The article describes the key features of monologue and dialogue speaking skills development within the course of English for specific purposes (ESP) in higher educational institutions of engineering implemented on the basis of blended learning. According to the latest Federal state educational standards of higher professional education the share of students’ self- study increases. Thus it is vital to work out a system of exercises including preparatory and communicative assignments as well as Speaking Guide which is a special unit of speaking exercise tips and comments. Such a set of exercises being used in an ESP blended learning model, Speaking skills are formed and developed in a more efficient way.
Although foreign language instruction has seen a big surge in the integration of technology-enhanced forms of delivery of knowledge and interaction, research focusing on the value of computer-mediated communication (CMC) in the language classroom has not been extensive and has not received wide coverage. This article examines and outlines general findings regarding the educational capacity, benefits and limitations of three major CMC tools (text-based chats, discussion boards and wikis) for enhancing foreign and second language acquisition processes. Some insights are offered into the importance of specific CMC tools for supporting the collaborative nature of learning and learner autonomy, fostering students’ reflection and critical thinking skills and affording higher motivational gains and engagement in the language learning process.
Some of the structural differences of the Russian variety of English are examined in the present article within the framework of the World Englishes Paradigm. Sources for the research appeared to be works of translingual culture written in Russian English. The frequency of some lexical items serving as intensifiers was calculated for the literary sources, as well as frequency of articles and possessive pronouns. The results of the research showed that there is a partial transfer of a communicative behavior of the Russian linguaculture into the English language.
The article analyses essential communicative tasks for trainee English language teachers from the employers’ point of view. It introduces previous research in the area, which is followed by an investigation of 20 American and British job adverts for school English teachers. Naming communicative functions more properly might help to design valid language training and assessment materials for trainee EFL-teachers.
The article examines the new generation Federal State Education Standard to single out the requirements for teaching critical thinking skills in Russian secondary schools at the cross-diciplinary level, as well as in the foreign languages curriculum.