The research aimed to study and experimentally verify the efficiency of the use of problem-based methods in teaching future air traffic controllers to conduct radio exchange in non-routine situations. The professional readiness to conduct radio exchange is viewed as a complex of professional skills and knowledge (communicative, cognitive and functional) enhanced by motivation. The study involved 67 university students of a bachelor's degree programme majoring in "Aviation transport". Tests, observations and specially designed questionnaires were used to evaluate the use of problem-based methods (role-playing, simulation of specific situations, problem-solving, case studies) in ESP study. The conclusion was made about the effectiveness of problem-based ESP methods since they simulate possible professional situations and promote communication between future air traffic controllers and pilots, thus contributing to the acquisition of professional knowledge and activation of use of standard phraseology of radio exchange and plain English in non-routine situations. As shown by the results of our study, problem-based ESP methods are effective in raising future air traffic controllers' motivation to acquire Aviation English as they bring the learning closer to professional life.

The purpose of this study is to identify the effectiveness of the task-based approach to teaching business vocabulary to master's degree students while studying business English. The discipline of business English aims to develop students' ability to analyse and solve problems of the business environment, improve their foreign language competence on the basis of acquired business vocabulary. The authors used the task-based approach in teaching business vocabulary which was aimed at encouraging students to social contacts, discussions, use of the necessary lexical units in situations close to real business life. The participants of the study were 34 students who studied for a master's degree at the National Aviation University (Kyiv, Ukraine) majoring in aviation, rocket and space technology. The study of the course required 34 academic hours. According to the methodology of the experiment, the two groups of students (control and experimental ones) had the same learning materials during the course, but the teaching methods were different. In the control group, we used traditional vocabulary learning methods which implied the presentation of the new vocabulary by the teacher, practice exercises which made learners more familiar with the lexical units and the use of the new vocabulary by students in context. In the experimental group, task-based learning method was used which required students to work on solving real business problems with special attention to the development of teamwork skills and communication skills based on the students' experience of work in business and communication with colleagues from other countries. Specially designed tasks were used to intensify the process of learning business vocabulary. The study showed significant positive dynamics in the acquisition of business vocabulary by students of the experimental group. The results of the test confirmed that task-based approach to vocabulary learning allows students to learn the necessary business vocabulary on a particular topic more easily and quickly It has been concluded that the task-based approach is not only efficient in vocabulary learning, but also increases the students' confidence in their professional and communicative competence.

In the recent decade many changes in the process of education took place because of the development of information and communication technologies. Online social groups tend to be used by teachers and students for formal (study) and informal (personal communication) purposes. An efficient teacher may turn social networks into an effective tool, encouraging students to communicate in the target language. With the help of social networks the teacher can activate students in the process of learning, create situations for better understanding and perceiving the material. The use of such approaches as blended learning, corporative learning and active learning helps make the classes more attractive and effective. Moreover, social networks can help in the development of students’ creativity, provision of feedback and cooperative learning. The article deals with the question of influence of Massive online open courses on effectiveness of the educational process for students who learn English as a second language.

Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

Modern trends in development of information and communication technologies change many aspects in the process of education: from the role of participants to the forms and methods of knowledge delivery. ICTs make it possible to develop students′ creative potential. The emergence of online social groups was an important event in the sphere of communication but with time they began to be used by both teachers and students not only for communication, but also to achieve learning goals. Without any doubt, skillful use of social networks allows teachers to communicate with students at modern technological level, make classes more attractive and effective. An efficient teacher can prove that social networks are not only means of entertainment and communication with friends but are a working tool. The main aim of foreign language teaching is students′ communicative activity or practical use of a target language. The teacher is to activate every student’s activity in the process of learning, make situations for their creativity. The main objective of foreign language teaching is to educate an individual, who is able to communicate, continue education, including selfeducation. Different theories lay the basis for the study of social networks’ influence on different aspects of human activity and, particularly, education. The main theories are sociocultural theory and social constructivist theory. According to sociocultural theory, man is an integral part of the world they live in, so students are not independent in their activities. Social constructivist theory recognizes that students act in a certain environment, which under certain conditions enlarges their practical knowledge. These theories are focused on the effect of social interaction, language and culture in the learning process. Thus, theoretical basis proves positive effect of social networks, namely, they enhance substantial interaction in the educational environment of social groups as well as are directed at strengthening the values, exchange of opinions and experience with a practical orientation.