We discuss the use of differentiated methods in teaching English for specific purposes to students of non-linguistic specialities. Admittedly, within the framework of the Bologna process, foreign language proficiency is regarded as one of the main cross-cultural competences to ensure competitiveness on the global labor market. At the same time, the Bologna system has brought with it a number of challenges with shortage of academic hours being amongst them. On the other hand, university professors have to deal with numerous long-standing school problems, such as lack of academic motivation in learners, their target language knowledge gaps, short-term approach found in learners and their parents, and so on. The teachers in ESP face the necessity of setting priority areas for the development of linguistic competence in students in order to prepare them for professional communication in the chosen field. Although the language classroom is to cover various aspects of the target language, in the meantime, however, teachers need to choose effective activities for developing specific skills in students, the skills which will be successfully put into practice by the young professionals. We teach students of musical, economic, medical and pedagogical specialities. We describe our teaching experience focusing on some specific methods applied to promote linguistic competence in students of other than linguistic fields. They maintain the significance of carefully chosen teaching resources for successful development of professionally related competences in learners; emphasize the vital importance attached to thoughtful arrangement of self-studies for the trainees and insist on developing a well-balanced structure of supervised and independent learner studies. We consider applying information technologies with the aim of shaping and raising the level of students’ linguistic, cross-cultural and communicative competences as one of optimal solutions in the modern academic process. At the same time, the learners’ major will often determine and enhance the choice of activities that develop the particular skills relevant for the students’ future careers. Therefore, this study will consider the types of tasks methodologically relevant for different specialities.

This article discusses some aspects of conducting parent-teacher meetings on the formation of a tolerant attitude to children with autism spectrum disorders in a remote format. The difficulties and possible advantages of this format of work are analyzed, and methods and techniques for improving the effectiveness of these activities are proposed.

We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.

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We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).