The paper investigates EFL teacher's role in a smart learning environment (SLE) which uses education technologies to provide essential tools for teachers to personalize teaching, adjust teaching and assessment, and create authentic learning environments for students. SLEs are aimed at using technology to bring real life experiences into the classroom to engage students, and prepare them for life-long education and future careers in a way that traditional practices often fail to do. The study was designed to review a vast amount of literature devoted to the potential of SLEs and teacher's role in these learning settings and propose a model for EFL teacher's multiple roles in SLE.

The rapid development of using information technology enables scholars to present their work in the worldwide databases, to read works of other colleagues, to be read, to get citations. The primary objective of this study is to show the scholars of Romance languages and linguistics who meet with their projects and publications in Agence Universitaire de la Francophonie (AUF) how to work with databases. The second objective is to point out that to present research made in the field of Romance languages and linguistics written in a Romance language is a difficult task for a number of scholars across the world.

The purpose of this study is to substantiate theoretically and to test experimentally the effectiveness of the programmed learning technology at the lessons of a foreign language to develop lexical skills of high school students. The article presents the authors' fragments of lessons and sets of exercises with the use of programmed instruction at English classes in Grade 10 to develop students' lexical skills. It is proved that on the stage of forming lexical skills it is viable to develop sets of exercises aimed at memorizing the word, its semantics in the unity with the pronunciation and grammatical form; forming meaningful word combinations with the use of multimedia tools. The authors also found that at the stage of mastering lexical skills it is necessary to do various creative tasks using the Internet. The study proved the effectiveness of the programmed learning technology for the development of students' lexical skills.

ESP teaching in the blended learning environment has become quite widespread in language classes worldwide. The purpose of this present study is to outline an effectiveness of ESP blended learning based on the use of the smart coursebook. A total of 48 EFL undergraduate students of a non-linguistic university participated in the study. The experimental group studied the target course through blended learning strategies, and their performance was evaluated through comparing the results got from a pretest and post-test, respectively, to check the effectiveness of ESP blended learning based on the use of the smart coursebook. Questionnaires were also conducted to identify students' evaluation of the ESP blended learning. It was observed that the participants of the study perceived BL to be useful and helpful for the improvement of their English proficiency. The findings show that the participants in the experimental group received higher scores for their post-test at the end of the study. Key words: blended learning, ESP teaching, smart coursebook, technology-related skills, autonomous learning IntroductionThe era of global computerization requires qualitatively new characteristics from the participants of the world's scientific and educational environment. Today, to be an effective, competitive international specialist, an economist or scientist must possess a wide range of competencies. The most important ones are lifelong learning and proficiency in a foreign language (mainly English because of its lingua franca status in scientific and economic discourse) at a level not lower than Upper-Intermediate according to Common European Framework of Reference for Languages. There is a high demand for a specialist who is able to solve professional problems together with foreign partners, taking into account the peculiarities of intercultural communication and capable of interacting with colleagues in any multicultural space, moving to the heights of professionalism through communication. Moreover, future specialist should have the ability to perceive and make statements in accordance with the communicative context, be fluent in a foreign language as a means of professional communication, have the ability/readiness to understand and perform speech acts appropriate to the specific situation of communication. This situation leads to the implementation of new requirements for the future specialist's professional training of in the financial and economic sphere. Therefore, the discipline «English for specific purposes» is more often included in the curricula of economic and financial universities. In our opinion, the main task of the authors of the curriculum for ESP teaching is the compliance with the requirements of smart education, which implies the development of students' self-study skills and the extensive use of the Internet resources that provide the opportunity to acquire professional competencies based on systematic study of disciplines, taking into account their multidimensionality and on-line database. The...

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