The article elaborates on an interactive approach to language learning applied in an online EFL classroom. It presents a new insight into implementing interactive methods to develop students’ communicative competence. In conditions of world integration, the formation of communicative and life skills is indispensable. Eventually, such an approach to English language learning in distance mode is the most accessible way for teacher-learner(s) interaction to acquire general linguistic expertise and upgrade specific language skills. The study results show that an interactive approach facilitates live communication in online EFL settings, enhances learners’ motivation and autonomy, and fosters quick decision-making reactions. Modern computer technologies offer boundless opportunities for interactive methods application in the online foreign language learning context. A skillful instructor is called to masterly plan computer-mediated classroom activities, creating space to realize each student’s cognitive and communicative potential fully. Students learn to debate, substantiate their viewpoints, brainstorm ideas, do projects, work individually or collaborate in comfortable learning settings.

The paper demonstrates the feasibility of information and communication technologies (ICT) in English as a foreign language (EFL) teaching and learning process. The organizational and pedagogical approaches to efficient EFL learning in the context of the COVID-19 pandemic have been outlined. Furthermore, the main perspectives and challenges appearing in an online learning environment have been characterized. The proposed paper aims to consider the possibility of integrating innovative computer technologies into online foreign language learning to foster students’ autonomy and boost their language proficiency. The findings suggest that using ICT is beneficial for mastering a foreign language in out-of-class settings. Admittedly, there is no perfect or universal blend that may suit all the EFL learning environments. Therefore, it is claimed that blended programs should be created for each academic course regarding students’ wants, needs, and abilities. Furthermore, each higher educational institution needs to have a strategy for designing and implementing a distance EFL learning program that considers instructional, pedagogical, and technological factors.

A particular status of the English language as the language of international communication and connections between the nearly related English and German languages resulted in the emergence of many interlingual borrowings in the Modern English and German language vocabularies. The paper aims to consider the functioning of borrowings (loanwords) in the English and German languages. To reach the aim of the research and to carry out the tasks assigned, the following methods were used: a descriptive method, the method of correlation, componential analysis and, comparative semantic analysis. The paper focuses on linguistic and extralinguistic factors of the German and English interaction. Special attention is paid to clarifying the notion of borrowing in modern linguistic science. The word-formative calques and half-calques (hybrids), which differ from ordinary lexical borrowings by using partially borrowed lexical material, are identified in addition to direct lexical borrowings in the language subsystem under study. The paper demonstrates the significant influence of English borrowings on the structural-semantic qualities of German words, on various semantic changes, as well as on the participation of loanwords in the lexico-semantic variation: synonymy, polysemy, homonymy, and antonymy. The results of the research can also be used in the teaching and learning of both languages, in the course of lexicology or linguistics.

The paper is focused on the question of remote learning a foreign language in the context of neuroscience. The notions of “distance training”, “neuropsychology”, and “pedagogic technologies of remote teaching ” have been cleared up. It has been emphasized that an educational institution is free to choose its own model of the organizing of remote training. It has been pointed out that neuropsychology is based on experimental and clinical neuropsychology and that the first neuropsychological research had been carried out by L. S. Vygotskyi (1956) and A. Luriya (1965). The articles of domestic and overseas scholars, which contain critical analysis of remote teaching a foreign language, have been reviewed. The survey of different countries scientists' publications, concerning foreign language distance teaching's directions of the study, has been clarified. The advantages of the distance teaching have been defined. It has been pointed out that autonomic activities of a student cannot be passively organized. The advantages and disadvantages of home-schooling have been clarified. The accent has been made on the usage of modern platforms and online-services, particularly Moodle and Google Classroom. The influence of neuropsychology on higher mental processes has been explored. It has been noted that the lack of “live” social relationship is finally dangerous, especially for children, and emphasized that while organizing remote training process cognitive exercises should be used to boost children’s brain functioning. The accent has been made on the necessity of cognitive activities for enhancing children's concern for studying. The unique example of the usage of A. Luriya’s (1964) and M. Rosenzweig's (2009) methodologies has been given. The well-known master on school psychology B. Arrowsmith-Young’s study (2012) on remedial work with children, who have problems in learning, has been analyzed.