<p class="0abstract">The article analyzes the specific features of project work organization in English classes with blended mobile learning with the participation of students who previously haven't studied foreign languages or had school experience in learning other foreign languages – German or French. The relevance of the proposed work is caused by the application of the project method on the basis of mobile technologies that promotes the development of oral communication skills in the most effective way, taking into account the individual characteristics of the student and allows him in the future conducting a free conversation in a foreign language. The novelty of the methodology used lies in the complex application of systemic and integrative approaches using mobile technologies to the formation of oral skills in a foreign language. The hypothesis of the study that the application of the proposed teaching method contributes to a stable average for all students to improve the quality of knowledge throughout the entire period of study was fully confirmed. Student’s participation in the project work and the use of mobile technology to share information and knowledge are an independent creative activity that ends with the creation of a fully communicative and linguistically correct speech message. Free speech in a foreign language based on students own multimedia product is considered as a practical result of using an intensive method of teaching a foreign language from scratch.</p>

The present article addressed the issue of university teachers' working experience in the field of class-oriented online teaching English in higher educational institutions. The central aim of this study was a detailed description of the system for assessing reading skills utilized in English proficiency tests (CAE (C1), TOEFL, IELTS), as well as a comprehensive analysis of testing results. As a part of a thorough investigation, the article detailed three major reading modes and tasks most commonly used in such tests (scan-reading, skim-reading, and in-depth reading). Besides, in order to obtain reliable conclusions about the reasonability of the test tasks, the study took into account the tests' duration, the number and types of tasks, as well as the length of reading passages proposed. The research population comprised 622 second-year students from all faculties of the

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The study examines the adaptation of foreigners to cultural values when learning the Russian language. The study defines axiology and the axiological sphere, focuses on the axiological component in the linguistic picture of the world, considers the role of a foreign language as a tool for the axiological background development. The relevance of the axiological approach to teaching the Russian for Foreigners course to foreign students in the context of both distance and blended learning is considered with due regard to the relevance of this type of education in the context of the COVID-19 pandemic. The research took place at the Institute of Foreign Languages, Foreign languages department I-11, Moscow Aviation Institute (National Research University), and the Department of the Russian Language No. 1, Peoples Friendship University of Russia. A descriptive method and the method of interpretation analysis have been applied. The methods of linguistic integration of students into the Russian sociocultural environment have also been applied. The results were tracked based on monitoring and testing technologies, information and computer technologies, and the analysis of the educational activity. The capabilities of the Moodle platform were also used; the axiological phraseology tasks were created in the Hot Potatoes program. The experiment was carried out during 6 months of 2017/2018 and 2018/19 preparation courses. A total of 260 students were involved in the experiment; a control group of 150 students was formed. An approach to studying Russian as a foreign language focused on introducing the values to foreign students and teaching them the cultural characteristics of Russia has been developed. The analysis of the development of language and cultural skills of foreign students in the control and experimental groups showed that at the final stage of the experiment, 47% of students in the experimental group had a high level of competence; in the control group, the indicator was 21%. Teachers of foreign languages, administrations of higher educational institutions, and language schools should familiarize themselves with the research

The purpose of the present study was to investigate the role of social networks in the formation of professional communication skills. With this aim in view, a number of training approaches initially used in class were adapted to the online format and re-oriented towards developing professional communication skills using social networks. The specially created training course focused on developing professional communication skills included the following tasks: come up with a meme on a given topic, invent a short story, create antinomies, make up compliments, create an online event on social network and count how many people from the group are interested in it. These tasks’ fulfillment was proved to facilitate professional communication skills among students, which testifies to their validity and effectiveness. Consequently, they can be suggested for inclusion in educational institutions’ academic programs to raise their students’ communicative competence.