The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers. Application of below described methods and techniques in the training of future teachers (informational and communicational technologies, remote technologies, e-learning, activity-based learning, and others) should contribute, in author's opinion, to the formation of the teacher's professional competence.

The current study examines Moodle learning management system as an effective tool for implementing the innovation policy of the university. For this, the following methods are employed: (1) monitoring of the Best Global Universities 2020 ranking results in the context of Moodle web-analytics; (2) evaluation of advantages attributed to innovative education; (3) survey of students and teachers aimed at assessing their perceptions toward the use of Moodle. The conducted study revealed that the current focus of the world’s leading universities is set on online learning, in particular, carried out by means of innovative learning platform Moodle. Feedback regarding the quality of education in the Moodle environment received from the parties directly related to the educational process has provided an insight into the effectiveness of innovative education. The collected results can be useful for the integration of Moodle into university education and innovative learning promotion to create a space for competitive and high-quality instruction.

The purpose of the study is to analyse how multimodal texts can be used when training a future foreign language teacher. The paper identifies the distinctive features of a multimodal text, reveals the essence of one of the classifications of multimodal texts, states the advantages of using this type of text in foreign language lessons. Scientific novelty of the study lies in substantiating the need to teach future foreign language teachers how to work with multimodal texts. As a result, the researcher has developed an algorithm for working with multimodal texts, as well as a multimodal text in German according to the school curriculum and tasks that show the particularities of working with texts of this type.

The purpose of this study is to conduct a comparative typological analysis of the means of expressing the category “Definiteness / Indefiniteness” in German, Tatar and Russian languages and, building on this analysis, to develop a system of exercises that allow to show the specifics of using this category in the compared languages. The relevance of the study is dictated by the practical and theoretical significance of the co-study of different structural languages at school in the process of forming a multilingual student‟s personality. The article analyses the possibilities of a comparative typological method of studying foreign and native languages. Based on this method, a comparative characteristic of the German, Russian and Tatar languages is given in terms of morphological and genealogical classifications. Despite the fact that these languages, according to the presented classifications, are not related, the positive transfer of knowledge and skills, as well as language interference in the co-study of these languages are of great importance. The author considers the category “Definiteness / Indefiniteness” as a functional semantic field having a polycentric structure and combining grammatical, lexical and syntactic means of expression of the category under study. In the absence of a grammatical marker (article in German), lexical means are widely used, it indicates the possibility of expressing the category “Definiteness / Indefiniteness,” especially in Russian and Tatar languages. Among the syntactic ways of expressing the category, the word order with its goal-communicative attitude is distinguished, as well as the intonation in the compared languages. This study contributes to a more effective teaching of German grammar in an audience whose native language is Tatar and (or) Russian. The practical result of the study is a set of exercises demonstrating the possibilities of learning the category “Definiteness / Indefiniteness” using a comparative typological approach.