In todays changing developing the personalized higher education which takes into account the characteristics and educational needs of the student is an increasingly relevant task. Its importance is reflected in the legislative acts and requirements of the Ministry of Science and Higher Education of the Russian Federation. This study discusses the implementation of the individual learning path in teaching a foreign language at the university. The purpose of the individual learning path is to improve the system of modern Russian higher education and expand the individual needs of students necessary for mastering the profession, for future professional activity and, accordingly, competitiveness in the labor market. In this study, the individual learning path is interpreted as a way of organizing educational activities which provides for the formation of an individual curriculum for the student in cooperation with the teacher as well as considers students current and necessary levels of training in the discipline (disciplines), their personal potential, and abilities to achieve the goals of the educational process and to complete the curriculum or its part. The implementation of the individual learning path involves identifying the features of structuring the learning process, identifying the advantages and problems in the implementation of the individual learning path, creating a resource base for its implementation, identifying of the specifics and creating pedagogical conditions for building of the individual learning path at a university to meet the needs of students, improve the quality of their education and career growth. During the transition from the traditional educational model to the individual learning path model, conditions should be created for its implementation, and participants in the educational process need to know its positive aspects and possible difficulties. An important element of the individual learning path model in teaching a foreign language is the interaction in the employer-student-university triad

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Introduction. The unexpected transition to online teaching in spring 2020 resulted in educational institutions differently equipped in terms of technology, methodology and academic staff preparedness. Moreover, educational institutions faced with a totally new working environment. One may assume that during the pandemic, education systems of most countries crossed the Rubicon, and now there is no going back. What learning and teaching will be like in the future depends, to a large extent, on the lessons the teaching community will learn.The aim of the research was to find out how successful the emergency transition to teaching foreign languages online was and to identify technological resources necessary to maintain the quality of foreign language teaching and learning in different educational formats.Methodology and research methods. The research was carried out in line with the learner- centered activity approach and principles of distant teaching and learning; it also included analysis of online teaching practices across the world before and during the COVID-19 pandemic. The research data was collected via three surveys conducted (with Google forms) among foreign language teachers of MGIMO University (1329 questionnaires) in April, June and September, 2020; 15 heads of foreign language(s) departments (July 2020), and 201 MGIMO students (September 2020). The data was analysed using IBM SPSS Statistics: correlation and cross tabulation analyses, linear regression analysis, and ANOVA.Results. In the course of the research, the correlations between class activities, selfstudy assignments, forms of assessment, and students’ engagement in learning have been established; as well as the fact that individual approach in teaching has a positive effect on students’ activity, responsibility and academic independence. Furthermore, the problems in online teaching have been identified: classes were not communicative enough, nor teaching sufficiently individualised; besides, the quality of assessment declined with the transition to online learning format.Scientific novelty. An attempt has been made to evaluate the experience of remote teaching foreign languages at university level after the emergency shift to online learning format, and to find out its potential for maintaining (and, in prospect, improving) the quality of language education.Practical significance. Class activities, self-study assignments and forms of testing found the most effective in this research can be of use to foreign language teachers working online. The need to provide individual trajectories for students to develop communicative competence in a foreign language has been established, which is important for course, programme and teaching materials designers.

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The article focuses on the allegory as an expressive linguistic means often causing mistakes in translation, which is testified by the comparative analysis of the original and target texts. In order to recognize allegory in the original text, we suggest the typology, which differentiates allegories based on figurative meanings, allegories with their own denotations, allegories-allusions and allegories-quotations. Another problem is to render allegories preserving their original expressivity and laconism in the target language and culture. Based on translation practices are different semantic-structural types of correlations with different degrees of symmetry/asymmetry translation of allegory, namely: translation with a maximal symmetry of translation, translation with inconsiderable asymmetry, translation with a substantial asymmetry and a "paradoxical" translation. Selecting an equivalent, translators should take into account the fact of two contacting cultures similarities. Not always can allegory be translated by allegory in the target language, in this case we deal with a phenomenon of an "allegorical non-equivalence", which requires various creative translation solutions to compensate unavoidable losses of allegorical expressivity. The materials of the article may be of interest for professors teaching translation, professionals and students learning the theory and practice of translation.