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The article specifies the concept of the content "Foreign language" coursedescribes its optimal structure and provides a detailed analysis of requirements to academic results of the general professional educational program according to new Federal state educational standards of secondary professional education. Development of the content for "Foreign language" course is exampled on the 230401 "Information systems" program and developedon the basis of the principles and selection criteria of the content of education, particularly international experience framework. Results of the research experimental inspection carried out in the First Moscow Educational complex of "Information systems" program serve as confirmation for author�s conclusions. Achievements of the second year trainees are displayed by the comparative histogram.

Results related to analysis of some domestic printing manuals on English teaching for students of economic specialties in secondary vocation education system are provided in this paper. During the analysis contradictions between these manuals� contents, methods, forms and training resources and requirements to results of acquisition FSES SVE�s educational programs, scientific achievements in area of foreign languages teaching�s didactics and technique, and also to information society realities had been revealed. As one of possible ways for named results achievement a professionally focused course of English language distance teaching for students of SVE of economic profile is offered. Thanks to its thematic and professionally significant content which is selected, developed and structured in a combination with a special set of information and pedagogical technologies, active methods of teaching, such course will become effective, economically expedient and socially significant tool for development of social and professional qualities of SVE system trainees. In the second part of paper the author tries to comprehend results of diagnostic and predictive stages related to a pilot study, and proves methodical tasks� statement as well as pedagogical experiment�s practical stage choice.

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The article contains the terminological analysis of ‘learning technology’ defi nition as well as its original model based on general system theory is being suggested. The authoress points out theoretical, methodological and practical issues that might be lurking about the way of a researcher while dealing with the diverse and thus tricky phenomenon of learning technology. In conclusion, there are outcomes that are likely to become solid starting points of new scholarly works in the fi eld of creating learning technologies and facilitate the experimenter’s work in order to focus on crucial problems of developing and embedding innovative learning technologies into vocational education and training.