CC BY
18
Междисциплинарный подход в организации образовательного процесса позволил выявить закономерности, противоречия и взаимовлияние двух дисциплин - «Наследие и репертуар современного танца» и «Мастерство хореографа». Изучение спектаклей хореографов современного танца, с одной стороны, вдохновляет студентов на собственные постановки, с другой - мешают раскрыть свой индивидуальный почерк. Но при грамотном авторском подходе педагога по дисциплине «Мастерство хореографа», включающего упражнения, развивающие воображение и «фантазирование», данные противоречия сглаживаются. Освоение технических фрагментов спектаклей, изучаемых на уроках «Наследие и репертуар современного танца», способствуют более осознанному восприятию обучающимися композиционных аспектов хореографии, которые изучаются в процессе освоения дисциплины «Мастерство хореографа». Безусловно, только время покажет, насколько эффективным было то или иное средство поиска своей
индивидуальности, разработанное преподавателем. Однако уже сейчас можно констатировать тот факт, что междисциплинарность является ключевым принципом, объединяющим различные дисциплины в процессе профессиональной подготовки педагога и балетмейстера современного танца. Следовательно, главной задачей преподавателей дисциплин современного танца в вузе является поиск и практическая апробация новых методов преподавания, позволяющих повысить качество учебного процесса в целом.
Проведенное исследование демонстрирует необходимость оптимизации учебного процесса по профилю подготовки «Педагогика современного танца», а также важность междисциплинарного аспекта в различных дисциплинах. Помимо этого, данная статья может стать приглашением для расширенного исследования отечественной педагогики современного танца в формате диссертации или монографии.
Библиографический список
1. Грибов G.G. Танец Лои Фуллер как прототип генеративных арт-практик в хореографии. Вестник Академии Русского балета им. А.Я. Вагановой. 2022; № 3 (80): 18-33.
2. Грибов G.G. Перформансы «Девять вечеров» в истории современного танца. Объектно-ориентированная хореография «Solo» Деборы Хэй. Вестник Академии Русского балета им. А.Я. Вагановой. 2021; № 2 (73): 53-69.
3. Сабанцева Т.В., Николаева Л.Я. Оовершенствование творческо-сочинительских умений и навыков постановочной работы студентов-хореографов. Вестник Московского государственного университета культуры и искусств. 2022; № 2 (106): 132-142.
4. Палилей А.В., Бердник М^., Султан РГ. Инновационные и традиционные методы обучения в освоении образцов хореографического наследия народно-сценического танца будущими специалистами. ВестникКемГУКИ. 2020; № 51: 238-245.
5. Палилей А.В., Буратынская GE. Формирование индивидуального почерка балетмейстера, педагога-хореографа в вузе культуры. Вестник КемГУКИ. 2018; № 45: 53-61.
6. Кившенко Ю.А. Формирование индивидуального почерка у будущего педагога-хореографа. Вестник Самарского государственного университета. 2009; № 5 (71): 112-117.
Referenses
1. Gribov S.S. Tanec Loi Fuller kak prototip generativnyh art-praktik v horeografii. VestnikAkademiiRusskogo baleta im. A.Ya. Vaganovoj. 2022; № 3 (80): 18-33.
2. Gribov S.S. Performansy «Devyat' vecherov» v istorii sovremennogo tanca. Ob'ektno-orientirovannaya horeografiya «Solo» Debory H'ej. Vestnik Akademii Russkogo baleta im. A.Ya. Vaganovoj. 2021; № 2 (73): 53-69.
3. Sabanceva T.V., Nikolaeva L.Ya. Covershenstvovanie tvorchesko-sochinitel'skih umenij i navykov postanovochnoj raboty studentov-horeografov. Vestnik Moskovskogo gosudarstvennogo universiteta kul'tury iiskusstv. 2022; № 2 (106): 132-142.
4. Palilej A.V., Berdnik M.S., Sultan R.G. Innovacionnye i tradicionnye metody obucheniya v osvoenii obrazcov horeograficheskogo naslediya narodno-scenicheskogo tanca buduschimi specialistami. Vestnik KemGUKI. 2020; № 51: 238-245.
5. Palilej A.V., Buratynskaya S.V. Formirovanie individual'nogo pocherka baletmejstera, pedagoga-horeografa v vuze kul'tury. Vestnik KemGUKI. 2018; № 45: 53-61.
6. Kivshenko Yu.A. Formirovanie individual'nogo pocherka u buduschego pedagoga-horeografa. Vestnik Samarskogo gosudarstvennogo universiteta. 2009; № 5 (71): 112-117.
Статья поступила в редакцию 21.08.23
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: [email protected]
LINGUISTIC AND METHODICAL POTENTIAL OF COURSERA ONLINE PLATFORM FOR STUDENTS' PROFESSIONAL FOREIGN LANGUAGE COMPETENCE DEVELOPMENT. The paper explores the potential of the Coursera MOOC platform for developing professional foreign language competencies in university economics students. As globalization increases the demand for multilingual graduates, traditional classroom instruction often falls short in providing the applied linguistics skills needed for modern careers. Coursera offers a scalable online alternative for building reading, writing, listening, and basic speaking abilities through massive community support, immersion in native speaker content, and flexible self-paced participation. However, overdependence on automated assessment and limitations in conversational practice remain constraints. Through strategic integration guided by learners' needs, Coursera can be a valuable supplement for fostering career-ready language proficiency. The paper examines specific features and implementation strategies for unlocking Coursera's advantages while navigating its restrictions. Further research is needed, but the platform holds promise for strengthening the real-world language capacities of the next generation of economists.
Key words: Coursera, MOOC, foreign language learning, economics students, higher education, online learning, language competencies
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, E-mail: [email protected]
ЛИНГВОМЕТОДИЧЕСКИЙ ПОТЕНЦИАЛ ОНЛАЙН-ПЛАТФОРМЫ COURSERA ДЛЯ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ИНОЯЗЫЧНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ
В статье рассматривается потенциал платформы Coursera для развития профессиональной иноязычной компетенции у студентов-экономистов. Поскольку глобализация повышает спрос на выпускников, владеющих несколькими языками, традиционное обучение в аудитории часто не позволяет получить прикладные лингвистические навыки, необходимые для карьеры. Coursera предлагает онлайн-альтернативу для развития навыков чтения, письма, аудирования и базовой разговорной речи благодаря массовой поддержке учебного сообщества, погружению в контент носителей языка и гибкой системе самостоятельного обучения. Однако зависимость от автоматической оценки и ограничения в разговорной практике остаются сдерживающими факторами. Благодаря стратегической интеграции с учетом потребностей обучающихся Coursera может стать ценным дополнением для развития языковых навыков, необходимых для профессиональной деятельности будущих экономистов. В статье рассматриваются особенности внедрения, позволяющие раскрыть преимущества Coursera и при этом избежать ограничений. Исследование делает акцент на необходимости дальнейших исследований, но при этом указывается, что платформа способна укрепить языковые способности нового поколения экономистов.
Ключевые слова: Coursera, МООК, изучение иностранных языков, студенты-экономисты, высшее образование, онлайн-обучение, языковые компетенции
With the globalization of business and finance, proficiency in foreign languages, especially English, has become an imperative skill for university students majoring in economics. The ability to read, write, and communicate effectively in a second language provides critical advantages for today's graduates entering the workforce [1; 2]. However, traditional foreign language curricula at universities often struggle to provide
students with sufficient practical linguistics competencies needed for their careers. Massive open online courses (MOOCs) have emerged over the past decade as a potentially disruptive innovation in higher education [3; 4]. In particular, the Coursera platform offers a range of open courses in a variety of foreign languages, providing economics students a supplemental channel for building language proficiency. This article
will analyze the specific affordances of the Coursera platform that may enable greater gains in reading, writing, listening and speaking skills needed for professional success. While identifying potential limitations, the paper argues that economics programs can strategically integrate Coursera's MOOC offerings to bolster the real-world foreign language abilities of their graduates. The thesis is that Coursera provides a scalable solution to strengthen the applied language competencies essential for today's multilingual business context. The relevance is determined by the growing demand for economics graduates with professional-level competency in foreign languages, especially English. Globalization has made multilingual skills essential, but traditional classrooms often fall short. Coursera may provide an accessible supplemental platform for building these applied skills at scale. The aim of this study is to analyze Coursera's potential as well as its limitations and challenges for developing career-ready foreign language competencies in university economics students. The objectives set by the primary aim are: 1) to evaluate key features and resources Coursera offers for language learning; 2) to identify core professional language competencies needed by economics graduates;
3) to assess disadvantages and barriers inherent to reliance on the Coursera platform;
4) to suggest effective strategies for integrating Coursera into economics programs and curricula. The subject of study is the use of the Coursera MOOC platform, specifically its application for building foreign language skills in undergraduate students pursuing economics degrees. The object of study is the set of language learning opportunities, outcomes, limitations, and best practices associated with Coursera utilization by economics students aiming to develop professional linguistics abilities.
Coursera offers several key features that can support and strengthen language learning for economics students seeking to build their foreign language competencies. First, the massive enrollment opportunities on Coursera provide economics students with access to an enormous community of language learners. Coursera's language courses often have tens or even hundreds of thousands of active learners at any given time. This creates rich opportunities for interactive practice and collaboration with fellow language learners from around the globe. Additionally, Coursera courses provide learners with extensive exposure to native speakers through high-quality video lectures, presentations, and demonstrations [5]. Economics students can repeatedly listen to fluent speakers, assisting with development of listening comprehension. Many Coursera courses also offer optional subtitles and transcripts for lectures and supplemental materials. The dual audio and written content reinforce vocabulary acquisition and aids comprehension. Students can replay subtitled videos while reading transcripts, allowing them to internalize terminology. The self-paced modules and assignments on Coursera promote active learning while permitting students to work at appropriate levels. Automated assessments and peer grading also provide instant feedback to support growth [6]. This personalization assists economics students with focusing on priority language needs. Finally, Coursera's flexibility in access enables economics students to build language skills around busy schedules. The online accessibility also reduces barriers for working professionals seeking continuing education [7]. This flexibility and inclusion expand the platform's reach. In combination, these features provide a potent set of affordances for economics students aiming to cultivate professional proficiency and confidence in a second language. The capabilities of Coursera's interface offer the scale, immersion, and autonomy needed for meaningful language development.
For economics students to fully leverage Coursera's potential for language learning, it is useful to highlight some of the key foreign language competencies demanded in their future careers [8; 9]. By aligning Coursera's affordances to these essential skills, students can maximize their professional development. One of the most fundamental competencies is reading comprehension in the domain area [10]. Economics students need to extract information and meaning from texts, articles, reports, and briefs written in a second language [11]. Coursera provides substantive practice in comprehending both academic and practical written materials. Equally important is building strong listening skills to track and follow lectures, presentations, media, and professional interactions in a foreign language [12]. Coursera lectures immerse students in fluent extended speech on complex topics supporting this capability. Writing proficiency is another major competency, requiring students to prepare cogent assignments, essays, emails, and material for colleagues and clients in a second language [13]. Coursera activities like discussion forum posts, peer assessments, and optional video components allow writing practice. Finally, oral communication is a critical skill for exchanges with international partners, clients, or interviewers [14]. While limited, some Coursera components like informal video introductions or conversational forums provide speaking opportunities. By recognizing these core language abilities vital for career readiness, students can steer their Coursera participation toward maximal professional benefit. This understanding also reveals areas where supplemental instruction may be advisable, especially for speaking skills.
Библиографический список
While Coursera provides significant opportunities for developing foreign language abilities, utilizing the platform also comes with certain inherent challenges and limitations. Students should be aware of these barriers to manage expectations and augment the Coursera learning experience where needed. One potential challenge is the need for strong self-direction and engagement to persist and succeed in Coursera language courses. Without the structure of a traditional classroom, students must be motivated to stick to learning goals [15]. It is easy to fall behind or drop out without proper determination. There is also less opportunity for interactive oral communication on the platform compared to face-to-face instruction. While Coursera has some speaking practice, students may not receive enough correction and conversation time to gain true mastery. MOOCs also struggle to properly individualize instruction. The automated systems lack nuance and the large class sizes make personalized feedback impossible. Therefore, students with unique language deficiencies may not get targeted help. Finally, the limitations of automated grading and assessment on assignments can frustrate progress. The computerized systems often cannot identify subtle errors or provide guidance for improvement [16]. This makes self-diagnosis of weaknesses difficult. In light of these barriers, students need realistic expectations. Coursera can accelerate language gains, but may need supplementation in areas like speaking skills or individual tutoring.
To maximize the language learning potential of Coursera, economics programs and students can consider various strategies to integrate these offerings into their curriculum and studies. Some promising approaches include:
- Providing tips to students on how to get the most out of Coursera language courses. This could include guidance on utilizing transcripts, reiterating challenging lectures, taking notes, using dictionaries, or finding conversation partners.
- Formally incorporating certain Coursera courses into existing foreign language curriculum at institutions. This gives credibility to MOOC learning while ensuring oversight.
- Pre-screening students' language abilities to direct them to appropriate Coursera introductory or advanced courses for their level. This enables more targeted development.
- Conducting assessments of students' language gains after completing MOOCs using standardized tests or institutional rubrics. This allows measuring of competencies.
- Requiring application of skills learned on Coursera through follow-up writing assignments or presentations. This reinforces retention and transfers knowledge.
- Providing advising on how to supplement Coursera with other instructional approaches to address limitations, like lack of speaking practice.
In conclusion, this examination of using Coursera MOOCs to build foreign language competency in economics students demonstrates promising potential but also remaining limitations. Coursera's affordances of scale, immersion, assessment, and flexibility offer clear advantages over traditional classrooms alone. The platform grants access to a massive community of language learners and provides development of reading, writing, listening, and even basic speaking skills. However, solely relying on Coursera fails to teach conversational fluency or serve students needing personalized remediation. Economics programs should therefore strategically incorporate Coursera as part of a comprehensive curriculum using flipped models, incentives for participation, and supplementary instruction where necessary. Additionally, students must have the discipline to fully exploit Coursera's capabilities. Further research is still needed to quantify language gains and validate best practices. But the base capabilities exist for Coursera to meaningfully boost functional second language abilities if utilized prudently. With creative integration guided by an understanding of inherent limitations, institutions can harness Coursera as an asset in producing multilingual graduates ready for the modern global workplace. Scientific novelty of this study represents an early exploration of using MOOC platforms specifically for developing foreign language competencies in economics students. While research exists on MOOCs generally, less has focused on language learning or professional skills outcomes. Theoretical significance of this paper lies in building theory around integrating open online platforms into higher education curricula targeted at professional readiness. It synthesizes distance learning, linguistics, and career preparation perspectives. Practical significance is determined by the practical application of Coursera that is analyzed for enhancing economics graduates' marketability and mobility. Implementing the suggested approaches could strengthen real-world language abilities. Future research prospects are needed to quantify language gains, validate optimal implementation strategies, and address challenges. Areas to explore include blended learning designs, conversational practice, automation limits, and individualization. Comparative research on alternative platforms would also be beneficial.
1. Колосова Е.И., Швайкина Н.С. Лингвометодический потенциал медиадискурса при формировании коммуникативной компетенции на занятиях по иностранному языку Филология и культура. 2023; № 2 (72): 215-221.
2. Рублева Е.В. Лингвометодический потенциал аудио- и видеоподкастов в обучении РКИ. Слово. Грамматика. Речь. 2015; № 16: 512-514.
3. Мельник Ю.А. Работа с видеоматериалами на занятиях по русскому языку как иностранному (на примере русской сказки). Филология и культура. 2017; № 4 (50): 209-213.
4. Zubkov A. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study. Lecture Notes in Networks and Systems. 2022; Vol. 403: 92-100.
5. Zubkov A. Implementation of CLIL Approach via Moocs: Case Study of Siberian Transport University. Lecture Notes in Networks and Systems. 2022; Vol. 402: 1002-1010.
6. Кобелева Е.П., Матвиенко Е.Н., Комкова А.С. Формирование экзистенциальных навыков студентов в процессе иноязычной подготовки в вузе. Современные проблемы науки и образования. 2022; № 6-1: 6.
7. Крутько Е.А., Комкова А.С., Кобелева Е.П., Агавелян РО. Интеграция видеоконтента в процесс обучения профессионально-ориентированному английскому языку в вузе. Сибирский педагогический журнал. 2022; № 6: 66-75.
8. Агавелян РО., Кобелева Е.П., Стучинская ЕА., Душинина Е.В. Использование мнемотехник в процессе профессионально-ориентированной иноязычной подготовки студентов-экономистов. Сибирский педагогический журнал. 2022; № 4: 38-50.
9. Zubkov A. Discursive Approach to Foreign Language Training via Massive Open Online Courses. Lecture Notes in Networks and Systems. 2022; Vol. 636: 431-439.
10. Комкова А.С., Кобелева Е.П., Стучинская Е.А., Крутько Е.А. Формирование метакомпетенций студентов вуза в процессе научно-исследовательской работы на иностранном языке. Профессиональное образование в современном мире. 2020; Т. 10, № 2: 3718-3725.
11. Балмасова Т. А. Из опыта использования мобильных приложений в обучении второму иностранному языку. Вестник педагогических наук. 2022; № 8: 224-227.
12. Zubkov A.D. Using MOOCs to Teach Foreign Language Writing to University Students. Lecture Notes in Networks and Systems. 2022; Vol. 499: 23-31.
13. Кирякова О.А. Применение аутентичных видеоматериалов как способ формирования иноязычной коммуникативной компетенции у студентов неязыкового вуза. Сибирский учитель. 2022; № 1 (140): 17-25.
14. Kiryakova O.A. E-portfolio as a means of formation of students' professional foreign language communicative competence in technical higher education institutions. Сибирский учитель. 2022; № 6 (145): 88-92.
15. Ищенко В.Г, Сергиевская Е.А. Цифровые технологии как магистральные стратегии в развитии современного образования. Заметки ученого. 2022; № 7: 126-129.
16. Таскаева Е.Б. Многоязычие в современном мире: культурные традиции и направления исследования. Вестник Сибирского государственного университета путей сообщения: Гуманитарные исследования. 2017; № 2: 50-57.
References
1. Kolosova E.I., Shvajkina N.S. Lingvometodicheskij potencial mediadiskursa pri formirovanii kommunikativnoj kompetencii na zanyatiyah po inostrannomu yazyku. Filologiya i kul'tura. 2023; № 2 (72): 215-221.
2. Rubleva E.V. Lingvometodicheskij potencial audio- i videopodkastov v obuchenii RKI. Slovo. Grammatika. Rech'. 2015; № 16: 512-514.
3. Mel'nik Yu.A. Rabota s videomaterialami na zanyatiyah po russkomu yazyku kak inostrannomu (na primere russkoj skazki). Filologiya i kul'tura. 2017; № 4 (50): 209-213.
4. Zubkov A. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study. Lecture Notes in Networks and Systems. 2022; Vol. 403: 92-100.
5. Zubkov A. Implementation of CLIL Approach via Moocs: Case Study of Siberian Transport University. Lecture Notes in Networks and Systems. 2022; Vol. 402: 1002-1010.
6. Kobeleva E.P., Matvienko E.N., Komkova A.S. Formirovanie 'ekzistencial'nyh navykov studentov v processe inoyazychnoj podgotovki v vuze. Sovremennye problemy nauki i obrazovaniya. 2022; № 6-1: 6.
7. Krut'ko E.A., Komkova A.S., Kobeleva E.P., Agavelyan R.O. Integraciya videokontenta v process obucheniya professional'no-orientirovannomu anglijskomu yazyku v vuze. Sibirskij pedagogicheskij zhurnal. 2022; № 6: 66-75.
8. Agavelyan R.O., Kobeleva E.P., Stuchinskaya EA., Dushinina E.V. Ispol'zovanie mnemotehnik v processe professional'no-orientirovannoj inoyazychnoj podgotovki studentov-'ekonomistov. Sibirskij pedagogicheskij zhurnal. 2022; № 4: 38-50.
9. Zubkov A. Discursive Approach to Foreign Language Training via Massive Open Online Courses. Lecture Notes in Networks and Systems. 2022; Vol. 636: 431-439.
10. Komkova A.S., Kobeleva E.P., Stuchinskaya E.A., Krut'ko E.A. Formirovanie metakompetencij studentov vuza v processe nauchno-issledovatel'skoj raboty na inostrannom yazyke. Professional'noe obrazovanie v sovremennom mire. 2020; T. 10, № 2: 3718-3725.
11. Balmasova T.A. Iz opyta ispol'zovaniya mobil'nyh prilozhenij v obuchenii vtoromu inostrannomu yazyku. Vestnikpedagogicheskih nauk. 2022; № 8: 224-227.
12. Zubkov A.D. Using MOOCs to Teach Foreign Language Writing to University Students. Lecture Notes in Networks and Systems. 2022; Vol. 499: 23-31.
13. Kiryakova O.A. Primenenie autentichnyh videomaterialov kak sposob formirovaniya inoyazychnoj kommunikativnoj kompetencii u studentov neyazykovogo vuza. Sibirskij uchitel'. 2022; № 1 (140): 17-25.
14. Kiryakova O.A. E-portfolio as a means of formation of students' professional foreign language communicative competence in technical higher education institutions. Sibirskij uchitel'. 2022; № 6 (145): 88-92.
15. Ischenko V.G., Sergievskaya E.A. Cifrovye tehnologii kak magistral'nye strategii v razvitii sovremennogo obrazovaniya. Zametki uchenogo. 2022; № 7: 126-129.
16. Taskaeva E.B. Mnogoyazychie v sovremennom mire: kul'turnye tradicii i napravleniya issledovaniya. Vestnik Sibirskogo gosudarstvennogo universiteta putej soobscheniya: Gumanitarnye issledovaniya. 2017; № 2: 50-57.
Статья поступила в редакцию 14.09.23
УДК 378
Obukhova LYu, Senior Lecturer, Department of English Language for Professional Communication, Financial University under the Government
of the Russian Federation (Moscow, Russian Federation), E-mail: [email protected]
INTEGRATION OF ONLINE AND OFFLINE MODES FOR TEACHING ENGLISH TO STUDENTS. The article discusses ways for interaction and communication of participants in the educational process based on digitalization. Network technologies open a new mode of work, study and life, in which the Internet acts as a learning environment. In modern conditions non-linguistic universities actively use the Internet for hybrid (mixed) format of foreign language teaching, which is currently the most required and relevant in higher education. It is used to organize academic work of students, which allows to intensify the educational process, improve its efficiency by creating additional external motivation of students. Students' work in the network reveals the inner reserves of each person, helps to form social qualities of personality, and educate a successful learner. In the era of digitalization and improvement of information technologies the demand for new approaches in higher education, considering the achievements of classical methods of teaching a foreign language, is increasing. The article discusses the characteristics and differences of online, offline and hybrid formats, as well as the possibilities of their complex application, both for conducting classes and consultations, and for organizing various student competitions and conferences in a foreign language. The key to achieving a successful result is an effective synthesis of traditional methods, innovations, and technical means. Due to the rapid development of new media technologies in the sphere of education, the demand for the development of self-working and digital skills is increasing, which facilitate the access to learning resources.
Key words: online education, offline mode, hybrid learning, synergy effect, self-working skills, digital skills
Л.Ю. Обухова, доц., Департамент английского языка и профессиональной коммуникации Финансового университета
при Правительстве Российской Федерации, г. Москва, E-mail: [email protected]
ИНТЕГРАЦИЯ ОНЛАЙН- И ОФЛАЙН-ФОРМАТОВ ДЛЯ ОБУЧЕНИЯ СТУДЕНТОВ ИНОСТРАННОМУ ЯЗЫКУ
В статье рассматриваются возможности для взаимодействия и общения участников образовательного процесса, организованного на основе цифро-визации. Сетевые технологии открывают новый режим работы, учебы и жизни, в котором Интернет выступает в качестве учебной среды. В современных условиях неязыковые вузы активно используют Интернет для гибридного (смешанного) формата обучения иностранному языку, который в настоящий момент является наиболее востребованным и актуальным в высшей школе. Он применяется как для организации учебной, так и научной работы студентов, что позволяет интенсифицировать образовательный процесс, улучшить его эффективность за счет создания дополнительной внешней мотивации обучающихся. Работа студентов в сети раскрывает внутренние резервы каждого человека, помогает формировать социальные качества личности и воспитывать успешного обучаемого. В эпоху цифровизации и совершенствования информационных технологий возрастает востребованность в новых подходах в высшем образовании, учитывающих достижения классической методики преподавания иностранного языка. В статье рассматриваются характерные черты и отличия онлайн-, офлайн- и гибридного форматов, а также возможности их комплексного применения как для проведения занятий и консультаций, так и для
