This paper considers the problem of smart technology integration into the system of bachelors’ language training at higher school environment. The use of smart technology in education helps to enrich traditional teaching methods and bring positive learning outcome. However, the application of smart technologies is connected with challenges both educators and students can face. The aim of the article is to consider and assess the use of smart technologies implemented into a foreign language teaching process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s program). The findings show that the majority of those surveyed do understand the importance of smart technology for professional education, but they are not familiar with the types of smart technologies and how to use them. Based on the results of this analysis, the authors applied smart technologies in the process of English teaching, such as different language learning platforms (Ed-modo, TEDed), social networks (VKontakte, Facebook), and a new online language development course, “English for General Purposes” which was implemented through the Moodle (the university corporate learning management system). The analyzed results and the drawn conclusions indicate that the integration of smart technologies allows to boost foreign language skills and encourage motivation.
The article presents a set of methodological approaches that are used to investigate the process of getting university students ready for cross-cultural scientific communication. Regarding the fact that the process under study is a complex phenomenon, it is necessary to use several methodological approaches that complement each other to study it. For this purpose, the system, information and communicative-cultural approaches are chosen. The systema approach is used in the status of a general scientific basis for research: to structure the concept of "student's readiness for cross-cultural scientific communication" and to develop an educational model. The information approach is used at the particular scientific level of methodology as a theoretical and methodological strategy: to identify characteristics of cross-cultural scientific communication and develop an information model. The communicative-cultural approach is used at the technological level of the methodology as a practice-oriented tactic: when developing the content of education, choosing teaching technologies and pedagogical conditions. Methodological approaches are a set of strategic directions designed to develop a theoretical framework for research. On a practical level, principles will play the role of such a guide. The author highlights and considers the following principles: parity (as equality of rights for each of the participants in education), interdisciplinarity (strengthening the ties of the "Foreign language" discipline with professional disciplines), dialogicity (organizing scientific communication as the dialogue of cultures in the spirit of equality of its subjects). Keywords: methodological approaches, system approach, information approach, communicative-cultural approach, the principle of parity, the principle of dialogicity, the principle of interdisciplinarity.Проблема подготовки студентов вузов к кросскультурной научной коммуникации является актуальной для педагогической науки, однако слабо разработанной как в
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