In the article the essence of the approach «flipped classroom» is revealed. The idea of this approach is that the main stages of the teaching and learning process, such as classroom activities and homework, change places. It means that the theoretical material is studied by students on their own by watching videos and listening to audio lectures recorded by the teacher, or preformed materials downloaded from websites on the Internet, while in the classroom the students are involved in fulfilling practical tasks and discussion of problematic issues. The potential of the flipped classroom approach in teaching foreign languages to university students is determined, its pros and cons in foreign language teaching are identified, the experience of using this approach and some of its results are described. It is underlined that the

Problem. Psycholinguistic studies of recent years point to the need to rethink the meaning of bilingualism for learning foreign languages, since the common assumption that learning only a foreign language is the most effective way to master another language is not supported by any data. There are studies in which, on the one hand, such an approach is increasingly criticized, on the other hand, alternative approaches based on the idea of bilingualism are proposed. Goal. To trace the evolution of views on the use of the mother tongue during foreign language learning, to identify the advantages of bilingualism, to characterize some methods of using the mother tongue in foreign language training of students, to describe the experience of using parallel translation while teaching English to university students. Methodology. Learning a foreign language is effective only under the condition of comprehensible input material, without which productive output is impossible. Hence there is the growing interest in educational bilingualism, which is considered as the functioning of two linguistic and cultural codes in the mind of an individual. Teachers of foreign languages should have at their disposal proven methods of rational use of bilingualism and the possibility to choose which of them will contribute to the achievement of educational goals in a specific audience and its cultural context. Translation plays a crucial role in the process of understanding another language. An example of using translation into a mother tongue is a parallel text as a text in one language together with its translation into another language. The design of grammar and vocabulary courses using parallel translation, in which the vocabulary to the texts and the texts themselves were placed on the screen in parallel with the translation and then voiced, proves its convenience and effectiveness in learning the language in a distance format. Results. Own videos were developed for teaching grammar, as well as for mastering vocabulary of a socio-cultural nature. Students could work with the videos at a pace convenient for them, listen to them as many times as they needed in order to feel confident at the lesson. During the class, students performed grammatical and lexical tasks based on the material acquired on their own and were ready for a discussion on various problems of an applied and evaluative nature. Originality. Parallel translation was widely used in the design of the videos. The vocabulary of the texts and the texts themselves were placed on the screen in parallel with the translation. The material was voiced by the speaker, worked out by the students using the drilling method with subsequent use in exercises of a productive nature. Practical value. The design of the courses using parallel translation proves its convenience and effectiveness in learning the language in a distance format. The videos are posted on the YouTube platform and are available for listening at any time and in any place.

One of the main tasks of training postgraduate students in graduate school is to develop competences necessary to present and discuss the results of their research work in a foreign language in oral and written forms, as well as to fully understand foreign language scientific texts in their specialty.In the last decades international scientific communication has shifted from a plural use of several languages to a clear dominance of English. The shift implies that an ever-increasing number of scientists whose mother tongue is not English have moved to English for publication and conference participation.A literature analysis and own experience revealed such problems of postgraduate students’ training in foreign languages as heterogeneity of the contingent with an unequal and often low initial level of language proficiency, a limited number of hours allocated for practical classes in English; a low level of self-directedness in language learning, a lack of elementary knowledge of the scientific discourse.In an attempt to solve these problems, the Department of Foreign Languages staff at Kharkiv National Automobile and Highway University have developed and implemented a training course for postgraduate students in two, traditional paper and online, versions, the latter designed with the use of such a modern approach in language didactics as audiovisual translation appropriate for self-learning and flipped classroom activities. The course comprised three modules: scientific reading, academic speaking and academic writing. Besides, postgraduates with the elementary level of English were offered a grammar course covering all the basic grammatical topics necessary to formulate correct written and oral utterances. The effects of teaching English with the use of videos with recorded parallel bilingual vocabulary and texts placed on an online platform were compared to the results of the traditional teaching with the use of the paper copy. The research was carried out in the 2021-2022 academic year and aimed, firstly, to compare language skills of two groups of learners: those who studied the course with the use of audiovisual technology (the experimental group) with those who studied in the traditional mode (the control group); and, secondly, to reveal how the level of self-directedness changed in the process of the course study in both groups. The study involved a mixed approach of quantitative and qualitative methods to diagnose the level of learners' language competence and self-directedness. Our results indicate that the use of audiovisual translation in teaching foreign languages improves students’ language skills and increases autonomy in studies. It can be concluded that utilizing audiovisual translation due to auditory and visual support and opportunity for learners to study at their own pace has a significant impact on postgraduate students’ language proficiency though this approach requires further research and wider implementation.

Foreign languages play a special role in the process of forming intercultural communicative and professional competence. Currently, the main goal of a foreign language course in university is determined by teaching it as a means of intercultural communication in the field of professional activity. The modern credit-module system of higher education assumes that a significant part of the study time is allocated to independent work of students. The tendency to increase the amount of time devoted to independent mastering of educational and professional programmes, the concepts of continuous education and lifelong learning are oriented towards the student as an active subject of their own knowledge acquisition process. Self-management in education opens up the great potential of self-learning as one of the trends in lifelong education. This is especially relevant when it comes to learning foreign languages. Researchers of the problems of teaching foreign languages in higher education, highlighting modern trends in the development of education, emphasize the approach to perception of the educational levels obtained in the process of formal education not as a completed process, but as one of the stages in the continuity of education.