Importance. Maintaining a continuous, equal dialogue between teachers and philosophers is one of the conditions for achieving the main humanitarian and educational goal – the upbringing of a spiritual and moral, comprehensively developed, socially responsible personality. Scientific and pedagogical activity is based on a certain system of philosophical and ideological ideas, principles and ideals that enrich and stimulate the development of educational thought and practice. Currently, the experience of philosophical hermeneutics, one of the directions of Western thought, is in great demand in educational practice. Hermeneutical theories influence the formation and formation of a special science – pedagogical hermeneutics. The principles of hermeneutics are increasingly being used as a theoretical and methodological basis for discussing and critically comprehending traditional pedagogical problems, such as methods of teaching and upbringing in the field of social sciences and humanities, assessment of the quality of education, the content and meaning of pedagogical activity. The ideas and positions of hermeneutics resonate in discussions about qualitative research. Hermeneutics helps to comprehend the genuine difficulties of interpretation that each individual faces in everyday life and professional activities. The purpose of the research is to reveal the possibilities of applying the experience of philosophical hermeneutics in the structure of scientific and pedagogical activity. To achieve this goal, the characteristic features and principles of hermeneutics as a philosophical tradition are considered, the cognitive potential of the hermeneutical approach in scientific and pedagogical practice is clarified.

Materials and Methods. The following methods and approaches are used: 1) using the comparative historical method, the process of formation and development of philosophical hermeneutics is revealed, its conceptual evolution is analyzed; 2) the fundamental method of interpretation is used to work with texts of prominent representatives of philosophical hermeneutics; 3) the application of an interdisciplinary approach is due to the combination in the study of various fields of knowledge: philosophy, pedagogy, linguistics, psychology; 4) on the basis of a systematic approach, an analytical description of the applied aspect of philosophical hermeneutics for pedagogy is provided. The historical and philosophical reconstruction of the ideas and principles of hermeneutics was carried out on the basis of the works of F. Schleiermacher, W. Dilthey, M. Heidegger, G.-G. Gadamer. The specificity of the hermeneutical methodology is comprehended against the background of the positivist methodology opposite to it.

Results and Discussion. The cognitive potential of the hermeneutical approach in scientific and pedagogical practice is considered. It is noted that this approach provides the teacher with an understanding of the meaning of key educational terms, which helps to avoid situations of conceptual confusion in pedagogical communication. Understanding and interpretation can cause certain difficulties for students themselves when they relate to the content of various texts. In such cases, the teacher should find out the causes of the difficulties that arise, and help the students overcome them. It is emphasized that hermeneutics forms a specific style of thinking with a clearly pronounced anti-positivist orientation. The widespread opinion about the teacher as a subject of educational activity and the bearer of genuine knowledge, which he must “put into the heads” of students, in hermeneutics gives way to the idea of learning as a process of mutual creativity, cooperation between the teacher and the student. The role of the teacher is reduced to creating conditions that ensure the “merging of horizons” of participants in pedagogical activity. Hermeneutics stimulates the formulation of questions aimed at understanding the meaning of educational activity, it clarifies the degree of involvement of the teacher in the realization of this meaning. Starting from the idea of ontological inclusion of a person in a cultural and historical tradition, hermeneutics makes it possible to understand to what extent prejudices determine our behavior and thinking, and how this circumstance affects interpersonal relationships. The hermeneutical approach makes it possible to interpret educational activities based on the idea of the uniqueness of pedagogical experience. The use of the hermeneutical method assumes that the teacher-researcher associates himself not with an impartial observer, but with a full participant in the dialogical search. Thanks to the joint efforts of the researcher and other participants in the hermeneutical conversation, meaning and understanding merge.

Conclusion. It is shown that the problem of interpretation, considered in the framework of educational activities, is of a practical nature. Modern philosophical hermeneutics, having made an ontological turn, overcomes the Cartesian view of the abstract opposition of subject and object, tradition and reason, which prevails in “modernist” pedagogy. Teachers can benefit from the analysis and development of the most important ideas and provisions of hermeneutics for their application in scientific and pedagogical activities, as it helps to realize their own prejudices, questions initial interpretations, strengthens the position of self-reflection regarding the educational process.

Importance. The paper presents the findings of comparative pedagogical research done against the backdrop of new tendencies and developments on the global learning landscape. With the pandemic pushing universities online and ensuing digitalization of educational environment with a flurry of multi aspect virtual learning activities, there has emerged a growing need for reliable criteria to assess effectiveness and efficiency in higher education. The research is aimed to build the taxonomy of virtual universities purposes with the focus on the paramount principles, educational forms and technologies they employ.

Research Methods. The research methods involved comparative, descriptive, inductive-deductive ones, typical of comparative pedagogy. We studied the purposes, principles, forms and technologies used by the following virtual universities: The UK’s Open University), Canadian Virtual University (CVU), The University of Phoenix (UoP), The Virtual University for Small States of The Commonwealth (VUSSC), The Virtual University of Pakistan.

Results and Discussion. The research enabled us to aggregate, analyze and compartmentalize the data on purposes, principles, forms and technologies of different virtual universities, which offers a new viewpoint on i-learning in a new setting. The purposes of virtual universities are presented in the hierarchical order in compliance with the goal-setting levels: expediency, focus (purposes on this level are differentiated according to the type of activity: educational, pedagogical, maintaining and organizational) and goal commitment. We identified a set of basic principles regulating academic activity of virtual universities in the digitalization context of education, described the most popular forms and technologies employed and specified priority activities of virtual universities.

Conclusion. The taxonomy of purposes and paramount principles of virtual universities educational activities make these activities unique. The number of factors and variables defining the educational activities of virtual universities is growing, still the ability to choose the learning route which fits a certain individual has always been and will remain important. Tailored learning style (built on individual preferences in the ways of information searching and processing) suggests an opportunity to adjust the situation and learning material to your needs and thus become more efficient in obtaining new information and skills.

Importance. In the modern world, the role of the teacher has changed, and now students – future teachers are faced with the task of not only teaching, but also being prepared for constant self-development, professional growth and continuous learning. Modern regulatory documents of the teacher education system define competence that promotes self-education as necessary for mastery by a future teacher. Developing the ability for self-regulation in students in the pedagogical education system has great potential for successful professional development. Therefore, it is important to organize an effective process of self-regulated learning in a modern school at the stage of early professionalization in psychological and pedagogical classes. The purpose of the study is to develop and substantiate a technology for organizing self-regulated learning that promotes successful readiness for personal and professional development of high school students – students of psychological and pedagogical classes.

Research Methods. Analysis of data from theoretical and empirical research in the field of self-regulated learning, also used: analysis, synthesis, generalization, comparison and interpretation, survey.

Results and Discussion. Self-regulated learning is a process in which students actively participate in their own learning activities. High school students involved in self-regulated learning show higher educational results, quickly master course materials and more often achieve their personal goals. In the context of the cognitive-technological approach to learning, an innovative technology of self-regulated learning at the stage of early professionalization of high school students in specialized psychological and pedagogical classes is scientifically substantiated, including an activity algorithm: self-diagnosis – goal setting – self-motivation – planning – implementation of personal strategy – self-reflection; as well as diagnostic and autodidactic methods. A diagnostic technique has been developed to identify the level of students’ readiness for self-regulated learning.

Conclusion. Considering that self-regulated learning is a complex process that requires many years of practice, training and experience, its effective use in the format of technology for organizing self-regulated learning, especially at the stage of early professionalization in psychological and pedagogical classes. The effect is enhanced when using a cognitive-technological approach, an algorithm of stages and a set of auto-didactics methods. The designed technology is a valuable innovative tool for increasing the efficiency of psychological and pedagogical classes, as well as for research and practice in the field of teacher education.

Importance. The rapid spread of artificial intelligence (AI) technologies and the use of AI tools in education have stimulated the emergence of a large body of scientific and methodological works devoted to methods of foreign language teaching based on AI. At the same time, most of the publications are not distinguished by obvious scientific novelty or practical value. The purpose of the research is to analyze and classify scientific articles on methods of foreign languages teaching, published in Russian highly rated scientific publications in 2023, to highlight the main subjects of the works of scientists and to identify methodological gaps and prospects for further methodological research.

Materials and Methods. The research is conducted on the basis of scientific articles on methods of foreign languages teaching, published in scientific journals listed by the Higher Attestation Commission of the Russian Federation (K1, K2) for 2023. The research is based on an expert approach, which allows, through analysis of the corpus of scientific publications, to summarize the data obtained, highlight existing patterns, put forward hypotheses regarding the prospects for further research in the chosen area, and also identify a range of issues that have not been resolved. Within the framework of this approach, the following theoretical research methods are used: analysis of scientific publications, classification and summarization of data.

Results and Discussion. In the course of the research, the main subjects of scientific and methodological work on methods of foreign language teaching based on AI are determined: a) vectors of using artificial intelligence in education; b) chatbots and voice assistants in teaching foreign language verbal communication; c) corpus technologies of artificial intelligence in the formation of students’ lexical and grammatical skills and research work; d) automation of the process of monitoring the development of foreign language speech skills and the formation of students’ language skills; e) the use of neural networks in foreign language teaching; f) the use of neural networks in research work; g) requirements for the competence of a foreign language teacher in the field of artificial intelligence; h) requirements for the competence of students in the context of the integration of artificial intelligence into education.

Conclusion. The author included the following issues of foreign language teaching based on artificial intelligence technologies as research prospects: a) methodology for foreign language teaching based on AI; b) linguodidactic potential of existing and emerging AI tools; c) types of feedback from generative artificial intelligence; d) types of intelligent learning systems and their capabilities; e) teaching according to an individual trajectory; f) risks and threats arising in the process of integrating artificial intelligence into education; g) competence of a foreign language teacher in the field of artificial intelligence.

Importance. The widespread use of artificial intelligence technologies affects the language education system. In the few years since the advent of artificial intelligence technology, it has transformed from a theoretical concept into a dynamic force that changes ideas about classical language education. The transition to digital didactics defines new types of relationships between participants in the educational process: the teacher, the student, the educational environment and new technologies. Accordingly, the role of the teacher and the content of didactic and methodological principles of teaching a foreign language using artificial intelligence technologies are changing. The integration of artificial intelligence technologies into the process of teaching a foreign language, on the one hand, indicates the intensification of the educational process and automation of a number of pedagogical tasks, and, on the other hand, the imperfection of new technologies and potential risks and challenges when using them in practice. The main purpose of the research is to define and describe the principles of teaching a foreign language based on artificial intelligence technologies, acting as a full-fledged individual assistant for each student.

Research Methods. To conduct research in the field of linguodidactics, an integrated approach is used, including theoretical and empirical methods. At the first stage of the research, theoretical methods are used, including the study of scientific literature on the research topic, analysis, generalization and classification of the information received. At the second stage of the study, empirical methods are applied, including observation and description.

Definition of Concepts. Two key concepts of “artificial intelligence technologies” and “neural networks” are considered, and neural networks are classified by type of architecture and scope of application.

Results and Discussion. The use of hybrid forms of learning makes it possible to use artificial intelligence technologies as an effective tool for teaching a foreign language right now. Artificial intelligence technologies play a leading role in digital didactics, allowing you to personalize the learning process and enhance the importance of students’ learning autonomy. Digital didactics, based on traditional didactic and methodological principles, involves the implementation of the following principles of learning: the principle of expediency, the principle of contextual learning, the principle of interactivity, the principle of accessibility, the principle of personalization of learning, the principle of multimodality, the principle of gamification, the principle of inclusive assessment.

Conclusion. A system of principles of teaching a foreign language based on artificial intelligence technologies is presented, taking into account the peculiarities of the organization of the educational process in relation to digital didactics. It is worth noting that this system of principles is open and can be supplemented with new learning principles, as well as the content of these principles may change with the development of artificial intelligence technologies. The results obtained can be used in further research on the integration of artificial intelligence technologies into language education, as well as in the methodology of teaching foreign languages based on modern technologies.

Importance. The use of game design features in educational activities, or gamification of learning, is a popular, albeit contentious, trend in the field of education right now. This research applies gamification as a strategy to enhance inner motivation and learner autonomy in acquiring L2 technical vocabulary of the second language by students at the B2/C1 level in a virtual classroom.

Research Methods. The case study uses a two-cycle action research design to assess the difference between learning terminology with and without Quizlet support throughout a spring semester 2022, observes the development of learner autonomy through a survey, and demonstrates the growth of inner motivation reflected by Brain Quiz team scores.

Results and Discussion. The paired-sample t-test findings showed a significant difference between the two vocabulary learning cycles. After utilising Quizlet, students’ vocabulary scores on Moodle quizzes increased by 10 to 15 % on average across all grade levels. As part of the evaluation process, the online formative assessment “Brain Quiz” demonstrates that students with higher performance on Moodle quizzes are able to establish more productive teams.

Conclusion. The study can contribute to the English Language Teaching (ELT) literature regarding innovative and technological tools that can improve students’ language skills in the 21st century.

Importance. Digitalization of education provides new opportunities for organizing the learning process due to the properties of Internet platform tools. Internet platforms are especially relevant in the context of multidimensional tasks, such as Internet projects, because they are characterized by their complexity One of the directions of organizing Internet projects is provision of feedback.

Materials and Methods. Using the analysis of scientific literature, the main characteristics of feedback related to its frequency (operational, systematic and episodic) and to its qualitative indicators (thoroughness, form of provision and degree of integration into the course) were identified.

Results and Discussion. Feedback for Internet projects in foreign language classes was divided into two types: linguistic and subject-specific feedback. Language feedback acts as episodic and retroflexive feedback – it is provided at the end of the project when mistakes are made. Online text editors that allow commenting and tools for creating controls that can be used to integrate feedback into the learning process are suitable for providing. Subject-specific feedback, on the other hand, is systematic and immediate – its timely provision can influence the success of the project. It is provided through synchronous communication tools, both written text-based and video-based.

Conclusion. Feedback in the performance of Internet projects is more systematized and detailed, compared to the classroom counterparts. The tools of Internet platforms provide new opportunities for analyzing materials and new ways of communication between teacher and learner.

Importance. The principle of individualization in developing skills of foreign-language semantic reading professionally oriented texts based on students’ learning styles is studied. The relevance of the study is due to the demand for an adaptive home reading system for students majoring in nonlinguistic fields.

Materials and Methods. The ways of diagnosing the learning styles of second-year engineering students using the questionnaire of R. Felder and B. Solomon are described and individualized tasks for improving the semantic reading skills in English according to students’ learning styles are proposed.

Results and Discussion. The use of the Felder–Silverman model of learning styles, describing various styles of perception, input, processing and understanding of the information received seems to be an important variable to study, since it helps to individualize the various stages of working with a foreign language text. The results of the experimental training proved that the proposed approach positively influenced the students’ progress in foreign-language semantic reading.

Conclusion. Determining the learning styles of students enables university lecturers to take into account the individual characteristics of students’ cognitive processes, their current cognitive strategies and, thus, individualize foreign language teaching.

Importance. Soft skills formation as a part of teaching a foreign language to students of the educational direction “Tourism” contributes to communication skills, empathy, creativity and flexibility of thinking, which are necessary in their future professional activities. The purpose of this study is: 1) analysis of the goals of teaching a foreign language and their correlation with the process of developing hard and soft skills; 2) conducting an empirical study to test the possibility of developing soft skills when teaching a foreign language; 3) identification of significant issues related to the interpretation and use of various cultural codes in communication activities. Attention is focused on the fact that behavioral stereotypes can be variably interpreted depending on which linguistic and cultural communities the communicants belong to. It is emphasized that familiarity with the cultural codes of the studied language and trainings on the development of soft skills can significantly improve the decoding and communicative abilities of students in the process of working with the material for creating advertising texts of tourist destinations and excursion programmes.

Materials and Methods. The experiment is carried out at Derzhavin Tambov State University with the aim of compiling on its basis fragments of research based on the relevance of the topic, a review of scientific literature (definitions and experimental data published in this field of knowledge), selection of bibliography and results’ analysis of its experimental verification. The experiment is based on the use of foreign languages teaching methods. The criteria for selecting educational material are texts related to the popularization and advertising of tourist destinations and step-by-step training is aimed at developing soft skills within the framework of game-based educational activities.

Results and Discussion. Step-by-step training has shown its success in solving a number of assigned tasks. Students become more flexible in the communication process, showing the correct reactions in accordance with the situation and the target audience, the skills of formulating and implementing communication goals are developed (in such aspects as informational, informative, normative), choosing and using established constructs within the framework of the relevant situation, analysis and synthesis of the results of the dialogue.

Conclusion. Based on the results of the experiment, the conclusion is made about the significant didactic potential for soft skills formation within teaching a foreign language. The cognitive and affective aspects of student training have been identified, contributing to the soft skills development. Specific stages of work are proposed, combining various forms of presenting information, professional competence and maintaining successful dialogue with different linguistic and cultural groups in a foreign language.

Importance. Modern artificial intelligence (AI) tools are able to take on some of a foreign language teacher’s functions, thereby optimizing the learning process. One of these is the teacher’s function of checking and evaluating students’ written papers (essays). There are works in the scientific literature describing step-by-step methods of teaching students to write essays in a foreign language, including individual extracurricular practice of students with an AI tool during the completion of the essay’s draft version. Based on receiving evaluative feedback from the AI tool, students can refine their essays in linguistic, structural and substantive aspects. The Criterion automated assessment system for written papers is one of the modern AI tools that can be used in teaching. However, checking the effectiveness of this system is not the subject of a separate study. The purpose of the study is to clarify the stages of teaching students of language specialties to write essays in a foreign language using evaluative feedback from the Criterion automated assessment system and to test the effectiveness of this technique during experimental training.

Materials and Methods. The study participants are 2nd year students of the specialty 45.05.01 “Translation and Translation Studies” of the Lipetsk State Technical University (control group = 25 and experimental group = 25). The students of the control group studied according to the traditional essay teaching methodology, excluding the use of AI tools, and the experimental group participants studied according to an innovative methodology, including individual extracurricular practice of students with the Criterion system in order to receive evaluative feedback for the completion of the essay. The following aspects of control are: a) the lexical side of written speech; b) the grammatical side of written speech; c) the organizational structure of the work; d) the content of the work.

Results and Discussion. It is proved that the innovative method of teaching students to write essays, based on the integration of the Criterion automated essay assessment system into the learning process, is more effective than the traditional method in mastering students a) the organizational structure of the essay (t = 2.82 at p = 0.004) and b) the content side of creative work (t = 3.05 at p = 0.002). However, statistical analysis of the results do not confirm the advantage of the innovative technique in the formation of lexical (t = 1.44 at p = 0.08) and grammatical (t = 1.36 at p = 0.09) speech skills of students of a language university.

Conclusion. The novelty of the research consists in developing the stages of teaching students to write an essay based on practice with the Criterion automated control system in order to receive evaluative feedback for the completion of the essay. The results obtained can be used in the methodology of teaching secondary school students and university students in teaching writing.

Importance. The integrated approach (subject-language integrated learning) creates methodological conditions for the formation of students in non-linguistic areas of training within the framework of an integrated course of two types of competencies simultaneously: foreign language communicative competence and professional competencies. The content of teaching foreign-language oral and written speech to law students is traditionally focused on Russian legislation. At the same time, graduates of the state legal profile in the course of their professional activities face the need to compile international legal documents. However, the selection of the content of teaching law students to compile international legal documents during the integrated course in a professional foreign language is not the subject of a separate study. In this regard, the purpose of the study is to select the content of teaching law students to compile international legal documents.

Research Methods. The research is conducted on the basis of studying and summarizing materials of methodological works on the use of a foreign language for special purposes and subject-language integrated learning in teaching students of the field of Law, published in scientific journals of the Higher Attestation Commission of the Russian Federation’s list (K1, K2), as well as other scientific sources: monographs and textbooks on legal English.

Results and Discussion. The content of teaching law students to compile international legal documents has been developed, including: a) claims and complaints to international organizations; b) bilateral agreements between two states; c) cooperation agreements between a state body of the Russian Federation and a state body of a foreign state; d) statements of claim, claims and petitions in protecting the interests of an organization (or public legal entities) in foreign courts; e) agreements on cooperation between domestic and foreign legal entities; f) purchase and sale and lease agreements with non-residents of foreign countries; g) import contracts.

Conclusions. The relevance of the research lies in the content selection of teaching law students to compile international legal documents. The results obtained can be used in the development of curricula and educational materials for an integrated course for law students.

Relevance. Teaching professionally oriented translation to students in non-linguistic areas of study is important and relevant, since future specialists will have to use the foreign language as part of their professional activities, which includes the translation of professionally oriented texts. Teaching visual-oral translation (sight translation) as a separate type of professionally oriented translation for economics and management majors is considered to be necessary to prepare future graduates for successful professional activities.

Research Methods. The study used methods such as qualitative and quantitative analysis of the most typical difficulties of students (emotional, cognitive and motor difficulties), as well as the errors they make when sight translating.

Results and Discussion. The authors provide typological characteristics of sight translation as a separate type of translation activity. We discuss the main obstacles that students of non-linguistic areas of training encounter when mastering the skills of sight translation of texts related to economic and managerial discourse. Among them are the following: translation of terminological vocabulary, recognition of syntactic connections at the level of sentences and phrases, translation of modern realities, stylistically colored vocabulary and idioms, translation of lexical inclusions of other industry discourse. The reasons leading to distortions in translation from the sheet are analyzed, ways of overcoming translation difficulties that have been tested and have shown their effectiveness in the Odintsovo branch of Moscow Institute of International Relations of the Ministry of Foreign Affairs of the Russian Federation are considered.

Conclusions. Skills of translating from a foreign language (English) into one’s native language (Russian) contributes not only to the formation of professional translation competence, but also a number of other academic and professional skills. To successfully implement this, a clear and competent course structure is required, taking into account the need to learn to translate modern English-language texts of economic discourse.

Importance. Reception plays a significant role in the communication process in a foreign language and is reflected in the key documents that govern standards for foreign language education. As such, with increasing proficiency in a foreign language, the importance of utilizing authentic materials grows, and it becomes necessary for students to become familiar with non-standard (uncommon) varieties of the English language. This is not currently reflected in most educational settings, including language institutions. To address this issue, it is essential to justify the necessity for students to be acquainted with the phonetic variation of the English language and to consider matters related to clarifying the objectives and selection of accent teaching materials (in particular, developing criteria for selection). Additionally, it is important to explore effective methods and techniques as well as resources. The aim of the research is to identify the key invariant features of the accent and to investigate the impact of students’ understanding of phonetic variation on their direct comprehension of oral communication, to define the purpose, specific content, and to consider potential methods for designing such training.

Research Methods. The study employed an analysis of the existing literature on the research topic, comparison, categorization, and generalization.

Results and Discussion. The main characteristics of an accent and the impact of awareness of these characteristics on the perception of native-like foreign language speech are analyzed. The purpose of becoming familiar with phonetic variation is clarified, which involves, on the one hand, developing students' ability to comprehend native oral speech and, on the other, mastering research tools necessary for independent study of accents. Training content is explored, methods and techniques for familiarizing with phonetic variation are identified, and criteria for selecting learning materials are proposed.

Conclusion. Targeted accent training contributes to the development of linguistic competence in general and an improved understanding of oral communication in particular. Due to the presence of multiple accents resulting from intercultural interaction, it is necessary to familiarize students with the basic characteristics of this phenomenon on the one hand and provide them with tools for self-study on the other. This is reflected in the content of training. The choice of methods to familiarize students with accents is limited by the localized nature of these accents. Training should focus on communication and the development of skills to understand authentic spoken language. This can be achieved through methods such as analysis, imitation, and transcription. The reliance on transcription for listening, the use of contrastive analysis, and the gradual increase in level of complexity, as well as the development of an academic community of learners, are all key factors contributing to the achievement of this goal.

Importance. The characteristics of the concepts “linguistic errors” and “linguistic norm” (subjective and objective) in the process of teaching native and foreign languages are given, which determines the significance of work in the modern multicultural space. The definitions of “speech culture” and “usus” are considered, and a typology of speech errors is described, which is divided according to aspects of the language: phonetics, grammar and vocabulary (stylistics).

Research Methods. Examples of speech errors by French speakers are presented and analyzed based on the analysis of statistical data conducted by the French publications Le Figaro, Le Conseil Rédaction, Toploc, which clearly demonstrate how the language norm manifests itself and works.

Results and Discussion. The conditions for describing the comparative and comparative analysis of contacting languages are substantiated as an important condition for identifying language difficulties and errors in language structures for the further application of this knowledge in the methodology of teaching both the native language and French and other foreign languages.

Conclusion. The knowledge gained will allow students to improve their sociolinguistic competencies in the future, and the results of the study can be used in revising existing programs for the French language and organizing training in a more detailed consideration of the methodological support for teaching French: creating teaching aids, developing video materials and control.

Importance. The methodological potential of spiral curriculum in teaching future linguists French grammar is considered. This student-oriented technology is used to develop students’ skills in applying acquired knowledge in a foreign language to solve professional problems, it promotes the integration and structuring of acquired knowledge, and ensures the transition of educational activities into professional ones. The theoretical description of the spiral method is analyzed, its importance for teaching students grammar and its correct use in the process of written and oral communication is substantiated. The purpose of the research is to study the theoretical foundations of the construction of spiral curriculum, its application in teaching French grammar to future linguists, as well as to prove its productivity in the development of grammatical competence during French lessons.

Materials and Methods. In the research the following manuals are used: “French language” by M.S. Levina, O.B. Samsonova, V.V. Kharauzova and “À l’heure actuelle” by Lucia Bonato. Theoretical analysis of scientific and methodological literature, advanced methodological experience; experiential learning; observation; survey; descriptions; elements of quantitative calculations are used.

Results and Discussion. To create a didactic spiral, the following components are proposed: the main idea or purpose of studying the material, secondary (and subsequent) ideas, connections between components, illustrative material, color stimulus, and others corresponding to the topic of the course. The algorithm for working with spiral curriculum is defined, which includes four stages: information and preparatory (organizing work with the topic being studied), technological (student participation in discussion, analysis and comparison of studied grammatical forms), conceptualizing (drawing up mental maps and performing exercises), evaluative (testing and error correction). The following oral and written tasks are defined: discussion, testing, grammar exercises. The expediency of using spiral curriculum in teaching French grammar is confirmed in the experiment conducted by the authors; statistical calculations and survey of students have proven the effectiveness of the proposed technology.

Conclusion. The effectiveness of using spiral curriculum in teaching French grammar to future linguists is proven. This technique ensures the integration of material and a smooth transition from educational activities to professional ones at each stage of the didactic spiral. The distribution of material from simple to more complex helps the student to master it in an organized and systematic manner. The compilation and use of mental maps improves and trains long-term memory, and has a positive effect on the learning and correct use of grammatical structures. Mind maps provide the opportunity to visually arrange material on the “surface”, making it easier to perceive and visualize it. The development of professional competence upon completion of work in a spiral is provided, namely the development of grammatical competence, communication skills and awareness both at the level of intentionality (motivation) and at the level of control (participation in discussion).

Importance. The problem of conscious professional self-determination of schoolchildren is acute for all interested parties - schools, universities, employers, as well – as parents of schoolchildren. The difficulty lies in the dynamically changing labor market conditions, the emergence of new professional fields and professions, and an oversupply of services in the higher education market.

Research Methods. In order to integrate the career guidance component in teaching a foreign language to school students, based on the established experience in developing professionally oriented elective courses, an elective language course “Introduction to Media” is proposed.

Materials and Methods. The elective language course “Introduction to Media”, aimed at students in grades 10-11, has undoubted career guidance potential. It is intended to introduce students to the professional fields of media communications, which in the future will contribute to their informed professional choice within one of the bachelor’s degree courses (Journalism, Advertising and Public Relations, Media Communications).

Conclusion. The elective language course “Introduction to Media” is focused on meeting the students’ needs in learning the professions’ world is designed to promote their conscious professional self-determination, as well as the formation of students’ ability to use the studied foreign language as a means of professional communication in the field of media communications.

Importance. The problem of the formation of a multilingual student’s personality is important and relevant for modern language education. The purpose of the study is to propose a technology for the formation of multilingual skills of schoolchildren (grades 5-9) based on a modular general development program for the study of languages and cultures in an additional training course.

Research Methods. Based on scientific literature theoretical analysis, the refined concept of “modular general educational program of additional education” as a means of multilingual skills forming of schoolchildren is presented. It is proved that a prerequisite for the multilingual skills formation of schoolchildren is their awareness of the value of their multilingual development, upbringing and development of a multilingual personality based on mastering socially significant experience, which is embodied in language knowledge and skills, language and speech activity. The main methods of polylinguistic skills’ formation are: comparative, communicative, method of control and self-control.

Results and Discussion. It is revealed and substantiated that the use of a modular general development program in an additional training course will allow developing the student’s multilingual personality, its linguistic thinking, and language ability, which arouses great interest in the didactic possibilities of the proposed technology.

Conclusion. The application of the research results can contribute to the development of new directions in linguodidactics and the design of an effective multilingual school environment.

Importance. Based on the analysis of written and graphic materials of the Russian State Archive of Ancient Acts, it is proposed to consider the circumstances that influenced the drawing up of drawings in the key section of the Belgorod line – the territory of the Field in the Dnieper-Don interfluve.

Research Methods. The methodological basis of the research is based on the desire to comply with the principle of consistency (involving a comprehensive consideration of facts, taking into account their development, relying on the structural and functional features of the subject), the principle of historicism (which is based on the study of historical phenomena, events and processes in accordance with their chronology and interrelation), the principle of objectivity (based on the fact that the sources and facts have objective content that allows us to reconstruct the historical past). The research is based on such general scientific methods as analysis, synthesis, generalization, and systematization.

Results and Discussion. The totality of available information about drawings allows you to divide graphic materials into drawings of one city, a group of cities and individual localities. At the same time, the information content of graphic materials is directly related to the purposes of their compilation. If it is necessary to reflect the fortifications in the county, then only they are shown, although they are surrounded by arable land and the lands of serving people. This is a direct consequence of the fact that the fortresses and fortifications are under the jurisdiction of the Discharge Order. Arable land, hay mowing and other lands that are in use by serving people were taken into account in the Local Order. Such circumstances can be called the main factors influencing the information component of the drawings. The economic development of the territory went on in parallel with military defensive measures, despite the danger, the population sowed and harvested bread, moved around the territory for their needs, including beyond the line. The preparation of drawings in the 16th–17th centuries is an integral part of urban planning activities, sources allow us to identify two blocks of circumstances under which cartographic material is compiled: 1) upon inspection of large territories by special expeditions from Moscow and making copies according to available paintings and drawings covering large areas of copies of individual localities; 2) drawing up drawings during revision inspections of existing fortress cities and structures on their borders.

Conclusion. Two types sources consideration through the structuring of materials according to the chronology and informativeness of a particular region made it possible to identify a number of drawings with the circumstances of their compilation and events occurring during this period in a particular territory. The considered examples, the proposed conclusions and conclusions make it possible to significantly expand the knowledge and importance of cartographic materials in the general system of state construction of fortress cities. At the same time, significant material has been identified that allows in the future to expand the designated topic, show the history and fate of drawings for a number of cities of the Belgorod region.

Importance. Unequal resource provision of owners’ property and a significant shortage of peasant hay and forest lands, aggravated by overgrowth and far-earth land, determined the practice of economic relations between landlords and communal farms.

Research Methods. The problem of land use in the landlord economy system of post-reform Russia remains one of the most difficult in agrarian historiography. In the writings of prerevolutionary historians, the modernization of estates is highlighted in the writings of conservatives who linked crisis moments in the economy of estates with insufficient state support for owners and liberal figures stratifying savings into labor and capitalist ones. In the works of Soviet historians, the modernization of the latifundia is severely criticized.

Results and Discussion. Many landlords, taking advantage of the positive situation in the grain market, expanded production and established a diversified economic complex. These trends were especially strong in estates with sugar and distilleries. However, even during the period of maximum capitalist development of the agricultural sector, the predominant form of land use of Latifundists remained a combination of running their own farm and rental distributions.

Conclusion. The transition from a serfdom to a productive economy was associated with the modernization of the field-growing complex of estates, the use of agricultural innovations. However, the active introduction of grass planting by owners and the mechanization of agriculture have long been combined with unproductive methods of agricultural development.

Importance. The activities of the “Society of Participants of the Volga Movement of 1918” are considered and an analysis of its activities as a society for preserving the memory of emigrants about the events of the Civil War in the Volga region is given. The relevance of the study lies in the fact that the basis of our sample is the role of its chairman Stanislav Chechek, an active participant in military operations in the Volga region. Particular attention is paid to his work “From Penza to the Urals,” which is created on the basis of a report for members of the Society. This document is analyzed for the first time, despite its availability.

Materials and Methods. The research materials are data on the “Society of the Volga Movement of 1918”, stored in the funds of the State Archive of the Russian Federation. The work uses a historical-systemic method, which allows us to consider the social activities of S. Chechek and his speech as the highest point in the activities of society. The principles of historicism and objectivism make it possible to analyze the main aspects of the activities of the Society and S. Chechek.

Results and Discussion. Based on the study of archival materials and analysis of the text of S. Chechek’s work “From Penza to the Urals”, the public, educational and publication activities of the society, as well as a set of problems that it faced, are considered. Special attention is paid to the activities of his supervisor, through the prism of whose report they are able to rethink his role and significance for the events of the Civil War in Russia.

Conclusion. Despite the relatively short period of work, the organization “Society of the Volga Movement of 1918” is able to form a fund of unique profiles of participants in the Civil War, documents and materials that are available to researchers.

Importance. Studying the treatment features of participants and disabled veterans of the Great Patriotic War of 1941–1945, who were in regional psychiatric hospitals, allows not only to clarify the levels of medical care for such military veterans, but also to evaluate the results of public health organization in the postwar years through the prism of Soviet psychiatry development in the 20^th century, as well as the results of medical care for war veterans. A detailed study of the situation of disabled veterans in psychiatric clinics in the post-war period is very useful, which will clarify many little-studied aspects not only of the history of medicine, but also of the development of interpersonal, group, and regional relations in socialist society.

Research Methods. The methodological features of the study of the stated problems are based on the author’s concept of involving the works of contemporaries, primarily specialists in the field of psychiatry, practitioners of the Tambov region, as well as the actual case histories and anamnesis of mental illness. Materials from state and party archives of the Tambov region and memoirs of contemporaries were used, many of which were introduced into scientific circulation for the first time.

Results and Discussion. In fact, patients of psychiatric hospitals in the post-war period received almost the entire necessary complex of therapeutic and preventive procedures and rehabilitation measures. At the same time, it must be borne in mind that the post-war devastation, lack of food, clothing, and a number of medicines seriously complicated the capabilities of medical organizations, which often did not have the necessary resources to fully organize the treatment of war veterans suffering from mental illness. In addition, there are often problems with heating, the supply of necessary equipment and supplies for the psychiatric hospital, which left an imprint on practical health care at the regional level. Nevertheless, Tambov psychiatrists used the full range of medical procedures and medicines available to them, both traditional and new, which gave a tangible therapeutic effect. It is important to note that in the post-war years there is a complete rejection of the elements of “punitive” psychiatry due to the cessation of placing patients in isolation, as well as wet wraps. In addition, the use of intensive treatment methods required coordination with the chief physician.

Conclusion. The results of the study of the problem made it possible to assess these processes, viewed through the prism of the development of regional health care, to identify trends in the development of Soviet psychiatry in the first post-war decade. The development of an outpatient network for the provision of medical care to war invalids suffering from mental disorders and diseases is clarified. The assessment of the placement of military veterans in labor unions, enterprises and homes for the disabled is given. It is concluded that, in general, regional psychiatry has shown its capacity and effectiveness in terms of treatment and rehabilitation of military invalids who had mental illnesses.

Importance. The topic of the threat of fascist ideas and movements at the present stage is increasingly being brought up in the framework of public and scientific discussions. The coverage of this problem of the history of Great Britain in the 1930s is connected with the need to study the development of the features of fascism in society and in the society of veterans of the World War I. The novelty of the work is to consider the strengthening of the right-wing sentiments of part of the community of British war veterans in the 1930s, while fascism in Great Britain has been studied most widely by historical science in relation to political organizations and parties. Revealing the connection of veterans with the fascist movement will reveal the essence of the state ideology and the contradiction in public sentiment.

Materials and Methods. Within the framework of a historical and systematic approach, the Fascist movement in Great Britain was considered as one of the features of the development of public sentiment. The problem of fascization of British society was the duality of political attitudes. On the one hand, representatives of British fascism were marginals, and on the other, prominent figures of the largest veterans’ organization, the British Legion, were the exponents of the ideas of fascism. Using the prosopographic method, the social and political activities of the World War I veterans were investigated.

Results and Discussion. Based on the analysis of the development of Great Britain in the 1930s, the specifics of public sentiment are described. The veteran movement in the country adhered to various ideologies. By the mid-1930s, opinions arose among veteran leaders about the possibility of uniting with the fascists. During this period, the veterans of the World War I themselves, with the assistance of politicians and the aristocracy, as well as the support of capitalist circles, created right-wing radical organizations that openly adopted nationalist, anti-Semitic, and racist positions. The possibility of veterans coming under the influence of fascist organizations actually existed, given the numerous contacts and joint activities both within the UK itself and with foreign organizations and politicians (in particular, with the leaders of the Third Reich and Italy).

Conclusion. Prominent figures of the veteran movement (in particular, the British Legion) are responsible for the development of fascism in the UK and have contributed to the policy of appeasing the aggressor. Their activities in the process of unleashing the World War II were derived from the prevailing socio-economic system. In the 1930s, veterans and their leaders became instruments and sometimes representatives of the interests of competing groups of the economically dominant class in Great Britain. Dissatisfaction with the policies of the British governments and the rise of fascist sentiment was reflected in social protest and criticism in the press.

Importance. The current state of Bavaria’s foreign relations and their main problems are considered, and ways to solve them are proposed. A special emphasis is placed on the role of Bavaria in solving the federal tasks of Germany in the field of foreign policy, for this purpose the concept of auxillary paradiplomacy by Y.G. Akimov is used. The relevance of the study is dictated by the lack of work in the scientific field representing a relevant and modern analysis of the state of Bavaria’s foreign policy. The purpose of the research is to update the study of Bavaria’s foreign relations at the present time. The high level of institutional development, the complexity and interconnectedness of the implemented programs at the level of this federal state are emphasized.

Materials and Methods. The main materials are the official Ministries websites of Bavaria and representatives of the Land abroad, as well as reports of the EU commissions on interregional cooperation. To solve the tasks set, the institutional method is used in the context of considering the main actors of Bavaria’s foreign policy and their functions, as well as the “case-study” method for analyzing cooperation between Bavaria and the Czech Republic.

Results and Discussion. Using the example of the Strategy for the Development of Relations between Bavaria and the Czech Republic from 2019, the multifactorial nature of Bavaria’s external relations, as well as a well-thought-out institutional design of cooperation, are demonstrated.

Conclusion. The Bavarian model can be successfully implemented in other regions (including Russia) seeking greater global cooperation. This model is contrasted with the traditional model of development of external relations of subnational actors, focused mainly on trade; its advantages are emphasized.