Учебное пособие 1771

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[8]Krjachko L.N. Transportnaja infrastruktura goroda v sovremennoj hudozhestvennoj anglojazychnoj kartine mira//Nauchnyj Vestnik. Voronezhskij gosudarstvennyj arhitekturnostroitel'nyj universitet. Serija «Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija», 2012, vypusk 1(17). – S 32-43.

[9]Komp'juternyj virus – Vikipedija. - Jelektronnyj resurs. – Kod dostupa: ru.wikipedia.org›Komp'juternyj virus, s. 1 (vremja obrashhenija – 31.01.17).

[10]Podkolzina T. Metafora i tipologija terminosistem//Filologicheskie nauki. №3, 1992.

s. 90-100.

[11]Arutjunova N.D. Jazyk i mir cheloveka. – 2-e izd., ispr. – M.: «Jazyki russkoj kul'tury», 1999. – I – XV, 896 s.

[12]Maslova V.A. Kognitivnaja lingvistika: Uchebnoe posobie/ V.A. Maslova. – Minsk: Tetra Sistems. 2004. – 256 s.

[13]Karaulov Ju.N. Russkij jazyk i jazykovaja lichnost'. Izd.,. 4-e, stereotipnoe.- M.: Editorial URSS, 2004. – 264 s.

[14]Fomina Z.E. Sovremennye processy globalizacii v sfere jazyka, kul'tury i obrazovanija v kontekste vzgljadov nemeckih myslitelej i teorii V.I. Vernadskogo o vzaimodejstvii kul'tur i civilizacij /Z.E. Fomina // Nauchnyj vestnik Voronezh. gos. arh.-strot. un-ta. Sovremennye lingvisticheskie i metodiko-lingvisticheskie issledovanija. – 2006. – Vyp.6. – S. 141-153

[15]Fomina Z.E. Vezhlivost' v prostranstve nemeckoj digital'noj kommunikacii (na primere jazyka Interneta) /Z.E. Fomina // Nauchnyj vestnik Voronezh. gos. arh.-strot. un-ta. Sovremennye lingvisticheskie i metodiko-lingvisticheskie issledovanija. – 2013. – Vyp.2(20). – S. 43-56.

Analyzed sources

[1*] Williams W.J. This is not a game. New York, 2009. – 483 p.

[2*] Elisabeth Jolley. Cabin Fever. Australia, Penguin Book, 1990. – 237 p.

Dictionaries used

[1**] Slovari i ehnciklopedii na akademike/Sputnikovyj telefon. - EHlektronnyj resurs. – Kod dostupa: http://dic.academic.ru/, s.1 (vremya obrashcheniya – 20.12.16).

[2**] Slovar' Mul'titran/Odnorazovyj telefon. - EHlektronnyj resurs. – Kod dostu-pa: http://www.multitran.com/m.exe?CL=1&s=burner&l1=1&l2=2, s. 1 (vremya obrashcheniya – 28.01.17).

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METHODS AND DIDACTICS

UDC 378:004.4

DOMINANT REALIAS OF MODERN EDUCATIONAL PROCESS AND NEW TECHNOLOGIES IN THE CONTEXT OF THE DIGITAL

CONDITIONS OF THE 21st CENTURY

Z.Ye. Fomina

_________________________________________________________________________

Voronezh State Technical University,

Doctor of Philology, Professor, Head of the Foreign Languages Department Zinaida Yevgenjevna Fomina

e-mail: FominaSinaida@gmail.com

__________________________________________________________________________

Statement of the problem. The age of information-and-computer technologies has led to some significant changes in the modern educational process. The topical task is to consider the newest postulates and technologies in the field of world education in the aspect of their correlation with the Russian educational process and the peculiarities of using modern innovation teaching technologies.

Results. The following problems are relevant for the educational process of the 21st century: the problem of education openness, creation and development of new forms of education in the conditions of digital society, an active application of digital technologies. A special role is given to foreign languages. An important place in the creation of modern educational technologies is occupied by the following methods: the CLIL method (Content and Language Integrated Learning), the method of game-based learning and gamification, training according to the STEM method (Science, Technology, Engineering, Mathematics), the TED method (Technology, Entertainment, Design), the technologies of the MOOC method (Mass Open Online-Courses), the technologies of electronic, remote, blended, and flipped leaning, etc. Modern education of the 21st century is determined by the concepts with the base component "digital": digital pedagogy, digital rhetoric, digital citizens, digital training, digital health, etc.

Conclusions. The effective organization of the modern educational process in the conditions of digital society should take into account the challenges of the global world, the specific character of the addressee of training - the young digital generation of people of the 21st century, as well as the scientific-and- technological breakthrough in the sphere of computer technologies. It is necessary to actively introduce digital methods of education into the field of education in order to keep pace with the times. Nowadays there is a tendency to substantional activization of using digital methods of teaching in the educational sphere of Russia.

Key words: education, digital world, new technologies of teaching, digital pedagogy, digital generation, Blended Learning, Flipped Learning, game-based method, STEM-learning, TED-learning, MOOCs-learning.

Introduction. Rapid development of information-and-communication technologies inevitably causes not only significant changes in all the spheres of society's life, but also, first of all, in the education system. At present, in the context of the requirements of the modern digital world, the key approaches to education are being revised in general, it becomes necessary to improve the methodological strategies of training, the ways and methods of teaching educational disciplines.

The most important challenge of modern education lies in the fact that not only society is being changed, but also the main addressee of the educational process is being changed: young people of the 21st century. A potential contingent of Universities is made by future students who are perfectly familiar with a variety of tools of the information-and-computer sphere. The Internet for them is a kind of a second house, and the house is special – the digital and virtual

__________________

© Fomina Z.Ye., 2017

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one, the house of the 21st century, in which they, as digital citizens, being simultaneously the citizens of digital society, feel comfortably and confidently, the house in which they orient themselves easily, work, rest, and get the right information. These are the people of the new generation, who know computer very well, and for whom computer has become a friend, an assistant and a mentor, etc.

This fact itself indicates that without taking into account this formed global and obvious phenomenon, it is impossible to effectively and competently organize the educational process. The changes in the educational process are simply inevitable, they are objective ones in their nature, as the people of the new generation need to speak with them their language, the language of new information-and-computer technologies. At the same time, a new problem arises here: whether the teachers themselves are ready to successfully and efficiently use new technologies? The current formulation of the problem lies in the fact that both the teacher and the student are equal participants in the educational process, being interested in the success and effectiveness, and for this, both sides should go the road of "per aspera ad astra", the road of continuous (permanent) education.

It is characteristic, that it is this problem - education and new technologies of teaching in the digital world – to which the scientific forum held in Barcelona (Spain) in the Palau de Congressos de Catalunya under the general title "EDU-learn 2017" was dedicated. 850 people from 80 countries took part in the International Conference.

The aim of this article is to generalize and analyze the main current research directions presented at this scientific forum. In addition, on this basis, including the study of a significant number of the Internet sources on the problems of modern education and new technologies in the digital community, it is necessary to single out the basic postulates and technological innovations in the field of world education, which are also relevant for the educational process in Russia in the 21st century. It is important to consider them in the context of the specific character of Russian education. In particular, special attention will be paid to the opportunities and specific character of applying new digital technologies in Russian educational system.

Methodology. The material for the study was the reports of the participants of the EDU- learn-2017 International Conference, held in Barcelona (Spain) from 3 to 5 July, 2017), as well as the numerous Internet sources on the problems of modern education and innovation technologies in the digital society of the 21st century (see the unit "Sources"). There were used the elements of the quantitative method, the method of observation, the method of generalization and comparisons, the method of classification, etc.

Results. One of the main problems is the problem of openness in education and the search for innovation technologies in the sphere of the educational process in the 21st century

[1]. Concerning the formulation of this problem, the conclusions and thoughts of the Canadian scientist Alec Couros are of particular interest.

A l e c C o u r o s (University of Regina, Canada) is a recognized scientist, teacher of educational technologies and the Media at the University of Regina, Canada. Professor Couros actively conducts educational seminars all over the world on the most demanded topics, in particular, on such topics as: digital citizenship, social networks in education and critical literacy of the Media, etc. He is a supporter of the openness in education and demonstrates this fact on the basis of his publications being in the public access, of his wide digital presence, donations, boundary courses being opened by him, etc. His attitude and contribution to the MOOCs (Massive Open Online-Courses) are also worthy of note.

The Canadian scientist reflected the problem of the openness in education in the title of his report: "A n yw h e r e , A n yt i m e , A n yo n e : T r a n s i t i o n i n g T o w a r d 2 1 s t C e n t u - r y L e a r n i n g " [1]. According to A. Couros, the emerging technologies and social networks currently provide the tools that allow us to significantly transform our educational environment. For the first time in history, all those wishing to study, have the technical ability "to study any-

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where, anytime, anyone and as one wishes." At the same time, the transition from the traditional pedagogical models to the new technically conditioned ones in our digital world is connected, according to A. Couros, with many questions and problems concerning the aims and objectives of teaching and training in the 21st century. Dr. Couros has described in general terms the most notable changes in the modern digital environments that should provide the opportunities for the use of pedagogy in higher education in the digital form (we are dealing with the socalled digital pedagogy). (Our article will discuss it below).

Continuing the discussion of the theme of teaching and training the younger generation in the 21st century and also developing and introducing innovation methods, Jennie Magiera, (Des Plaines School District 62 (USA), who followed A. Couros in the plenary meeting, presented her report as a kind of appeal, an invitation to an exciting educational journey: "Courageous Adventures" [1].

J. Magiera is the director of innovation at schools in Des Plaines County 62 and the author of the book "Courageous Adventures". This book presents and describes the new, developed by her, methodology of teaching educational subjects and proposes some innovation methods of training. The American colleague is A White House Champion for Change, Apple Distinguished Educator, Google for Education Certified Innovator and TEDx Speaker. J. Magiera studies the problems concerning the reforms of vocational training, while working, in particular, in a technical working group, set up for developing the National Educational Technological Plan and participating in the PLAYDATE co-establishment. Jenny has received her Bachelor of Arts degree at Columbia University in the field of psychology and history, as well as master`s degree of mathematics at the University of Illinois-Chicago.

J. Magiera considers that progress and innovation will be possible if purposeful scientists and educators take great risks. "As educators, we must be ready for the fact that failure is possible in our research searches and trials, but we are obliged to make jumps into the unknown for the sake of the new, for the sake of the education quality of our students," (from the speech of

amples from her pedagogical work, having demonstrated how pedagogical strategy could be a kind of adventure for the teachers themselves and students. J. Magiera emphasizes that, not being afraid and without doubting, it is important to develop and apply your own innovation model of teaching and training, based, in particular, on the specific character of your contingent of trainees.

The main goal in achieving success in teaching the younger generation, as G. Magiera stresses, is to make this process bold, fascinating and magically captivating. In this connection, it is characteristic that an original symbolic sign of the report became the cap of magician, "having put it on both the teachers and the students are able to overcome all the difficulties".

According to J. Magiera, the most important conceptual-and-methodological steps in training are the following: 1) overcoming fear in the cognition of the world (Magiera's example: the five-year-old boy who has failed to extinguish the candle on the birthday cake by a simple blowing after several unsuccessful attempts, extinguishes the candle with the help of a tube for cocktail after reflection and creative searches); 2) an active use of the modern achievements of digital communication in a game form (to offer students assignments using computer tasks, to use animation, mini-robots, etc.); 3) the use of the game-based learning method as one of the effective training tools. It is necessary just to play with trainees regardless of their age: it is through the game that students get to know the world around them; 4) in the classroom, teachers should constantly use, metaphorically speaking, "the cap of magician", which allows one to create miracles; 5) the manifestation of perseverance: one should seek a solution in any situation and not retreat before the arising difficulties [1].

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Examination of the reports presented by the speakers has made it possible to identify a number of topical problems that in general represent 18 basic directions relevant to the sphere of education and new technologies in the 21st century, which will be discussed below. So, among the leading of them is the p r o b l e m of u s i n g i n f o r m a t i o n-and-c o m p u t e r t e c h n o l o g i e s in the e d u c a t i o n a l p r o c e s s (1). In the paradigm of information- and-computer technologies, in turn, the problem of using o n l i n e c o u r s e s is highlighted among the basic components, in particular, the subject of a broad discussion is the mass opening of online courses (MOOCs). In this connection, the problems on the online assessment, on the online collaborative learning, etc. are discussed. A number of problems correlate with the problem of web-technologies in education, including the issues of applied and mobile technologies (Apps & Mobile Technologies). Interest was raised by posing the problem of the socalled augmented reality and of the 3 D experiences, as well as of virtual reality experiences. Attention was paid to electronic teaching, the case in point was e-Learning and b-Learning Experiences. Separately, the issue of electronic management by content and development was considered. An important place was occupied by the problems concerning the use of video in the modern educational process, in particular, the reporters shared their experience relative to the educational software and video and the problems of using video for training, and others.

The leitmotiv of the conference was the problem of the p r o f e s s i o n a l e d u c a t i o n of a t e a c h e r (l e c t u r e r) (2). The subject of the discussion was the problems related to pedagogical innovations, teacher training, career development and educational staff, infor- mation-and-computer technologies and competencies among teachers, pre-service and in- service teacher experiences, the curriculum design, etc.

The next set of issues was related to the problem of the t e c h n o l o g i e s for i m p r o v i n g t r a i n i n g (3). In this regard, special attention was paid to the need for the joint learning of the experience, and, first of all, to the emerging new technologies in education. The discussion of the new technologies concerned a great number of currently demanded areas in education, in particular, technologies for improving medical education (the question was new trends in medical education); the experience in engineering education was also considered; some technologies for improving mathematical education were analyzed (mathematics in primary and secondary education was discussed); the new trends and experiences in teaching physics, technology in EFL-training, etc. were considered.

A special trend for the discussion was teaching f o r e i g n l a n g u a g e s (4).

The topical problems related to the specific character of the teaching of foreign languages in the 21st century were the following: 1) the use of the CLIL method: Content and Language Integrated Learning (literally: integrating the teaching of a foreign language and other educational disciplines). In other words, the case in point is teaching all the other academic disciplines (or some of them) in foreign languages, as a rule, in English; 2) the problem of language learning innovations.

The problem of l e a r n i n g m a n a g e m e n t s y s t e m s (5) was among the central problems of modern education. In this regard, the problem of architecture and design of educational experience, as well as a collaborative learning environment there were discussed.

The problems of the links between e d u c a t i o n a n d r e s e a r c h were considered (6), the need to open new educational resources and promote leading institutional changes was also discussed;

The issue of cooperation between universities and production was separately raised (7). Within the framework of its discussion, a lot of attention was attracted to the problems of entrepreneurship, to the educational trends and the best practices, to the problems of employability and workplace training, to the new trends and experiences in business education, etc.

The problem concerning the e x c h a n g e of i n t e r n a t i o n a l p r o g r a m s and i n t e r n a t i o n a l p r o j e c t s (8) was the center of the discussion.

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The focus of attention was also the analysis of t e a c h i n g d i f f e r e n t t y p e s and d i f f e r e n t s t a g e s of e d u c a t i o n (8). A significant place was occupied by the problem of distance education, blended learning, special education (for persons with a special Curriculum). The subject of a lively discussion was the problem of "flipped learning". Special emphasis was made on the problems and perspectives of the S T E M method (Science, Technology, Engineering, Mathematics) in p r i m a r y (b a s i c) and s e c o n d a r y (a d d i t i o n a l) e d u c a t i o n, as well as on the main directions of the STEM method in higher education.

Some new trends in post-graduate education were considered.

Of great interest was the urgent problem of i n t e r c u l t u r a l (m u l t i c u l t u r a l, p

semination of training based on game and, accordingly, the p r o b l e m s of g a m e-b a s e d l e a r n i n g and g a m i f i c a t i o n (11) as a whole. The case in point is the so-called s e r i o u s and e d u c a t i o n al g a m e s.

Within the framework of the problems raised in the modern educational process, there were analyzed the issues relating to the skills of the trainees in the 21st century, new learning platforms for code skills (12), the necessity for studying analytics (13), the problems of the assurance of quality and evaluation in higher education (14), the importance of student support in education (15), personal learning environment (16), gender issues (17), and sustainable education (18). In the focus of active discussions, there were the problems of the formation of c r i t i c a l l i t e r a c y and c r i t i c a l t h i n k i n g of s t u d e n t s i n t h e 21s t c e n t u r y. In this case, the concept "critical literacy" was analyzed as "the ability to analytically and critically analyze the information being studied, in particular, the information from the Media and the Internet, taking into account the specific character of the source of the Internet

..." (see: Glossary of Modern Education / National Ukraine Academy under the general editorship of E.Yu. Usik; [Compiled by: V.I. Astakhova et al.] -2nd issue, revised and supplemented - Kharkov: NUA Publishing, 2014.-532

p.). The phenomenon "critical thinking", as a system of opinions, was considered as "high-level thinking, which makes it possible to cast some doubt on the incoming information. (See about this: Critical thinking: what is it - Mozgiuchttp: //mozgius.ru/psihologiya/o- myshlenii/kriticheskoe-myshlenie.html//).

The analysis of the reports presented by the participants in the conference made it possible to identify the fundamental phenomena determining the content of the modern educational process in the conditions of the present-day digital world. Such phenomena in the educational process of the 21st century include different types (forms) of modern education, and above all: e - l e a r n i n g , d i s t a n c e l e a r n i n g , b l e n d e d l e a r n i n g , f l i p p e d l e a r n i n g , m a s s o n l i n e c o u r s e s ( M O O C s ) , and many others.

In the modern digital world, the education openness, about which the Canadian scientist Alec Couros spoke, became an urgent need. Information-and- technological resources make this possible for the entire population of the global world, regardless of age, occupation, country of residence, etc. In this connection, a special role and significance are given to such forms of training as MOOCs (from English: MASSIVE OPEN ONLINE-COURSES). The MOOC methods are the training courses with mass interactive participation of people with the use of e- learning technologies and an open access through the Internet. This is one of the forms of distance education [2].

As noted by the creators of the project "World Student", the MOOCs make it possible to study absolutely free any subject or discipline at a convenient time for a person. "Courses are organized by the world's leading academic institutions, such as Stanford, Harvard, MIT, Johns Hopkins University, and by hundreds of others." The authors of the mentioned project note that

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the most popular MOOCs are represented on such platforms as Coursera, Edx, Udacity, etc. In addition, they emphasize, that "the MOOCs are identical to those courses which are delivered by the University teachers to their own students, they are recorded on video and posted on the Internet for open and free access, accompanied by other training materials and screening tests" [3].

The development of information-and-computer technologies (ICT), as noted above, inevitably affects the education system. The ICT contribute to the emergence and development of the new forms of education, including, for example, BLENDED LEARNING, which is "an educational conception combining traditional learning with distance and online methods" [4].

In English, blend means "mixing", and this verb accurately gives the essence of this model. A student receives knowledge both being an internal student, directly communicating with his classmates and teachers, and an external one, independently using modern information technologies" [4].

According to the experts, the term blended learning became actively used in 2005 after the issue of the book "The Handbook of Blended Learning: Global Perspectives, Local Designs" by Curtis Bonk and Charles Graham. In special literature, as the researchers emphasize, the other terms are used: hybrid learning, mixed-model instruction, integrated, or webenhanced instruction, but their essence is the same" [4].

In the opinion of developers and experts, such a form of training as the so-called "FLIPPED CLASSROOM" has shown to good advantage. "The new approach to teaching means that lectures are listened to at home, and homework is done in classroom" [5].

"Flipped classroom, "according to the supporters of this form of training, "is a pedagogical model in which the typical presentation of lectures and the organization of homework are presented in a flipped form. Students watch short video-lectures at home, while in the classroom, the time is spent for doing exercises and discussing projects and designs" [5].

The teachers who use this form of training emphasize that video-lectures are often considered as the key components in the flipped approach. "At present, such lectures are either prepared by the teacher and posted on the Internet, or stored in some online-file sharing service" [5]. According to the developers and users, the flipped learning should focus on such ideas as an active teaching, involvement of students in general activity, on a combined training system and podcast, which means "digitized recording or broadcast posted on the Internet for transmitting to personal audio players" [5].

Highlighting the advantages of the flipped method of teaching, users note that "during traditional lectures, students often try to grasp what they hear at the moment of the speaker's speech. They do not have any opportunity to stop to think over the sense of what they have just heard, and thus, they can miss important moments, because they try to write down the teacher's words. And the use of video and other previously recorded information carriers allows the students to fully control the course of the lecture"[5].

A unique form of teaching is also such a modern type of education as the TED ( T E C H N O L O G Y , E N T E R T A I N M E N T , D E S I G N ) method. As follows from the research sources analyzed by us, the TED method is a private non-commercial fund in the USA, known primarily for its annual conferences having been held since 1984 in Monterey (California, USA) [6]. The aim of the intellectual conference, according to its organizers, is "ideas worth spreading". The case in point is the selected lectures that became available on the conference web-site. The developers argue that the themes of the lectures concern all the spheres of human life: science, arts, design, politics, culture, business, global problems, technology and entertainment, etc. According to the conception of the TED system creators, every speech (lecture) in the TED conference is called the TED Talk. The video recording of the speeches are posted on the site of TED.com.[6].

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In addition, the authors of the TED system explain that you can watch free videorecording on the site, download it to your computer in HD-quality or subscribe to a video podcast. Video recordings are also available through YouTube. The research sources note that the TED system is the TED project that allows individuals or groups of people in different countries, cities, universities, communities to organize independent TED-style conferences. The TED-style conference is an independent event held under the TED license. In Russia, the TEDstyle conferences are having been held since 2009 [6].

The analysis of the significant number of research sources and materials analyzed by us and devoted to the problems of the modern educational process, in particular, in the aspect of the presentation, description and application of the new digital technologies in the era of the 21st century, allowed us to identify a whole complex of new TECHNOLOGIES and TRAINING METHODS, conditioned by the requirements of the world digital community and actively used in the modern educational system. All the participants in the educational process are unanimous in the opinion that at the present stage, there arises the need to revise the key approaches to teaching in general, there exists the necessity for improving the methodological strategies of training, methods and ways of teaching educational disciplines and, in particular, pedagogy as the science of sciences. So, for example, today we are dealing not only with pedagogy as a such one, but also with DIGITAL PEDAGOGY OR ONLINE PEDAGOGY, which is understood as "electronic didactics, as the design of pedagogical processes" [7]. This is due to the fact that in the modern digital society, as the experts note, the availability of educational resources is growing, opportunities for people of different ages are expanding, new pedagogical tools are emerging, a digital educational environment - a new virtual reality, in which all the elements of the education system interact, is being formed, there appears digital pedagogy that allows one to form personal educational trajectories in the online medium [7]. It is rightly emphasized that the role of the teacher is also being changed: from the transmission of knowledge and control to tutoring and mentoring" [7].

Digital pedagogy is understood as the use of digital (electronic) elements (resources), tools, and technologies to improve teaching" [8].

In this connection, it is important to note that a special WEB-magazine "Digital Pedagogy" is being published, "whose aim is to provide a new quality of education, and an increase of its accessibility and efficiency through the mass use of ICTs [9].

Reflecting on the phenomenon of digital pedagogy, we consider it important to pay attention to the manifesto developed on the digital educational environment, which presents 21 principles of digital pedagogy, for example: 1) from indivisible courses to micro-formats; 2) from passive listening to active action; 3) from white spots to knowledge maps (inter-subjects links are so important as individual fields of knowledge); 4) from unified textbooks to personalized trajectories (individualization is the highest good and the reference); 5) from the predetermination to free choice (A student must be a participator in his training), etc. [10]. According to the developers of the manifesto, the success of the creation and application of new technologies depends on the realization of the educational paradigm: the aim of education is not the assimilation of the amount of knowledge, but the development of a free personality. "The purpose of this manifesto is to declare the principles of creating digital educational environments, where the student will not be the object but the subject of teaching, – i.e. he himself will influence his development" [10].

The paradigm of modern education in the digital world includes the concept DIGITAL RHETORIC, which has received a wide application and is interpreted as "the art of informing, persuading and imposing the action in the audience through the Media. "The investigators consider digital rhetoric as a developing form of communication, composed, created and distributed through multimedia. Rhetoric, in their opinion, combines such methods as: persuasion, effective writing and effective conversation. It is emphasized that online Media are increasingly

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being used as communication and information platforms, and since more text is posted online, there is more opportunity for persuasion through innovative and creative means [11].

"Digital rhetoric is being advanced and changed when people decide to express their thoughts to a wider audience" [11].

Following the key term "DIGITAL", which is embodied in the modern education of the 21st century, we have found the most frequent correlations with this fundamental determinant, which are actively used in the modern studies of native and foreign authors: digital reality, digital world, digital citizenship, digital citizen, and many others.

In the consideration of new realias with the determinant "digital" characterizing the educational process in the modern world and thus defining new directions and technologies in the field of education, there represents the phenomenon "d i g i t a l c i t i z e n ", that, in turn, is related to such concepts as: a digital access, digital trade, digital communications, digital literacy, digital etiquette, a digital law, digital rights and responsibilities, digital health and good health, digital security. According to Mike Ribble, one of the creators of this term, (see his book: Mike Ribble, Raising a Digital Child: A Digital Citizenship Handbook for Parents, 2009) the concept "d i g i t a l c i t i z e n s h i p " (see also "a digital citizen", a digital child ") is determined by the 9 basic elements: 1) a digital access is the principle that not everyone has an equal access to technology; 2) a digital trade - safely buying and selling goods online; 3) digital communication - sharing information online safely and correctly, 4) digital literacy - continuing education aimed at teaching how to use digital technology; 5) digital etiquette - using technologies with irreproachable observance of norms of behavior; 6) a digital law is a legal use of technology and the content having been found online; 7) digital rights and responsibilities mean that you have freedom on the Internet, but also you have the responsibilities to act responsibly; 8) digital health and good health - physical and psychological well-being in the world of digital technologies, 9) digital security - protects your security online (see about this in detail: [12]).

According to Melissa Davis, who is a creator of the student's e l e c t r o n i c p o r t f o l i o , teachers should understand digital citizenship as a way of thinking - and include this new trend "digital citizenship", as an educational discipline, in any type of existing curriculum when possible " 12].

As emphasized above, the intensive and regular development of the information-and- computer technologies (ICT), as well as the challenges of the global world, motivate the emergence of numerous n e w t e c h n o l o g i e s directly related to the sphere of teaching the educational disciplines and, accordingly, the training of people of the 21st century. The most important place in creating such technologies is occupied by: the CLIL and STEM technologies, and many others.

Of particular interest for us is THE CLIL TECHNOLOGY, since it is related to the r o l e a n d i m p o r t a n c e o f t e a c h i n g f o r e i g n l a n g u a g e s as a third component of Bologna unified educational process.

The abbreviation CLIL comes from English "Content and Language Integrated Learning" and means the integration of teaching a foreign language and other academic disciplines. According to this method, disciplines or their separate sections are taught in a foreign language [13].

In this case, as the supporters of this approach note, two goals are achieved: the study of a subject and a foreign language simultaneously. "Language is integrated into the general education program and thus, acts as a means of studying the subject. Thanks to this, the students are motivated to learn the language, because it is used to solve specific communication problems"[13].

The CLIL method (CONTENT AND LANGUAGE INTEGRATED LEARNING), according to the teachers, has recently gained increasing popularity in teaching English. However, the teachers understand that "it is rather difficult to organize a complete study of subjects in

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue № 3 (18), 2017 ISSN 2587-8093

English, but the elements of the CLIL method are successfully introduced in the English classes" [13].

Those, who have approved this method in their practical activities, demonstrate it with concrete examples. Thus, for example, it is noted that, "at one lesson, children learn about the history of medieval England and practise simultaneously the past tense, at the other lesson they conduct a simple physical experiment and discuss it using the degree of comparison of the adjectives; kids, studying colors, mix colors and find out how many different colors are obtained from all the three colors - red, yellow and blue"(for more details see: [13])

As many teachers believe, combined classes (the teaching of certain disciplines in foreign languages), significantly increase the motivation of students to learn the language. According to the experts, at the classes, where the CLIL technologies are used, the language is no longer the aim but a means for learning another subject, i.e. the trainees realize that it is possible to learn new interesting information with the help of English. "Learning a language becomes at once more intelligent, because it is used for solving specific problems here and now" [13].

The teaching of profile academic subjects in foreign languages at a higher educational institution by the CLIL method ensures the further participation of students in the Mobility Programs (Erasmus, Tempus, etc.), the availability of profile literature, the possibility of practising abroad, the growth of professional competences, the development of skills and abilities of professional communication using foreign languages, etc.

Analyzing the research materials concerning the teaching of foreign languages, in par-

pay attention to the following fact: according to the experts, "at present, the number of language non-speakers mastering English well is several times higher than the number of language speakers. Accordingly, the probability of the fact that you will communicate not with a language speaker is quite high" [14].

This circumstance "is taken into account when compiling many modern educational-and- methodical complexes (EMC) for adult learners (sets of teaching materials, which include a book for the student, a book for the teacher, CD-disks, DVD with exercises, xerocopied materials, etc.), which are largely oriented towards the development of language skills for the purpose of communication with both language speakers and language non-speakers" [14].

That's why, as the experts emphasize, you can hear an Indian accent in some exercises for listening or read a text about the celebration of the Chinese New Year in the module on the theme "Holidays and Solemn Dates" [14].

Thus, the peculiarities of the poly-cultural global space cause new approaches to the teaching of English not only in terms of the introduction of the new ICTs, but also in the aspect of the preparation of materials (EMC) related to the training of a foreign language.

One of the central places among new technologies belongs to GAMIFICATION. In research sources, gamification is defined as "the process of using game thinking and dynamics of games for the involvement of the audience and the solution of problems, changing something into a game." The ideologist of gamification is Gabe Zichermann [15].

Along with the term "gamification", the term "PLAYFICATION" is used, which is interpreted as "the use of the approaches, characteristic of computer games, for the applied software and web-sites in non-gaming processes for the purpose of attracting users and consumers, for increasing their involvement in solving applied problems, using products and services [16].

What determines the success of applying the method of gamification in the educational process? As the developers of the games (production, serious and educational ones) rightly point out, it is due to the fact, that "the Y generation (those who from early childhood had a computer at home and, of course, games) have not just grown up, but also have taken the key positions in all the spheres of life. From early childhood their motivation has been built ... on

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