The article is devoted to the study of bilingualism and interference problems in the development of modern society. The paper elaborates a theoretical background for the analysis of those two phenomena. As a result, the research has found that in the process of intercultural/interlingual communication there is an inevitable clash of two languages, the result of which is a new cognitive emotional language cultural space, which is a manifestation of interference. The paper has also proposed solutions to the problem of interfered speech. It has been given the available programs for foreign languages improvement as well as recommendations for future studying of these very problems.Анотація. Стаття розкриває особливості вивчення проблем білінгвізму та інтерференції в контексті сучасного суспільства. Робота присвячена власне теоретичному підґрунтю цієї проблеми та реальній ситуації в сучасному освітньому просторі. У результаті здійсненого дослідження встановлено, що в процесі міжкультурного/міжмовного спілкування відбувається неминуче зіткнення двох мов, запропоновано шляхи вирішення проблеми вдосконалення мовленнєвих навичок. Авторами було надано доступні програми для вдосконалення рівня володіння іноземними мовами, а також рекомендації щодо подальшого вивчення цих самих питань. Ключові слова: білінгвізм; інтерференція; мовний культурний простір; міжмовна комунікація; інтернаціоналізація.  Thomas Bauer, O. M. Tsaryk, N. V. Rybina

The article deals with the leading strategies for organizing students’ learning and assessment in the distance teaching of foreign languages. The work analyzes available online teaching methods and forms, and the most optimal ways, types, and methods of assessing students’ work on the currently available online platforms. The authors claim that pedagogical approaches to teaching foreign languages constantly require the search for new tools that can bring an element of novelty to the educational process while simultaneously increasing the interest of applicants, especially during the current  (Covid-19) quarantine period.

The article concerns the analysis of the professional translators' training that is becoming increasingly important in today's multicultural world. It has been highlighted that the content of teaching translation is one of the controversial issues in the methodology of teaching this activity. The aim of the article is to analyse the most effective ways of teaching future interpreters under the distance online mode taking into consideration the experience of the higher school in Ukraine. The authors claim that the translator must have broad knowledge and outlook, but the acquisition of ad hoc knowledge is extremely important. It also has been stated that the content of translation training should be aimed at developing translation skills and abilities, mastering translation methods and strategies, and gaining experience in translating various texts. It is noted that it is necessary to translate not the words, but the meaning, and for this it is necessary to abstract from the form of the source and monitor the transparency of the translation. It is emphasized that the translation should remain as close as possible in terms of content to the original, without violating the norms of the translated language. The higher the quality of the translation, the less it resembles a translation. When working with two languages, it is difficult to formulate an idea in the translation language, which leads to interference. The translator must completely abstract from the original language and focus on the translator. Consequently, it has been claimed that it is necessary to teach students to read and analyze the original text very carefully, pay attention not to individual words, but to the context. It is important to teach students the correct method of working with dictionaries, to explain that the dictionary does not "translate" and does not always provide ready-made translations. It is also necessary to teach students to read attentively and understand, work with context, acquire the necessary thematic knowledge.

Annotation. The article examines the problems that arise in the process of learning foreign languages by future translators, in particular the phenomenon of linguistic interference in oral and written speech.The aim of the work is to identify the peculiarities of overcoming linguistic interference in the process of teaching students by analyzing the causes of this phenomenon and effective methods of avoiding it.Based on the analysis of scientific works, it is established that interference can be viewed from three different points of view: as a result of the interaction of two or more systems, as a process of this interaction and as prerequisites for it. It is emphasized that no languages interact by themselves as language systems, i.e., interference occurs in a certain social group, and the preconditions for certain processes and results of interference are largely determined by the properties of the members of this group.The authors used the methods of monitoring students studying English, German and Ukrainian as foreign languages, as well as the analysis of informants involving teachers of Ukrainian, German and English. Based on the results of observations of foreign and Ukrainian students studying a foreign language, the phonetic conditionality of phonological processes is established, which is manifested in the absence of a difference between the sounds of the native and foreign languagespossible errors are determined by the sensory and perceptual characteristics of the speaker; and with an adequate perceptual assessment, correct realization may stop working due to the influence of the properties of the articulation base of the native language -errors are of a motor nature.The article deals with orthographic, grammatical (morphological, syntactic and punctuation), lexical, semantic, stylistic and intra-linguistic interference. Orthographic

Педагогікавідповідають цілям і завданням навчання. Зміни у регламентації освітньої комунікації вплинули на модальність процесу навчання: задовільняючи особистісні освітні потреби, суб'єкт навчання оцінює інформаційний освітній потік.