Education is a determining factor in the socio-economic development of the information society. Digitalization is gradually reforming all spheres of life, and most actively, theeducational system. Today, there is a clear need to learn foreign languages, and the use of digital tools in teaching is a new trend in education. Educational technologies go beyond the usual multimedia tools, as the current generation of students has challenged educators to use cutting-edge channels of communication with young people to co-create educational content on existing networks. Gamification of tasks, virtual classrooms, online courses have become a reality, so the teacher is obliged to engage them as effectively as possible in the educational process in higher educational institutions.

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Dialects in Norway are widely used, and attitude towards dialect speech is rather positive. Dialects are spoken in public contexts and in the media. This situation should be seen in connection with the peculiarities of Norwegian history (late independence acquisition, among other causes). In this situation it is not surprising that dialect research is highly appreciated, and names of the prominent dialectologists are known to average Norwegians. This is certainly true as for Ivar Aasen, the amateur linguist and lexicographer who devoted all his life to preserving dialects and who assembled on the base of dialect patterns one of the two official written versions of the Norwegian language. He was one of the key figures in the formation of Norwegian national identity, and his life and work have been described in a lot of books and articles. It is though during the next period, in the end of the 19 th -beginning of the 20 th century, that really scientific research in Norwegian dialects starts. Regretfully, the prominent Norwegian dialectologists of this time and their achievements are not as well-known as I. Aasen, and Russian researches are practically unfamiliar with them. The article is devoted to this interesting period in the evolution of Norwegian dialectology. It contains characteristics of the three leading researchers of this time, Hans Ross, Johan Storm and Amund B. Larsen. The issue of progress in studying phonetics, morphology and syntax of Norwegian dialects is touched upon, too. Some consideration is given to the matter of the most usual methods of dialect studies of the time.

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main objective of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements and to improve the quality of language education.