The article discusses the theoretical aspects of the organization of blended foreign language learning caused COVID-19 under the conditions of the quarantine. We analyzed different points of view on the process of using mobile applications in the study of foreign languages. We considered the possibilities of four mobile applications Duolingo, Simpler, Hello Talk, EWA with their main advantages and disadvantages. In the context of the research topic, conducted a survey of first and fifth-year students, in which 100 students took part from Karazin and Berdyansk universities. The survey was conducted among students of philological specialties in order to determine the most acceptable conditions for using mobile applications in the process of learning foreign languages. The survey results showed that students, in general, positively perceive the use of mobile applications in the educational process, taking into account the possibility of teachers’ support. The study showed the need to use mobile applications in the process of learning foreign languages in the context of the introduction of quarantine and blended learning as a forceful way to organize effective work with students.

У статті обґрунтовано комунікативну спрямованість навчання діалогічного та монологічного мовлення у процесі підготовки студентів- філологів. Відповідно до впровадженого компетентнісного підходу, який реалізується в діалогічній та монологічній формах, визначено, що сьогодні важливу цінність має формування монологічного і діалогічного мовлення у студентів-філологів. Це пов’язано з тим, що діалогізація відображає природу дидактичної взаємодії, сприяє створенню сприятливих умов для здійснення діалогічного спілкування у системі відносин «науково- педагогічний працівник ‒ студент» на практичних заняттях з англійської мови, а монолог в процесі мовленнєвого спілкування знаходиться в постійній взаємодії з діалогом. У процесі аналізу даної проблематики було розглянуто особливості навчання монологічного та діалогічного мовлення студентів-філологів на практичних заняттях з англійської мови. Крім того, описано різні методи, вправи, прийоми та технології з метою розвитку комунікативно- мовленнєвих умінь майбутніх філологів в процесі виконання ними різних форм монологічного та діалогічного мовлення, що сприяє формуванню комунікативних, мовленнєвих, професійних умінь і навичок спілкування, а також сприяє вираженню вербальних засобів спілкування, що активізує навчальний процес і забезпечує оволодіння студентами-філологами матеріалу лексичного та граматичного характеру. Сформовано висновки, що добре розвинене зв’язне мовлення студента- філолога має вагоме значення у формуванні та розвитку особистості, допомагає мислити чітко і ясно в процесі висловлювання та легко налагоджувати контакти, підтримувати розмову і спілкуватися з людьми.

The article is dedicated to the topical issue of developing foreign language communicative competence, which consists of phonetic, lexical, grammatical, reading and writing competencies among future specialists. Based on the statement that achieving a high level of professional foreign language competence is impossible without the formation of a particular profile of foreign language lexical competence among students in written and oral communication, the main emphasis was made precisely on developing lexical competence. The research has outlined the structure of foreign language lexical competence. It consists of: 1) lexical knowledge that students acquire during the mastering of a foreign language lexical system, namely semantic connections, oral and written forms of words, their relative value, rules of word formation, distinctive or similar features with the corresponding lexical unit (LU) of native language, etc.; 2) lexical skills to intuitively correctly create, implement and understand foreign language LU based on speech lexical connections between graphic and spoken forms of words; 3) speech and language experience, which ensures storage, categorization, and acquisition of skills for working with available information (its understanding and reinterpretation), which students receive while learning a foreign language, as well as building the patterns of using foreign words in their minds; 4) ways of carrying out cognitive activities that are realized during communication and depend on the knowledge of LU and their semantic meanings, as well as lexical skills that a student acquires during classroom and individual activities. The development of foreign language lexical competence occurs in two stages. At the introductory stage, students gain knowledge of the lexical structure of a foreign language and the rules by which it is used. At the automation stage, students develop and improve the skills of working with new lexical units at «word-phrase-sentence» and «monologue-dialogue-text» levels. In addition, the current work has presented effective methods and tools for developing foreign language lexical competence: online flashcards and interactive work with them; associative maps; LU visualization; use of YouTube; joining the online thematic groups; implementation of interactive dictionaries while reading texts online; passive work with LU – associograms, grouping LU by categories, search for semantic connections, etc. Key words: foreign language lexical competence, lexical units, oral communication, written communication, lexical knowledge, lexical skills.

The modern language of young people is characterized by expressiveness and special coloring, widely represented by slang, which is the most expressive form of vocabulary in linguistics. That is why the question of using slangisms of modern society is quite relevant. The purpose of this research work is to study the term slang, determine its place in the system of Ukrainian and English language lexicon, study the nuances of the formation and functioning of slang, as well as determine the peculiarities of translation of English youth slang into Ukrainian language. To study the issue of Ukrainian and English slang vocabulary through the prism of translation aspect, the method of theoretical analysis, linguistic analysis, transformational analysis, as well as the descriptive method of research were used. Using the method of theoretical analysis, the basic theoretical concepts, in particular slang, were studied, and the scientific literature devoted to the topic of research was analyzed. Using the research’s linguistic analysis method, the pragmatic aspect of Ukrainian and English slang was studied. The transformational analysis method helped study the use of translation transformations in the translation of English slangisms. Using the descriptive method, the peculiarities of slang usage in Ukrainian and English were depicted. As a result of the scientific research, the tendencies in the development of modern slang vocabulary of Ukrainian and English languages were studied and analyzed, as well as the changes in the potential in the translation aspect of slangisms, which is the prospect of further scientific research in this direction.