach to building cross-cultural competence, combined with the integration of new technologies, which heralds a new era in pedagogy.

В конце XX – начале XXI в. происходят значительные изменения в отечественном языковом образовании, что повлекло пересмотр всей системы преподавания иностранных языков на всех уровнях образования. Своеобразным триггером модернизации и развития подходов к изучению иностранных языков послужили социокультурные и научно-педагогические факторы. На фоне стремительно расширяющегося международного сотрудничества в 1990-х гг. педагогическая общественность акцентировала свое внимание на разработке новых подходов к преподаванию языков. Осуществлено детальное изучение влияния социокультурных и научно-педагогических факторов на развитие подходов к обучению иностранным языкам. Даны конкретные примеры расширения и наращивания межкультурных связей России и западных стран после распада СССР. Констатируется, что быстрыми темпами развивающееся международное взаимодействие требовало людей, владеющих иностранными языками. На основе теоретического анализа научных работ педагогов, лингвистов и методистов характеризуются ключевые идеи коммуникативного и культурологического подходов к преподаванию иностранных языков. Сделан вывод о том, что коммуникативный и культурологический подходы к изучению иностранных языков были призваны оптимальным образом способствовать их быстрому усвоению, развитию коммуникативной компетенции, получению навыков общения с представителями других стран, постижению культуры иных народов для продуктивного взаимодействия в различных областях человеческой деятельности.

Modern European integration processes highlight the importance of foreign languages in a multicultural society and their effective teaching, accordingly, is one of the priority tasks of the European language policy. However, its implementation is significantly complicated in the crisis Ukraine experiences nowadays. Consequently, it causes a change in approaches to teaching foreign languages and the methods used. One of the preconditions for improvement of the level of foreign language education and coping with crisis situations is the research of best practices in other countries. The purpose of such an investigation is the improvement of this experience and implementation of the best achievements of scholars and practitioners in the branch of linguistic didactics and methodology of teaching foreign languages in the educational process. The aim of this paper is to summarize and systematize the experience of teaching foreign languages in higher education establishments in Ukraine, and to determine its linguistic and didactic peculiarities in crisis situations. The author considers the practice of teaching foreign languages in Ukrainian higher education institutions in crisis situations. Within the period of the investigation, there could be distinguished the covid and war stages. These stages differ in linguistic and didactic features of teaching foreign languages. During the covid period, the teaching of foreign languages was arranged as the active development and teachersʼ acquaintance with online courses characterized by a complete set of goals, content, forms, methods, and means of teaching foreign language communication, setting educational content in accordance with the specific features of “Foreign Language” as an educational component. Whereas during the war period, the teaching of foreign languages in higher education institutions has been done in synchronous, asynchronous, and mixed versions of distance teaching of foreign languages. Linguistic and didactic features of the determined period include the application of flexible approaches to the organization of constructive communication between the participants of the educational process. Moreover, the creation of “situations of success” during the implementation of creative projects has manifested itself as a specific feature of this period. This paper reveals a significant expansion of the teacherʼs didactic repertoire in using digital technologies, depending on their functions (those of training, communication and cooperation, search and information, presentation and research, experimentation, and gamification). As a result, changes in a teacherʼs role as a coach, an Internet moderator, a video tutor, and a facilitator of communication were detected.

Modern linguistic didactics focuses on the efficiency of the existing methods of teaching a foreign language while looking for new digital means. The article reviews the use of messengers and social networks as a modern auxiliary means in teaching a foreign language, especially to students of non-linguistic majors. Social networks are able to immerse the student in the linguistic environment through the means of Internet communication, Internet memes, emojis, etc. They provide interactive tools that simulate routine and professional communicative situations. Messengers also provide an opportunity for real-time academic communication. By integrating media applications in the academic routine, teachers employ a personal-activity approach to develop soft skills and self skills. This approach offers authentic relevant materials, modern vocabulary, and a convenient accessible format. It also reduces stress level and enables simultaneous mastering of information, communication, and professional competencies while increasing motivation for learning a foreign language.

The article deals with the psycholinguistic and methodological problem of the formation of a secondary linguistic identity in the process of foreign language acquisition. Relying on the theories of the linguistic world mapping and the linguistic personality, as well as on many years of experience in teaching Russian as a foreign language, the authors draw conclusions about the need to rethink the teaching objectives and shift the focus to methods and techniques that open a new linguistic world view to the student, since the development of a secondary linguistic personality is based on it. The starting point is the idea that the native speaker acquires the national culture by means of their native language and the language specific world view, so that the key goal of the foreign language teaching methodology should be the search for methods and techniques for developing the student’s perceptual ability to comprehend the specificity of world mapping in the language studied, with the purpose of attaining such a level in foreign language acquisition as thinking in this language. The authors see the main goal of any foreign language course, starting with the elementary one, to be the formation of a secondary linguistic personality which makes the student ready for the intercultural dialogue. Everything else should be subordinated to this goal as particular tasks and steps on the way up to it. The authors claim that the methods and techniques that are supposed, in accordance with the main goal of foreign language teaching, to teach how “to perform speech acts” in a new language, should be aimed at the formation of a secondary linguistic personality that can express themselves and comprehend the interlocutors’ intentions in the intercultural dialogue; and create and perceive oral and written texts on different aspects of life and of varying degrees of complexity, depth, and accuracy without translation. A secondary linguistic personality is a dynamic, constantly evolving construct that is built on top of the already existing linguistic personality, embracing and using all the existing cognitive settings and expanding their potential. These structures are not parallel, but closely interrelated at the levels of Lexicon, Thesaurus, Pragmaticon, and discursive competence. The ability to fully participate in the intercultural dialogue is an indicator of the complete formation of the secondary linguistic personality.

The article considers the changes that have been taking place in the world in recent years, including a growing demand for soft skills, and the impact these changes may have on the professional competencies of teachers of the English language worldwide. The authors explore professional standards and requirements for teachers in a number of countries, including Canada, the EU, Russia, and India in order to see whether these changes are reflected, and describe the teaching context in India to see what teachers are concerned with. The article shows that although digital competencies are included in the teachers’ competencies in many countries, certain expectations of learners and their potential employers are not reflected in frameworks of teacher competencies and requirements. The authors believe that current frameworks of teachers’ competencies in general and English language teachers’ competencies, in particular, need a partial revision to accommodate the expectations of learners and their potential employers, which may lead to a more interdisciplinary approach to teacher training.

Taking into account that traditional foreign language teaching is being moved to a virtual environment, the obligations of teachers are changing constantly. Their main tasks are to accept new technologies and develop their digital literacy. However, whether teachers will apply ICT in teaching practice depends on their personal and pedagogical attitudes and beliefs. When teachers’ attitudes and beliefs are positive, new technologies become one of their important teaching materials. The opposite of this, with negative attitudes and beliefs about applying ICT in teaching, teachers reject them and do not enable students to acquire new skills and knowledge in a virtual environment. In that sense, we wanted to examine the foreign language teachers’ attitudes about the use of ICT digital tools in Serbia. The results are obtained by the inferential analysis which is used to confirm or refute hypothesis about the possible conditioning of the identified factors. The results showed that positive attitudes of teachers have a positive effect on learning in a digital environment, but also that positive attitudes increase significantly with their education for the use of ICT. Finally, it was shown that teachers employed at the university have more negative attitudes about the advantages of language learning in a digital environment, in contrast to teachers employed in primary and secondary schools and in foreign language schools. In support of this, it is observed that training in this field is also necessary for teachers who work at faculties in order to increase awareness of the value of new technologies in the teaching process.

The article deals with the problems of teaching foreign languages to people with visual impairment in the system of inclusive education in Russia. The authors analyze the «special needs» of this category of students in teaching the proper linguistic aspects of the studying language (phonetics, vocabulary, grammar) and the problems arising in the process of mastering each of the types of foreign speech activity (reading, speaking, writing and listening). Special attention is paid to the psychological peculiarities of students with visual impairment, manifested in the learning process, the recording ofwhich is critical for the successful mastery of a foreign language and the adaptation of blind and visually impaired students to the general school environment.

Introduction. The unexpected transition to online teaching in spring 2020 resulted in educational institutions differently equipped in terms of technology, methodology and academic staff preparedness. Moreover, educational institutions faced with a totally new working environment. One may assume that during the pandemic, education systems of most countries crossed the Rubicon, and now there is no going back. What learning and teaching will be like in the future depends, to a large extent, on the lessons the teaching community will learn.The aim of the research was to find out how successful the emergency transition to teaching foreign languages online was and to identify technological resources necessary to maintain the quality of foreign language teaching and learning in different educational formats.Methodology and research methods. The research was carried out in line with the learner- centered activity approach and principles of distant teaching and learning; it also included analysis of online teaching practices across the world before and during the COVID-19 pandemic. The research data was collected via three surveys conducted (with Google forms) among foreign language teachers of MGIMO University (1329 questionnaires) in April, June and September, 2020; 15 heads of foreign language(s) departments (July 2020), and 201 MGIMO students (September 2020). The data was analysed using IBM SPSS Statistics: correlation and cross tabulation analyses, linear regression analysis, and ANOVA.Results. In the course of the research, the correlations between class activities, selfstudy assignments, forms of assessment, and students’ engagement in learning have been established; as well as the fact that individual approach in teaching has a positive effect on students’ activity, responsibility and academic independence. Furthermore, the problems in online teaching have been identified: classes were not communicative enough, nor teaching sufficiently individualised; besides, the quality of assessment declined with the transition to online learning format.Scientific novelty. An attempt has been made to evaluate the experience of remote teaching foreign languages at university level after the emergency shift to online learning format, and to find out its potential for maintaining (and, in prospect, improving) the quality of language education.Practical significance. Class activities, self-study assignments and forms of testing found the most effective in this research can be of use to foreign language teachers working online. The need to provide individual trajectories for students to develop communicative competence in a foreign language has been established, which is important for course, programme and teaching materials designers.

The article analyzes the experience in the development of innovative infrastructure of theuniversity. In particular, the activity of the School of Foreign Languages «Language Mosaic» is described. The school aims to introduce the process-oriented approach into foreign language teaching. The authors discuss the basic teaching methods of applied at school.

The article examines from various points of view the role of the Spanish language in the Russian system of primary and secondary education, both public and private, paying special attention to the experience of schools participating in the Bilingual Sections program of the Spanish Ministry of Education and Training. The article compares Spanish with other foreign languages in the Russian school system, and considers its evolution in the timeline and the impact on its status of migration movements in connection with political events, commercial and student exchange, tourism; as well as the impact of certain measures taken both in Russia and in Spain. Institutions in both countries have established links to promote mutual development in terms of learning Spanish and Russian, and the diplomatic corps has become the catalyst and manager of this dynamic. Despite the fact that the reactions of educational actors (institutions, civil society, students and teachers) are varied, they reinforce different mechanisms to gain access to Spanish culture and business, as well as to other Spanish-speaking countries. The article also demonstrates the current statistics and describes the trend that the teaching of Spanish may follow in the coming years due to positioning of Spanish among the main foreign languages studied in Russian schools.

This paper analyses foreign language teaching in the education system of the Republic of Srpska relative to the percent distribution of frequency of individual languages. With primary education being the first and obligatory level of education at which foreign languages are taught, the paper examines the connection between language education policy at the primary education level, social processes and the international position of foreign languages studied in the Republic of Srpska. Available data are compared with the rankings of world languages in terms of their global influence. Similarities and differences between learning outcomes for individual foreign languages after completing primary education are also analysed. The paper points to the basic problems of the language education policy in the Republic of Srpska in relation to foreign language teaching, and recommends systematic collection and analysis of relevant data as the first step in dealing with the issues discussed.

Multimodality in teaching is gaining more attention in contemporary research and scientific literature. It is a special communication that relies on modes, such as pictures, graphs, audio, videos, maps, etc. which by combination create certain meanings in order for the modes to be adequately combined, multimodal literacy is necessary. The aforementioned literacy in teaching helps students to create multimodal texts and tasks in a digital environment. Therefore, the aim of this paper is to examine how first and second-year students of Hispanic Studies at the Faculty of Philology in Belgrade manage in a digital environment working on a multimodal task, as well as how they use digital tools and the Spanish language. Student presentations were exhibited and recorded via the Zoom platform, and data were collected through the observations of the researcher. Also, the research method used for research purposes is the analysis of authentic teaching materials. First-year students presented a topic about health in Spanish via the Moodle platform, while second-year students presented and created their own virtual tour in Spanish using the Padlet platform. For the analysis of multimodal activities, the criterion related to the use of modes and the creation of multimodal texts was used. The results of the analysis showed that most students were successful in creating multimodal activities, that they used mods in a creative way and that in this case it was possible to implement this type of activity because the students of this faculty and the study program are adapted to frequent application of new technologies on assignments using the Spanish language. [ABSTRACT FROM AUTHOR]

The article analyzes the translations of the classic work of Ukrainian literature — the poem "Eneida" by Ivan Kotlyarevsky into Belarusian, Georgian, German, Russian, Romanian, Czech, and other languages. The author draws attention to the characteristics of proper and literary translation, reveals the specifics of the author's perception of the translated text and the reason for the popularity of travesty works in European literatures.

The paper provides a retrospective analysis of foreign experience of linguistic self-education in the second half of the 20th century. It is shown that reaching the current level of students’ training for life-long linguistic self-education requires understanding of socio-historical, pedagogical and practical experience, which reveals the logic of development and formation of linguistic self-education as an educational phenomenon, as well as determinants and factors which have been influencing this development. Having studied a wide range of sources, we can state that the issues concerning self-education have always been topical problems of scientific knowledge. However, for many centuries in the world pedagogical theory and practice linguistic self-education as such was not regarded as a separate pedagogical phenomenon, but instead, it was only the applied and general educational value of learning foreign languages which was taken into consideration. We have defined that the essence and forms of linguistic self-education depending on historical, economic, political and social factors changed in different years and determined both by the logic of educational development in general and the needs of the society as whole as well as certain individuals to master foreign languages. The period from the middle of the 20th to the beginning of the 21st century became a revolutionary stage in the development of the theory and practice of foreign language self-education. We found that the impetus for the intensive development of a methodology for adults’ self-instruction in foreign languages was the historic events of World War II. The method of “on-the-spot linguistic analysis” was introduced. This method became the basis for special research on autonomous learning of foreign languages by adults, and later – for linguistic self-education. In the 50-60s of the 20th century, foreign language and sociocultural training was first recognized at the international legislative level. Audiolingual and audiovisual methods became widespread back then. In the 70s and 80s of the 20th century, theoretical developments and practical experience in the field of independent study of foreign languages, as well as singling out the concept of “autonomous learning” as a separate pedagogical category became a driving force for the formation and development of linguistic self-education. Since the 80s of the 20th century, along with the theoretical developments, the practice of foreign language self-education has been actively developing and improving. In the present-day system of higher education in Western countries, self-educational activities in learning foreign languages are equated to traditional organizational forms of educational activities. At the beginning of the 21st century, the innovative methods of self-instruction of foreign languages are gradually being introduced into the educational process at a number of European universities. Thus, having implemented the retrospective analysis of foreign experience in foreign language selfeducation we can conclude that in the second half of the 20th century important prerequisites were created for distinguishing the concept of linguistic self-education into a separate category of language didactics and a specific type of educational activities.

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The purpose of the article is to analyze the features of teaching foreign languages in higher education in the context of distance learning. To achieve this goal, the article uses the methods of theoretical analysis, critical analysis of scientific resources and scientific observation of the educational process. A comprehensive description of the application of these methods through the prism of foreign languages is the scientific novelty of the work. In the era of continuous informatization of society and education, in particular the use of modern computer technology, the Internet, multimedia and mobile communications in the educational process of higher education, has become a necessary condition for training and education of competent professionals and their future adaptation to working conditions. Therefore, educational institutions try to organize the educational process so as to provide students with full access to educational materials, using paper, electronic and multimedia media and access to Internet resources. In addition, the use of computer technology and the Internet, distance learning technologies significantly expands the range of potential students and allows to involve in education (including language) a wider range of students from abroad. Conclusions. Distance learning through computer telecommunication networks has broad prospects in the study of foreign languages. First of all, this advantage, in comparison, for example, with video and audio seminars, lies in the availability of operational feedback from teachers and students, with numerous training programs. Distance learning of foreign languages is a fairly effective form of learning a foreign language, aimed at the development of cognitive abilities, oral speech, foreign language thinking and full mastery of written foreign language communication.

Рассматривается процесс изменения вектора государственной политики в сфере изучения иностранного языка в 30-е годы ХХ века. Показано, что после революции 1917 г. изучение иностранного языка было прекращено, потому что расценивалось как пережиток прошлого, антагонистического общества с ярко выраженным и непримиримым классовым неравенством. Однако в 1923 г. Н. К. Крупская в статье «О преподавании иностранных языков» доказательно опровергла необходимость изучения эсперанто и четко обосновала свою позицию по поводу изучения иностранных языков, описала практическую значимость, обозначила основную цель и показала приоритетный метод их преподавания, заложив тем самым основы изучения иностранных языков в нашей стране на многие десятилетия. Рассматривается ряд постановлений Центрального комитета Коммунистической партии Советского Союза от 1929 и 1932 гг., направленных на усиление изучения иностранного языка в городских школах второй ступени, техникумах и вузах, фабрично-заводских семилетках. Приводятся размышления общественных и политических деятелей, педагогов, публицистов, филологов о культурологическом потенциале иностранных языков. Показана цель их изучения в 30-е годы ХХ века.

The article considers the features of modern European language policy in the educational context. It has been established that solving the problems of multilingualism is an extremely important matter. Globalization and migration flows of the 21st century have made the role of language policy paramount in today’s world. Citizens, equal in rights and responsibilities, are distinguished by their cultural identity, which is why the problem of peaceful coexistence of all citizens of the European community is particularly acute today. The aim of the Council of Europe is to bring the individual member states closer together through joint steps at the cultural level. The heritage of cultural diversity is seen as a treasure to be protected and developed. Only the knowledge of modern European languages will increase opportunities for communication and interaction in all spheres of public life, promote mobility and mutual understanding. All the problems of multilingualism must be addressed in a balanced and tolerant way. The education sector is an environment that is designed to ensure compliance with all laws and regulations regarding the teaching and learning of foreign languages, a place of democratic approach to the implementation of European language policy. Public administration of languages, regardless of form, has the main goal – to maintain linguistic diversity. No educational space is socially homogeneous, because each has different languages and different cultures. This multiplicity of languages and cultures, which characterizes the modern European space, forces to approach their study extremely carefully, to create all necessary conditions for foreign language activity, The problem of multilingualism in the European system of higher education is analyzed and the personal development of students in the conditions of multilingualism is covered. It has been established that the Council of Europe promotes the development of quality education: it ensures student mobility, develops joint curricula, creates educational networks, encourages the exchange of information and promotes the benefits of lifelong learning. The knowledge of foreign languages is an important component of this activity. Multilingual citizens are better prepared to take advantage of the educational opportunities offered by the integrated Europe. The relevance and necessity of learning foreign languages at the present stage are substantiated. It is stated that the European language policy encourages multilingualism and aims to achieve a situation where every citizen of Europe, in addition to their native language, will speak at least one foreign language.

The article is devoted to the notion and role of personalization in teaching English as a tool of day-to-day and professional communication, considering modern methodology which heavily relies on Internet technologies. The authors analyze the development of the ideas, which have served as the basis for personalized education, and come up with a detailed inventory of popular models of personalized education both in Russia and abroad to check their adherence to basic principles of personalization. The methods used in the article comprise synchronic and diachronic forms of comparative analysis. The authors’ personal experience of teaching English in a personalized way at Skyeng School via its online platform has become an important extra source of empirical material for the article. The results of the undertaken study can be of practical value for administrators of educational organizations, specialists in teaching methodology, school teachers who would like to implement various methods of personalized education or devise a personalized technique on their own

Рассматривается проблема обучения аудированию студентов неязыковых специальностей в связи с переходом на федеральные государственные образовательные стандарты третьего поколения ++. Анализируются трудности, с которыми сталкиваются как преподаватели, так и обучающиеся при работе с аудиоматериалами, раскрывается взаимосвязь аудирования с другими видами речевой деятельности, подчеркивается невозможность научиться говорению без тренировки восприятия речи на слух. Приводятся примеры современных интернет-ресурсов, используемых в практике неязыкового вуза, отмечается их преимущество в аутентичности, коммуникативности, познавательности, мотивации студентов. Предлагается адаптировать и использовать упражнения с однократного предъявления для обучения аудированию на начальном этапе с целью снятия трудностей различного характера, приводятся примеры упражнений при работе со студентами разных направлений подготовки, дается обоснование эффективности этих упражнений.

The presented annotated “Bibliography of Translations of Works by Sergey Yesenin (1920–1927)” is the result of many years of work on the fundamental scientific project “The Chronicle of S.A. Yesenin’s Life and Work” in 5 Volumes (7 books, 2003–2018). In this work for the first time previously unknown lifetime and posthumous translations of works by Yesenin were introduced into scientific circulation and dated. Most of the hard-to-access publicationswere reviewed de visu in cooperation with foreign colleagues. The result of this research is the presented, most comprehensive to date bibliography of the translations of Yesenin’s works: from the first, not revealed V. Hartmann’s translations into German (“Autumn” and “Singing Call”) to the numerous posthumous translation of 1926–1927. The Bibliography is accompanied by indexes: the poet’s works, the languages of translations and the names of translators. During Yesenin’s lifetime his works were translated into 17 languages: German, English, Swedish, French, Italian, Polish, Czech, Bulgarian, Serbian, Slovenian, Ukrainian, Belarusian, Latvian, Armenian, Georgian, Japanese and Yiddish. In total, for the indicated period, 194 publications of 90 Yesenin’s poems (or their fragments) in 21 languages were revealed.

This review article covers the International scientific and practical conference “Traditions and Innovations in Developing Students’ Professional Lingual Identity”. In 2019 the conference was initiated and organized by the chair of Russian and foreign languages and speech culture of The Ural State Law University (Ekaterinburg, Russia). Scientific and methodological themes of the conference united scientists from the Russian Federation and other countries (China, Kyrgyzstan, USA) by their research interests. The article summarizes the key ideas of the reports presented by the participants.

The article presents the individual stages of linguistic continuing education. The goals, technologies and methods as well as the problems of teaching foreign languages at particular stages of education are also discussed. The article also deals with the purposefulness and importance of lifelong learning of foreign languages.

The relevance of this study is due to the fact that the introduction of new technologies in teaching foreign languages is one of the most important tools of the teacher, which help creating not only a memorable lesson, but also experience that will remain with students for a long time. The hypothesis of the study assumes that the use of target and project methods in teaching foreign languages is able to maximize the use of language resources for students, allowing them to diversify their own training. With the advent of information technology, the role of the teacher has changed significantly. This has resulted that the teacher has got new responsibilities, namely to show students how to use these devices to gain new language skills and experience, not just for leisure and enjoyable forwarding time. Students should be taught to use technology as a mean to achieve a goal, such as learning or improving a foreign language. The main problem of this article is related to the fact that, despite the available methods of teaching foreign languages, the level of forming students’ language competencies remains extremely low; the methods proposed by the authors help the teacher to create a unique experience of teaching foreign languages in almost every lesson, provided that he / she is aware of the possible options for their use and how to configure them in a specific educational situation of teaching; not all modern methods in teaching foreign languages serve the needs of the student.The results of the study showed that the target and project methods of teaching foreign languages are effective tools to improve the students’ level of language proficiency and can be used both separately and in conjunction with the traditional methods of teaching foreign languages by teachers, specialists in the field of pedagogy and methods of teaching foreign languages, students and others.

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ideas gathered in the book should be of interest to every school that intends to implement the National Learning Standard. These ideas have to do with personal development of children, getting children prepared for further development, inculcation of cognitive competencies, collective learning, learning content as a perspective of the world, and the need for radical change in teaching foreign languages in school.

The author’s project is presented - distance learning course on the Moodle platform on German as a foreign language in higher educational institution (University Duisburg-Essen, Germany), the aspect of “written communication.” The research urgency is caused by the fact that the growth of academic mobility in higher education causes the need to intensify the teaching of foreign languages, at the same time, the development of modern communications technology expands the possibilities of knowledge transfer and competence forming. The experience of the e-learning course is described, approaches to learning and their refraction in the structure of the course are presented: competence, communicative activity, intercultural. A thematic plan of the course, including the types of written texts, provided by “the common European framework of reference for languages” is provided. Special attention is paid to the organization of the thematic units of the course in accordance with the concept of “backward planning.” Criteria for intermediate and final assessment are identified. Practical significance is determined by the fact that standards of provision of learning material can be used to create distance and blended courses on other aspects of teaching foreign languages in higher professional education of the Russian Federation.

The article assesses the importance of foreign language learning in the era of globalization. The modern specialist must be proficient in several languages, to apply a global innovation and keep up with progress. Also the existing traditional teaching of foreign languages is considered and its shortcomings are identified. Analysis of the present situation in high school shows the necessity of creating and using the special environment as the most effective means for learning other languages. The properties and possibilities of virtual reality application as an efficient means of teaching foreign languages for specific purposes in an educational environment are dealt with. The advantages of applying virtual reality in the sphere of linguistic education are analyzed.

Copyright of Central Asian Journal of Art Studies is the property of Central Asian Journal of Art Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: the article is devoted to such an actual today issue as increasing of motivation of students learning foreign languages in non-language faculties of a contemporary university. The authors identify the main reasons causing the low level of language preparation among students of non-linguistic directions of preparation, which include – lack of motivation for the implementation of utterance (dominated by a strong belief that in real life it is not useful); small vocabulary; poor knowledge (or ignorance) of grammar of the language being studied; the fear of making a mistake (“psycholo gical barrier”). Materials and Methods: the methodological basis of the research are scientific methods such as observation and experiment. In addition, the authors used some other methods such as study of students’ performance (written, examinations, tests, essays, dictations, summaries, etc.); method of pedagogical experiment; modeling. Results: in order to change this situation, the authors suggest to activate the teaching and speech activity of students at two levels: 1) motivation and impelling (to form among students sustained motive (need) to speak) and 2) tentatively and research (to train the ability to independently select and apply language and speech means appropriated to conditions and social environment). One must skillfully combine both traditional and innovative approaches and methods in the teaching of foreign languages, among which the authors identify a number of basic: the so-called gambling technology (business and role-playing games), information and communication technologies (presentations, projects, online tutorials, webinars), Internet communication with foreign counterparts, meetings and discussions with native speakers, participate in competitions and others. Their alternation on pairs will maintain the attention and interest of students at a high level. Discussion and Conclusions: it is noted that a key role in this process is given the personality of a teacher who should possess such qualities as professionalism, language competence, creative thinking, the ability to model the learning process and adapt it in accordance with the level of preparedness of specific audiences, etc.

In 1943, when the Department of International Relations at MSU was established to develop one year later into the Moscow State Institute of International Relations (MGIMO), the first task of the faculty was to teach future diplomats of foreign languages, which they for the most part simply did not know. Of course, in the midst of World War II, the most important foreign language seemed to be German. But the question was in providing for language support for the system of world diplomacy of the Soviet state. And pretty soon it became clear that proficiency in two foreign languages was the main advantage of MGIMO graduates over graduates of all other national universities. The language study at MGIMO is of applied nature: while studying languages students at the same time receive other professions - a diplomat, an economist, a lawyer, a journalist. Studying a language of profession became an academic niche of MGIMO. That is why today MGIMO entered the Guinness Book of Records for the number of foreign languages studied: 53 in 2014.

EnThis paper presents research about using foreign languages in private sector companies in the southern Salento peninsula that have commercial dealings outside Italy, and focuses specifically on German. By means of a questionnaire, a survey was conducted of 80 companies in the province of Lecce, out of almost 2000 that have active dealings abroad. What emerged were the role played and the languages spoken by the staff of those companies who have relations with foreign countries. In addition, it looks at the methods used by the companies to contact their foreign counterparts and the languages used to maintain contact over time. In the specific analysis of the use of German, the following were determined: the percentage of companies visited where the language is spoken; the categories of people working in the companies who speak German, together with their relative levels of competence; the suggested reasons for their pronounced willingness to speak German; the use of German outside work, fundamental for expanding one's lexicon. In addition, the languages spoken between Italian lawyers and their foreign counterparts were also verified for those cases where the surveyed companies made use of such services. Lastly, given the considerable job opportunities for those who speak foreign languages, I have highlighted the need for greater attention to how they are taught in the national school system, with particular reference to the study of German due to its importance on the European level.<<>>Il lavoro in oggetto illustra una ricerca sull’uso delle lingue straniere nelle aziende del basso Salento che hanno scambi commerciali con l’estero; approfondendo, nel medesimo ambito, l’utilizzo del tedesco. Mediante l’ausilio di un questionario, è stato realizzato un sondaggio presso 80 aziende in provincia di Lecce, delle quasi 2000 attive con l’estero. In primo luogo, sono emersi il ruolo ricoperto e le lingue parlate dalle persone che in azienda si relazionano con i paesi esteri. Inoltre, sono stati individuati i metodi impiegati dalle imprese per contattare gli interlocutori esteri e le lingue usate per mantenere i contatti nel tempo. Nella specifica analisi sull’uso del tedesco si sono definite: la percentuale delle imprese visitate nelle quali si parla la lingua; le tipologie di persone, attive nelle aziende, che parlano il tedesco insieme al relativo livello di conoscenza; le ipotesi che spiegherebbero l’elevato grado di fidelizzazione alla lingua; nonché, il possibile uso extralavorativo del tedesco, pratica utile e fondamentale per ampliare il proprio lessico. In breve, sono state verificate anche le lingue parlate tra i legali italiani e quelli all’estero, nel caso in cui le aziende si fossero servite di tali consulenze. Infine, per le apprezzabili opportunità di lavoro offerte a chi parla le lingue straniere si è auspicata una maggiore attenzione al loro insegnamento da parte del sistema scolastico nazionale, rivalutando anche lo studio del tedesco per la sua importanza sulla scena europea.

This article offers an overview of the discipline ‘Language activation and language teaching strategy’ taught to students of philology at the University of Gdansk. It is emphasised that the course pays special attention to acquiring knowledge and its application in the course of individual studies. The results of an annual survey of junior students of Russian philology at the University of Gdansk help identify the factors of effective teaching of foreign languages.

This article is about the educational policy of the President of the RK, namely about teaching and studying foreign languages. Why is it necessary to know for Kazakhstani people foreign languages? What must be done to develop the idea of our president i? The output of Kazakhstan onto international arena tells about the great need of possessing foreign languages. The current linguistic situation in Kazakhstan allows us to talk about the unity of three languages as about significant factor of strengthening of social harmony. The diversity of cultures and languages, its equal coexistence is the freehold property of our Nation. The main purpose of Kazakhstani education is to create required conditions for developing and professional formation of personality on the basis of national and common to all mankind values keeping the native language and culture, traditions and customs.

The article deals with methods of teaching the German as a foreign language by means of the Internet-technologies. The author shows the possibility of this means of teaching.