The problem and the aim of the study. The modern epidemiological situations, the format of distance interaction determine the importance of including digital technologies in teaching a foreign language. The problems of obtaining the practice of oral foreign language communication, studying the norms of vocabulary, grammar and mechanisms of word formation are topical. The authors investigate the conditions for the effective use of mobile applications for formation of foreign language competences of students with purposeful integration of work using m-learning technologies into the educational process of the university. Research methods. The theoretical analysis and generalization of scientific literature on m-learning, problems of teaching a foreign language in the online format are applied. The research methodology is based on the principles of task-based learning. The provisions of the communicative-activity approach were taken into account when integrating mobile applications into the subject-subject scheme of foreign language communication. The empirical methods were used (testing, analysis of the results of work with mobile applications and MS Teams). The study involved 97 first-year students of the training program 44.03.05 Pedagogical education, two educational program specializations (training level – bachelor's degree) of Vyatka State University. In the experiment, the Fisher criterion was used to process the results. Results. The students of the experimental group were involved in the cognitive activity with mobile applications within the framework of the specially designed module, group interaction over a project, educational practice, professional self-presentation and intercultural foreign language communication. Statistically significant differences between the experimental and control groups in terms of the level of foreign language competence φCRIT = 1.64 <φEMP = 2.418 were revealed. In conclusion the conditions under which the use of mobile applications for the formation of foreign language competences of students will be as effective as possible are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; active participation of students at all stages of choosing and using a mobile application; creation of cases of mobile resources.

The problem and the aim. Development of linguistic diversity, creative ideas in foreign language communication are key areas of international activity supported at the level of the United Nations. An important condition for effectiveness of any dialogue is verbal creativity. Preparation of the individual for professional creative thinking, for overcoming verbal stereotypes takes place within the framework of higher education. The authors suggest using interactive resources of flash cards in teaching a foreign language to develop students' verbal creativity. Research methods. Teaching a foreign language using flash cards is based on the Leitner method. Flash cards as thematic cards depicting objects (concepts) are also used for development of speech (vocabulary, morphology, word formation, syntax, pronunciation), and psychological processes leading to new results (fluency, originality, flexibility). The testing developed by the authors is carried out, it includes the parts "Vocabulary", "Morphology", "Word formation", "Syntax", "Pronunciation", "Torrance figure test". An experimental study was conducted at Vyatka State University during the study of the disciplines "Electronic resources in the professional activity", "Foreign language". 60 first-year students studying Psychology (bachelor degree level) are involved. The Lexilize resource is used to create flash cards. Statistical processing of the results was performed using Pearson's χ2 (chi-square) test. Results. Students study services for creating flash cards, use them to process new material, memorize and present concepts, word formation in a variety of contexts. Statistically significant differences in the qualitative changes that occurred in the system according to the levels of development of verbal creativity were revealed, χ2obs. 2 > χ2crit0.05 (9,997 > 9,488) In conclusion the features of the presented version of using flash cards when teaching a foreign language are described: combination with other means (mobile applications, simulators, infographics) and traditional forms of information transfer; interdisciplinary connections. Rules are formulated, implementation of which ensures effectiveness of using flash cards for development of verbal creativity.

The research is devoted to identifying the features of foreign languages training of non-linguistic universities students in the digital environment. The analysis of theory and practice on the research problem allows us to highlight a number of features that affect the formation of foreign language competence of non-linguistic universities students in the foreign languages training. It is worth including among them: updating the multicultural component of foreign languages training in a non-linguistic university; implementation of purposeful work on extracurricular preparation of students for the digital tools using; an electronic information and educational environment creation. The authors emphasize the importance of the multicultural component in foreign languages training, as it contributes to the development of the potential abilities of the students’ linguistic personality. Considering the second feature, the authors especially note that the use of digital tools provides great opportunities for the implementation of a method that most fully reflects the two main principles of the communicative approach to foreign languages training: motivation for learning and personal interest. Students are willingly involved in cognitive activities. The authors associate the third feature with the ability of students to work independently, since it is the independence that makes it possible to successfully adapt to work associated with rapidly changing technologies. This skill is especially important in correspondence or distance learning, when the student’s communication with the teacher is irregular. The presented features, according to the authors, make it possible to change the motivational attitude towards educational and future professional activities.