Improvement and preconditions for multicultural education are associated with the democratic society development which is characterized by openness to other countries, peoples and cultures. Mutual understanding is its most important value. The ongoing integration processes in the world, the desire of Russia and other countries to integrate into the world and European sociocultural and educational space, while preserving the national identity, determines the multicultural education development. Education in a multicultural society, according to experts, is associated with the optimal models of the educational process, various methods and technologies of educational activities. They really include students in the multicultural educational space, they form the qualities necessary for successful adaptation and self-realization in the modern world.

В последние годы применение системы обучения (LMS) в практической работе преподавателя становится распространенным и имеет много преимуществ: позволяет студентам быстрее получать знания, облегчает взаимодействие между студентами и преподавателями. Кроме того, использование системы обучения (LMS) увеличивает количество студентов в дистанционном обучении. Академическая группа в социальной сети Facebook используется как в повседневной жизни студентов, так и считается учебным инструментом. Социальную сеть легко адаптировать в качестве дополнительной системы управления обучением, так как виртуальное пространство прочно вошло в нашу жизнь и с его помощью можно оперативно решить многие задачи «не сходя с места». Однако в полной мере влияние академической группы Facebook на обучение не изучено, особенно в сравнении с другими системами управления обучением. По результатам исследования, участники группы Facebook академически превзошли тех, кто использовал Moodle. Более того, пользователи в группе Facebook придерживались позитивного отношения к обучению и взаимодействию, высокой мотивации по сравнению с пользователями Moodle. В данной статье приводится анализ внедрения и возможного ограничения в использовании системы управления обучением. Результаты исследования могут представить интерес для преподавателей, которые предполагают принять Facebook в качестве одной из систем управления обучением. Ключевые слова: средства иностранной коммуникации, системы управления обучением, социальные сетевые технологии, постдипломное образование, дистанционное образование, интеграция онлайн-платформ, инструменты образования, средства коммуникации. Kazan,.ru Abstract: In recent years, the use of the learning management system (LMS) in the educator's practical work is becoming more popular and has many advantages: it allows students to get knowledge faster and deeper, facilitates interaction between students and educators. In addition, the LMS use increases the students' number in distance education. Academic group in the social network Facebook is used both in the students' daily life, and is considered as an educational tool. The social network can easily be adapted as an additional learning management system due to the fact that virtual space become a part of our lives and it can be used efficiently to solve much problems "on the spot". However, the full impact of the academic group in Facebook on learning has not been studied, especially when compared with the use of other training management systems. According to the study results, the Facebook group members surpassed academically those who used Moodle. Moreover, Facebook users held a positive attitude towards learning and interaction, higher motivation to learn compared to Moodle users. This article provides an implementation analysis and possible limitations in the use of the training management system. The study results may be of great interest to educators who suggest taking Facebook as one of the training management systems. THE USE OF SOCIAL NETWORK IN THE CONTEXT OF HIGHER EDUCAT...

This article is focused on the sociocultural and intercultural factors which may benefit or complicate the second language acquisition process in general, and primarily communicative skills. The study is about to explain the conditions of Teaching English as second language in Kazan (Russia) and focused on the area of the sociocultural and intercultural factors, which might contribute to the learning English proficiency. The leading methods are the observations, conversations, and pedagogical experiment, allowing to check the proposed structural competence and pedagogical conditions concerning Teaching English as a second language in the system of higher education. The study involves the interviews with English Language Teachers (non-native speakers) and Assistant English Language Teachers (native speakers), and as well as students' assessments. The paper submission is of the definite value for the process of second language acquisition in the system of higher education. Key words: high education, proficiency, second language acquisition, (oral) verbal collaboration, linguistics, methodology, restructuring English education, sociocultural and intercultural, retraining system 1.Introduction Although universities have developed since the 1980 -90s witnessed a new wave of interest to the issues of the English language in higher education (Masalimova, Shaidullina, Usak, 2016;Golubkova, Masalimova, Birova, 2017;Kazakov, Zakirova, Birova, 2017;Li, Pyrkova, Ryabova, 2017;Nurutdinova, 2012;Nurutdinova, Dmitrieva, 2013). Though changes have been happening in the last ten years, there are clearly weaknesses in language education in the way of improving the communicative abilities in Kazan (Russia), which are not being mainly addressed. There seems to be the difference between Russian students and overseas students in their comfortableness and effortlessness in communicating English as a second language; students can read and write well, nevertheless they still struggle to interconnect directly. Particularly this awkwardness can be recognized to linguistic alterations, but there are also seems to be prominent or important intercultural, sociocultural and cross-cultural aspects that may trigger this metamorphoses. In this study, we challenge to find the solution how Russian educational environments and methodologies to teaching English might be perfected in providing the more successful outcome in the way of communicative English.This research paper additionally pinpoints how comprehension and consciousness of intercultural, sociocultural and cross-cultural aspects may increase the understanding of how to more efficiently teach the communicative aspect of English as second language learners.Growing interest towards the English education can be explained by different reasons. Firstly, the economy and labour markets pushed demand in competent workers with knowing of foreign languages, social and intercultural skills. As world economies become increasingly inter-connected, multilingualism and intercultural skills have

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The current stage of human society development is characterised by such processes as economic and political globalisation, which indicates the significant changes in the historical and social scale of the socio-political structure of some states, technological progress and rapid development as the means of communication. Responding to the challenges of current period, the vocational education system should create conditions for the interconnected development of the cognitive and foreign language fields of future specialists. The similar technologies were named CLIL Content and Language Integrated Learning and EMI English as Medium for Instruction. However, in national information sources, theoretical and methodological aspects of bilingual education have not yet been adequately covered. Mastering foreign-language communicative competence becomes one of the necessary conditions for the successful career of the graduate student. This fact is recognised both by the academic community and by the students themselves. The new educational paradigm, which is currently asserted in education, reflects the modern view on the interrelationship of education and culture, in which education acts as a universal mechanism for the development of the specialist personality, free from thinking and action stereotypes, capable of intercultural communication and professional interaction in a foreign environment.