The article deals with the problem of the initial stage of the future English teacher training and forming basic professional teaching skills by means of the implementation of formative assessment methods into the process of studying. It reveals the urgent necessity of using a modern and reliable system of assessment as a sound foundation of a high quality education and the key role of formative assessment in the process of foreign language teaching and learning. The aim of the article is to reveal the idea of formative assessment methods introduced into the course of English Speech Practice not only as a means of the first-year students' language competence formation but also as a tool of their pre-service training. It is illustrated how a purely language task can be supplied with a pedagogic component to organize activities as much as possible imitating the atmosphere and surroundings of a classroom with students performing the roles of teachers and pupils. The results of the research presented in the article make it evident that introducing formative assessment into a university English class is multi-purpose: teachers can assess their students' level of language knowledge and adjust the teaching process, and students can use it in solving professionally oriented practical tasks and assessing their peers and themselves.

This article attempts to describe the potential of the MOODLE learning management system contributing to the creative self-development in the process of teaching the subject “Oral and Written Speech Practice of the English Language” to students of the “Pedagogical Education” training programme. Despite the impersonality and seeming universality of the digital educational environment, it can act as a means of developing students' individual creative abilities so much needed in the era of the post-industrial society. The main objective of the article is to show possible ways of using the MOODLE learning management system for the creative self-development of students. A wide range of the MOODLE tools helps to increase individualization of education and build students’ individual educational trajectories. In the work with such elements as Forum, Glossary, Database, Assignment and Wiki interaction between students and teachers in the development of new knowledge with creative potential comes to the fore. The conclusions of the article can be applicable in the process of organizing activities in the electronic learning system at the stage of working out assignments aimed at the creative self-development of students.

Статья посвящена проблеме изменения подходов к организации самостоятельной работы студентов языкового профиля с учетом современных тенденций в сфере образования. Создание цифровой образовательной среды в высшей школе как основы эффективного решения образовательных задач определяет основные векторы стратегического развития в области цифровизации. Применение цифровых ресурсов способствует развитию самостоятельности в определении и прохождении индивидуальной образовательной траектории, способности взаимодействовать с другими участниками образовательного процесса, осваивать навыки работы с новейшими цифровыми инструментами, запрашивать и анализировать нужную информацию, организовывать доступ к необходимым ресурсам. В статье выделены основные педагогические условия результативности самостоятельной работы, проанализированы наиболее эффективные технологии и методы ее организации. Представлено краткое описание сервисов по созданию инфографических текстов, описан алгоритм работы с инфографическими текстами и видеоинфографикой, что позволяет вводить цифровые технологии в образовательный процесс. При этом студенты получают возможность создавать свою индивидуальную цифровую образовательную среду, оптимальную для осуществления собственной стратегии образовательной деятельности, в том числе в дистанционном формате. Динамичная информационная среда позволяет сформировать умения самостоятельно ставить и достигать новые цели, эффективно взаимодействовать с партнерами, создавать необходимый контент, используя передовые информационно-коммуникационные технологии, размещать его на онлайн-платформах, редактировать в зависимости от поставленных задач. Ключевые слова: самостоятельная работа, цифровизация, технология «перевернутый класс», видеоконтент, инфографика, инфографические тексты.

The research aims to describe the specifics of conceptualisation of the notion of “time” by means of phraseological units of the Russian, English and French languages with the components «время» / “time” / “temps”. The paper attempts to classify and analyse these linguistic means from the viewpoint of the peculiarities of native speakers’ mentality reflected in them at the level of reality comprehension. The research is the first to conduct a comprehensive study of phraseosemantic fields of the Russian, English and French languages through the lens of national and cultural specifics while focusing on the semantics of individual lexemes within these phraseological units during the comparative analysis. It has been found that the notion of “time” is understood by native speakers taking into account different aspects: time can be thought of as a subject and an object of action, can have temporal properties. The identified structural and semantic connections of the components «время» / “time” / “temps” with other components of phraseological units make it possible to determine the meanings significant for the representatives of each language culture contained in the studied phraseological units. As a result, it has been proved that, on the one hand, the components «время» / “time” / “temps” have universal characteristics in various languages, on the other hand, they demonstrate the national originality of the reality conceptualisation process recorded by the phraseological stocks of these languages.