The aim of this study is to determine the use of distance education technologies, conditions of use and how often they use various computer applications, and also to investigate the use of these applications by academicians who teach in the Department of Mechanical Engineering. In the research carried out with the scanning model, there were 370 volunteers from various universities in Russia, consisting of academicians who teach in the field of mechanical engineering. The research was carried out in the spring term of 2020–2021; before the research, a 6-week online training was given to mechanical engineer academicians. In the study, the ‘distance education technologies’ measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered to the academicians via the online method and collected. The analysis of the data was carried out by using the SPSS programme, frequency analysis, t-test and ANOVA test, and the results were added to the research with tables. Accord-ing to the results obtained from the research, although the distance education technologies of the academicians who teach in the field of mechanical engineering are satisfactory, the rate of academicians never using new technologies in the teaching process is quite low and the rate of using them very often is quite high.

The article is devoted to the practical training of high school students in the field of transport logistics in everyday speech and the language of the non-linguistic specialty for the active use of a foreign language, both in everyday and in professional verbal communication, which is one of the leading indicators of education and competitiveness in the modern labor market. As the main task in teaching professionally-oriented English language in the context of multilingualism, the leading integrative communicative method is considered. It serves as verbal communication, and its purpose is the formation of communicative competence first of all. This method contributes to the creation of the main model of teaching professionally-oriented verbal speech in English. Modeling situations of professional verbal communication is designed to prepare students for the real conditions of the future profession. Speech situation is defined in the methodology as a set of circumstances in which verbal communication is realized, a system of speech conditions that are necessary and sufficient for performing a speech action. To achieve the set goal of training -forming the skills and abilities of professionallyoriented verbal communication in English of the future engineers of transport specialties a teaching methodology was developed. This methodology is based on the integrative model of training for professional verbal communication of transport workers, consisting of five modules: target, subject-content, conceptual, organizational-activity and control-result and is based on modeling situations of verbal communication. Under the level of language proficiency, as we determined professional-sufficient level, we understand a certain degree of development of the communicative competence of a specialist, necessary for solving professional problems in terms of the effectiveness of using language knowledge, speech skills and abilities. The mentioned levels are characterized by a different degree of formation of communicative skills; the quality of the statement (volume of the statement, degree of complexity, variety of language tools used, relevance of the language tools used, accuracy of transmitted / understood information); fluency of speech, a degree of confidence and independence in the process of communication. The method of teaching professionally-oriented verbal communication of students of transport specialties assumes its use in engineering colleges in other technical higher educational institutions, as well as at the senior stage of training in secondary vocational schools for the training of transport logistics specialists.191 per cents of the information for our country comes from Europe in English, so providing a communicatively-necessary level of proficiency in a professionallyoriented foreign language for young graduates of this field is extremely efficient. Foreign language training of transport students of the non-linguistic specialties in our country is carried out in two stages. At the first stage, it is aimed prima...

In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (İCT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of İCT and DER is strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in subgroups. The students with first native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological combining classroom teaching experience, cases for students' oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the casestudy method and DER.

In this article we consider different viewpoints on the terms "creative thinking" and "creativity", the concept of creativity of primary school pupils. We highlight the main important components of child's creativity and creative thinking. This article looks at the creative methods which allow building conditions for student's communicative interaction and solving communicative problems with the help of creative thinking in English Language Teaching as а foreign language and the benefits and downsides. The main aim of this article is to examine the impact of creative thinking development on improving speaking skills, creative approach to problem solving and expression of ideas of primary school students. Due to the fact that in Kazakhstan there is an artificial language environment in foreign language learning, our experimental research showed that the work at creative thinking at the English lessons can contribute to the development of the ability to think in the target language. It focuses on a particular class (English as а foreign language), at Kazakhstani primary school.

The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages. In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authentic video materials allow students to improve their speech comprehension skills and enter into a discussion. Also, special attention is paid to the selection of video materials that may be interesting, understandable and relevant to the modern reality of a foreign language society. The article emphasizes the broad possibilities of Internet resources. Authentic video materials stimulate interest and also expand students’ knowledge of the linguistic characteristics of the target language. The use of authentic video materials in teaching a foreign language opens up great opportunities for teachers and students to master the language.