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Mastering a professional foreign language is impossible without mastering special vocabulary. The higher the level of language formation and speech lexical skills, the more successful the specialist will be in the implementation of the tasks assigned to him in a foreign language. This article considers such type of organizing students’ independent work activities as compiling a glossary, or thematic dictionary. The main advantages of this type of work are described, and the motivational potential is revealed in the process of mastering professionally-oriented lexical material by students. The author gives the examples of compiling different sorts of glossaries and methods of using them, which expand their opportunities as the extracurricular kind of activity, and reveals their motivational capability for students’ active learning.

The article deals with some issues of online testing technology in conditions of full-scale armed aggression, which is increasingly being used in pedagogical practice when teaching such an interdisciplinary subject as a foreign language at a non-linguistic university. The advantages and disadvantages of this method of teaching and controlling students’ knowledge are revealed. An analysis is presented and the vulnerabilities of modern online testing systems are investigated.

The article contains a comparative analysis of PPP and TBLT approaches to the foreign language learning including the detailed description of the main stages of teaching and lessons planning in the framework of each approach; the advantages and disadvantages of both approaches are also considered in the article. It is also emphasized that using TBLT approach in groups of students from non-linguistic universities with a low level of foreign language proficiency (A2) is rather difficult. In such situations authors recommend considering the traditional PPP method, which allows practicing and fixing the necessary speech patterns.

The article dwells upon a convenient technique in teaching a foreign language – using Mind Maps. Mind Maps are ways of depicting general system thinking using diagrams. This method can be considered as a convenient technique for alternative recording of information. The use of Mind Maps (MM) in the classroom helps to reproduce and memorize new educational material; develops the creative and intellectual abilities of students; helps to organize individual, group and collective activities; implements a differentiated approach to training. Also an effective way of memorizing language and speech material is the creation of MM by students. Different tools and special software for creating MM are also considered in the work. Using MM in foreign language classes, we can enter, consolidate and control the acquisition of vocabulary on the topic under study. The use of mind maps in teaching students gives noticeable positive results, since they make it easy to memorize new words and remember already known ones, activate the processes of memory and thinking.

The article deals with innovative distance learning technologies for teaching foreign languages to students. The principle of distance education is described. The new role of the teacher is justified. It is considered a decrease in the number of classroom hours and an increase in hours devoted to students’ independent work. The aims of pure distance courses and elective learning courses are shown. The gaining popularity of distance learning of foreign languages is approved.

This article tells about a new type of information presentation - «scribing», as well as about its implementation in the educational process. Different types and advantages of using the scribing technique also described. Also the options for using the scribing technique in English lessons for students of non-linguistic technical universities are considered. The article also gives a review about authors worth paying special attention to when studying this research work. The work indicates the relevant use of modern technologies in the learning process.