In this chapter, we examined such a phenomenon as speaking and methods of developing speaking skills in foreign language classes. One of the effective and productive means of developing these students’ skills in the process of learning English is the immersion method. This method helps to overcome the fear of starting communication, makes the learning process more exciting, increases the motivation of students and gives rise to the desire of learning all the nuances of the language being studied. As practice shows, this method is the most effective and allows you to provide ever-increasing confidence, facilitate the transition from learning to self-learning.
This article is dedicated to the process of teaching translation and interpreting to students of language specialties using information and computer technologies. The authors substantiate the importance of mastering translation skills for a successful professional career as a translator in the future. The authors also formulate a number of didactic principles for teaching students the skills of translation. It is already difficult to imagine the modern methods of teaching foreign languages in general and translation in particular without the use of modern ICT tools, since their use greatly facilitates and enriches the teaching process and translation work. The effectiveness of using ICT in teaching translation largely depends on how they are used, on how competently the teacher knows the methodology of working with ICT, on the ability of the teacher to solve the difficulties that arise when working with ICT, as well as on the ways of interacting with students. The purpose of this study is to analyze modern ICT used for text translation, as well as to develop methodological recommendations and exercises for teaching translation and interpreting to students of language specialties. The theoretical significance of the study lies in identifying the features of teaching translation and interpreting, taking into accounts the differences between Russian and English. The practical significance, on the one hand, is represented by methodological recommendations proposed by the authors of the study and a set of exercises for developing translation skills in the classroom in a foreign language. On the other hand, it is represented by other linguistic disciplines that are not directly related to translation, but are related to the teaching and learning of foreign languages and foreign language communication.
Nowadays federal state educational standards (FSES) are aimed at one of the main trends in education – individualization. In modern pedagogical theory, individualization in the educational process is aimed at developing the potential of students, taking into account their individual characteristics and using various forms and methods of educational activities that improve the personal and interpersonal qualities of students. In addition, the new realities of life force a person to engage in his education throughout his life. Based on this, it is necessary to pay attention to a new approach that can make the educational system more efficient, the «flipped classroom», aimed at the ability to learn. The relevance of this work lies in the fact that the «flipped classroom» technology is actively spreading in teaching methods and needs to be improved. The theoretical significance of this study lies in the systematization of the material on the «flipped class» technology, the description of its essence, the study of the features and the search for differences between this technology and the traditional methodology.
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