In modern pedagogy, as a result of the transition to training according to federal educational standards, active attention is paid to the personal qualities of students, the formation of competencies that will help them adapt to rapidly changing environmental conditions. This issue is relevant at the current stage of training the younger generation and contributes to solving the main requirement of the new standards (FGOS) “teach to learn”. This article discusses the possibilities of web quest technologies to increase the cognitive activity of students. The pedagogical conditions for using web quest technologies in English classes are highlighted, the stages of creating web quest technologies are defined.

The use of the Pandas library for analyzing data arrays is considered, the advantages of this library for performing actions with numerical data and time series presented in the form of numerical tables. For comparison, the disadvantages of processing data arrays in Excel using trend analysis models, such as linear, logarithmic, polynomial, power, exponential, are indicated. The ability to process data by the Pandas library from different software environments, such as HTML and data buffers.

This article is intended to identify the problems of modern language education associated with the trend of active penetration of anglicisms into the Russian language. The author focuses on the fact that modern students often use borrowings from the English language in their speech, dictated by today’s «trends» broadcast mainly on the Internet. The paper notes that following this trend does not always have a beneficial effect on the quality of cadets’ speech, since such words act as illegal equivalents of the original Russian vocabulary, which functions in the Russian language rich in centuries, which carries cultural and historical information and is nationally conditioned. The article also offers options for exercises used in language classes with cadets of military universities, the implementation of which is aimed at developing a careful attitude to the native language, preventing the use of illegal borrowings.

The article deals with the issue of the relationship between the learning and educating younger school children. It outlines one of the possible ways to solve the problem to implement a cultural approach into the process of Russian language teaching. It represents the main principles, methods, techniques and tools that implement the named approach. The author has described the stages of the pedagogical experiment and given some examples of text-based exercises aimed at forming a positive and emotionally colored relation to knowledge of the culture and traditions of the Russian people and expansion of historical and cultural knowledge among school children.

The teaching profession does not forgive mistakes and miscalculations in building interactions with models of real objects. The meta-model of language is considered a technique whichallows you to build models of relationships with the interlocutor based on the word and what is behind it. Using this technique, a specialist acquires a tool not only to show his experience in a dialogue, but also to receive from the interlocutor, with the help of clarifying questions, an internal display (discovery) of what he will not be able to explain in words. It is assumed that this makes it possible to make changes in the communication process, forms the gift of persuasion in the discovery of unsaid, hidden information necessary for understanding. The authors present an analysis of linguistic features that influence the opinions and judgments of others.

The most interesting scientific works and textbooks of Armenian scientists of the XVIII–XX centuries are presented in this study. The implementation of the main concepts of bilingual and in-depth Russian language learning in the Armenian school, combining modern innovative educational technologies and the experience of Armenian scientists, accumulated by the theory and practice of teaching the Russian language, as well as their contribution in the theory and practice of teaching Russian are presented.

The article is devoted to the actual problem of pedagogical interaction with students from China. The article reveals the characteristics of external and internal conditions that determine the specifics of adaptation of graduate students from China to study at a Russian university. The author of the article describes the methodological and psychological features of the interaction of teachers and graduate students in the classroom of pedagogical psychology in the context of intercultural communication and the use of blended learning. The necessity of training teachers for the necessary adaptation of educational activities to the personal characteristics of students from China is shown.

The article presents the sociocultural language environment of the Republic of Sakha (Yakutia), also it provides legal acts on the language policy of the Russian Federation and the Republic of Sakha (Yakutia). The polylingual education of preschool children in the Republic of Sakha are built on by two models: The model “Tyl uyata — The language nest” provides for the organization of a monolingual educational environment throughout the preschool age. In this case is necessity to involve to a second language from the middle group of the kindergarten with specially organized activity, which contributes to a clear separation of languages. The model “Biir kihi — biir tyl — One person — one language” is characterized by the principle of parallel teaching of two languages to children from early preschool age. The model “Tyl uyatyttan tyllanyy — Teaching a second language based on the native language” — the complete acquisition of one (native) language by a child is used as the foundation for learning a second and third language for the development of successful bilingual education. A monolingual educational environment is organized until the full development of the child’s speech.

The article analyzes the features and types of monitoring the progress of students of military universities in online foreign language teaching. The main technologies of its implementation are presented in the selected types of control. Based on the considered technologies and types of monitoring the progress of students, a model of monitoring students of military universities in foreign language classes in online learning has been compiled.

the native language with the focus on motivational design. The study covers various aspects of using texts and exercises that are aimed at stimulating student motivation and interest in learning their native language. The analysis results allow to identify some characteristics of effective motivational design which foster student interest in educational materials. John Keller’s motivational model was utilized. It suggests designing the learning process (including educational tasks) by the means of four components such as learners’ attention, relevance, confidence and satisfaction.

The article discusses the results of an experimental study of improving the quality of Russian-language training of foreign military personnel based on developing technologies.

The article discusses the possibilities of using storytelling technology in the Russianlanguage training of foreign military personnel in the classroom in Russian as a foreign language. The essence of this technology, its tasks are revealed, the classification of types of storytelling, indicators of its successful application are given. Various types of application of storytelling in teaching Russian as a foreign language are presented.

The article discusses the issues of possible changes in the Russian education system, due to the current political and economic situation in the world. Perspective directions of the actual reformation of general and higher education are determined. As a methodological basis, the category of consciousness is considered, which allows amplifying the competence basis of modern Russian education.

The article discusses some features of the methodology of teaching specialized text in special disciplines of foreign military personnel. Some characteristic features of teaching RCT that contribute to the formation of language competencies in foreign military personnel are analyzed.

The article considers listening as an object of perceptual and semantic activity of students in the formation of foreign-language intercultural competence. The author analyzes the perception of foreign language speech as a multilevel hierarchical structure of mental activity. The metacognitive approach is considered as the basis of educational activity. The author analyzes modern approaches to the perception of auditory information, in particular, “topdown” and “bottom-up”. The article examines the problems faced by students of a language university in the process of learning listening in professionally directed foreign language teaching. Considerable attention is paid to the description of the stages of listening training and exercises at the appropriate stage. Considerable attention is paid to the description of the stages of listening training and exercises at the appropriate stage. The author comes to the conclusion that when teaching listening to students of a language university, it is necessary to observe stages, be sure to use analysis and introspection as separate stages, and also at the last stage include communicative tasks and problem situations in the work as one of the effective means of teaching the process under study.

The article describes the perception of the world in a cultural-historical context as a certain image of the world obtained by recoding perceived signals and secondary (semiotic) data. On these grounds, a study of the image of the world of the mono-ethnic group of Russian respondents was carried out. It has been established that the characteristics of the image of the world reflect the main ways of world perception and typical features of the Russian mentality, and the choice of the basic values for it is associated with the adoption by the mono-ethnic group of the native (Russian) culture.

The article discusses aspects of teaching listening in the process of teaching a foreign language at a language university. The author analyzes the concept of listening from the point of view of pedagogy, methodology and psychology. The main content of the study is the analysis of listening as a receptive type of speech activity in general, and in particular the author considers this type of speech when teaching students of the Philology direction. The author emphasizes the competencies on which the teacher relies in teaching students of this direction, as well as the stages of development of auditory skills. The article analyzes different types of listening in accordance with different approaches. Considerable attention is paid to teaching listening on the basis of competence-based, personality-oriented and interactive approaches. The author comes to the conclusion that the purpose of teaching foreign languages at the university is to teach communication, which implies the development of communicative and auditory skills.

The article reflects the scientific and applied foundations of improving the quality of Russian-language training of foreign cadets in the Russian military university. The ways of successful formation of the communicative skills of foreign servicemen on the basis of developing technologies used in teaching the Russian language are noted.

The article discusses the advantages of systematic approach to studying the problems of Russian education system development in the context of new reality formation. According to the authors the architecture of the upcoming model of the Russian education system should be guided by the best traditions in the study area of the Soviet education system and the experience of the educational process, which has been accumulated during the use of Bologna model.

The article describes the work program developed by teachers of the Department of Foreign Languages of the Moscow Higher Educational Institution for the training of tacticallevel military officer-interpreters called up for military service during partial mobilization. The restoration of previously formed and acquisition of new foreign language communicative skills in practical classes was carried out through the implementation of a model of individualization of foreign language teaching.