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Nevertheless, there are no studies demonstrating how this aspect of syntactic synonymy can be used to solve punctuation problems. In this sense, of particular interest are constructions with concessive determinants included in the group of motivational determinants [7, pp.88-89]. At the level of a simple complicated sentence, the concessive determinants mainly include prepositions nesmotrya na, nevziraya na (in spite of, despite):

Nesmotrya na vsyu svoyu khrabrost', on ispugalsya (L. Ulitskaya) [1*]; Nevziraya na pervuyu neudachu, ya podtyanulsya na brus'yakh i stal makhat' nogami (V. Aksenov) [1*]; Gleb byl sam nastol'ko inym sushchestvom, chto, nesmotrya na vneshneye skhodstvo, trudno bylo poverit', budto Tolya i on rodnyye brat'ya (A. Varlamov) [1*]. Etot mladshiy vakuumshchik, goluboglazyy, so smuglo-zolotistym otlivom shchok, pochti mal'chishka, nesmotrya na dvadtsat' tri goda (A. Solzhenitsyn) [1*]. Lyuboy, narushivshiy eti pravila v dal'neyshem, budet vystavlen za dver', nevziraya na zakony gostepriimstva! (M. Petrosyan) [1*].

Punctuation of such structures poses no problem. The following recommendations can be found in many reference books on punctuation: “Structures with nesmotrya na, nevziraya na are used with a comma regardless of their position in a sentence: Nesmotrya na dozhd', my otpravilis' v put'; Na zasedanii kritikovali polozheniye del, nevziraya na litsa [10, p.173].

However, a lot of punctuation problems arise in concessive complex sentences containing concessive determinants with compound conjunctions nesmotrya na to chto, nevziraya na to and vopreki tomu chto (despite the fact that, in spite of the fact and contrary to):

Bylo teplo i solnechno, n ye s m o t r ya n a t o, ch t o osen' yavno pereshla v nastupleniye (V. Belousova) [1*]; Starshiy vrach, n ye v z i r a ya n a t o, ch t o minuty yego byli sochteny, prodolzhal rabotat' na svoyem postu (A. Novikov-Priboy) [1*]; Vybrat', pravda, okazalos' ne tak uzh prosto ― n ye s m o t r ya n a t o ch t o usad'ba teti Tani sostavlyala semnadtsat' sotok, dvor byl kroshechnyy, okruzhennyy stroyeniyami: drovyanik i ugol'nik, ban'ka, stayki s senovalom naverkhu, letnyaya kukhnya (R. Senchin) [1*].

The basic rules of putting a comma do not clarify the situation: it is noted that complex sentences use complex conjunctions: tak kak, potomu chto, ottogo chto, vsledstviye togo chto, blagodarya tomu chto, vvidu togo chto, v silu togo chto, v to vremya kak, nesmotrya na to chto, vmesto togo chtoby, s tem chtoby, po mere togo kak, v to vremya kak, s tekh por kak, pered tem kak, podobno tomu kak, tem boleye chto, tak zhe kak, prezhde chem, tak chto (because of, due to, thanks to, while, despite the fact that, instead of, so that, as, while, since, before, just as, especially, as well as, before, so). If complex subordinate conjunctions are entirely part of the subordinate clause, then the comma is placed before the conjunction. A comma can be placed in a conjunction in the presence of semantic accents [10, p.213; 10]. Some reference books contain more specific recommendations: “If the subordinate clause is connected to the main clause with the help of a complex subordinate conjunction blagodarya tomu chto, vvidu togo chto, vsledstviye togo chto, v silu togo chto, ottogo chto, potomu chto, nesmotrya na to chto, vmesto togo chtoby, dlya togo chtoby, s tem chtoby, v to vremya kak, posle togo kak, pered tem kak, s tekh por kak, tak zhe kak (due to the fact that, thanks to, because of, despite the fact that, instead of, in order, so that, while, after, before, since, just like, etc.), a comma is placed only before the conjunction, in case the subordinate clause follows the main or is inside it [12, p.143-144]. The conjunction is not separated if the subordinate clause precedes the main clause. The conditions for the separating a complex conjunction include the negative structures, the presence of a parenthetic word, or restrictive, intensifying, and other particles before the

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conjunction; inclusion of the first part (correlative word) in a series of homogeneous members; the presence of logical stress (in the author's opinion) on the first part of the conjunction.

Moreover, the rules concerning the compound conjunction itself, its origin and position in the sentence also add to the confusion. Thus, a number of complex subordinate conjunctions split blagodarya tomu, chto; vo imya togo, chtoby; v otnoshenii togo, chto; v svyazi s tem, chto; v silu togo, chto; vsledstviye togo, chto; do tekh por, poka; iz-za togo, chto (due to the fact that; for the sake of; in relation to; because of that; as long as ; as a result of, etc.); subordinate conjunctions derived from verbal prepositions iskhodya iz togo, chto; nevziraya na to, chto; smotrya po tomu, chto; sudya po tomu, chto (assuming that; notwithstanding; depending on the fact that; judging by the fact that), as well as conjunctions vopreki tomu, chto; za isklyucheniyem togo, chto; krome togo, chto; pomimo togo, chto (contrary to; besides; except that; in addition to the fact that) are not only split, but also require a comma before the conjunction (if its position in the sentence is not initial).

The fact that some conjunctions including vvidu togo chto; nesmotrya na to chto; ottogo chto; pered tem kak; podobno tomu kak; po mere togo kak; posle togo kak; pri tom chto; s tem chtoby; s tekh por kak (due to the fact that; notwithstanding; because of; before as; similar to; as; after; despite the fact that; so as to; so that and so on) can be part of the subordinate clause, and can be separated by a comma, or not separated, does not clarify the situation. And again, the conjunction nesmotrya na to chto (despite the fact that) remains a stumbling block.

It is worth noting that concessive conjunctions nesmotrya na to chto; nevziraya na to, chto i nevziraya na to chto, vopreki tomu chto (despite the fact that; in spite of the fact that, notwithstanding), in accordance with peculiarities of their punctuation, belong to different groups, and the assertion is that a conditional conjunction nesmotrya na to chto (despite the fact that) can be split or not split with a comma (see above), and a synonymous conjunction nevziraya na to, chto (in spite of the fact that) it is not split. The practical material obtained during the research contradicts this statement.

It seems that it is possible to attempt to solve these punctuation problems through isofunctionality. It is the transformational possibilities of these syntactic constructions that allow to dot the “i”s.

It was found that the conditions that allow transforming determinants into subordinate clauses include the following:

-the use of propositive nouns:

Nesmotrya na ikh aktivnuyu p o m o shch ', zavershit' rabotu v srok tak i ne udalos' (D. Granin) [1*] – Nesmotrya na to oni aktivno pomogali, zavershit' rabotu v srok tak i ne udalos'; Nesmotrya na plokhoye s a m o ch u v s t v i ye, on otpravilsya na rabotu (RBK) [1*] – Nesmotrya na to chto on plokho sebya chuvstvoval, on otpravilsya na rabotu.

-the use of anaphoric pronoun referring to previously reported information

(Vse elementy natyurmorta byli pokryty nalotom neistrebimoy garazhnoy gryazi). Nesmotrya na e t o, kartina vso zhe proizvodila isklyuchitel'no blagostnoye vpechatleniye (A. Volos) [1*] – Nesmotrya na to chto vse elementy natyurmorta byli pokryty nalotom neistrebimoy garazhnoy gryazi, kartina vso zhe proizvodila isklyuchitel'no blagostnoye vpechatleniye; Makroekonomicheskaya nestabil'nost' deystvitel'no oshchushchayetsya, odnako, nesmotrya na e t o, v Irkutskoy oblasti prodolzhayetsya realizatsiya ryada krupnykh investitsionnykh proyektov, naprimer stroitel'stvo anodnoy fabriki v gorode Tayshete (S. Yeroshchenko) [1*] – Nesmotrya na to chto deystvitel'no oshchushchayetsya makroekonomicheskaya nestabil'nost', v Irkutskoy oblasti prodolzhayetsya realizatsiya ryada krupnykh investitsionnykh proyektov, naprimer stroitel'stvo anodnoy fabriki v gorode Tayshete;

-the use of the second or secondary predicate:

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Nesmotrya na v o z n i k sh u yu simpatiyu odnoklassnikov, shkolu Ira tak i ne polyubila (L. Ulitskaya) [1*] – Nesmotrya na to chto voznikla simpatiya odnoklassnikov, shkolu Ira tak i ne polyubila; Resheniye yekhat' poyezdom bylo prinyato «devyatkoy» v svyazi s tem, chto pokhishcheniya samoletov v posledneye vremya proiskhodili chashche obychnogo (A. Kabakov) [1*] – Resheniye yekhat' poyezdom bylo prinyato «devyatkoy» v svyazi s p r o i s kh o d i v sh i m i v posledneye vremya pokhishcheniyami samoletov; Iz-za togo, chto dver' ne z a p ye r l i, v kvartiru pronik vz"yeroshennyy dvorovyy kot (D. Dontsova) [1*] – Iz-za nezapertoy dveri v kvartiru pronik vz"yeroshennyy dvorovyy kot.

The factors that prevent such a transformation include the following:

-a negative particle ne (not), which is used before the predicate in the subordinate

clause:

Ya vozdal dolzhnoye etim atributam muzhestvennosti, n ye s m o t r ya n a t o, ch t o oni n ye v chesti u segodnyashnego grazhdanina (E. Limonov) [1*];

-quotations in determinant subordinates, etc.

It must be said that in the concessive determinant constructs there is another feature that allows transformation to occur and overcome the punctuation obstacle.

Analysis of examples makes us believe that the punctuation of the syntactic structure of a more complex level in the isofunctional tier is directly related to its transformational capabilities. Moreover, a comma separating the conjunction nesmotrya na to (,) chto, nevziraya na to (,) chto is most often associated with the possibility of extending or contracting a concessive determinant.

The study showed that most often a comma is placed in case of compression:

Oni kombiniruyut, podpravlyayut, pereshivayut staryye kostyumy personazhey komedii del' arte, chto sokhranyayutsya v sem'yakh iz roda v rod, nesmotrya na to, chto sovremennyy karnaval vozrodilsya ne tak davno (D. Rubina) [1*] – Oni kombiniruyut, podpravlyayut, pereshivayut staryye kostyumy personazhey komedii del' arte, chto sokhranyayutsya v sem'yakh iz roda v rod, nesmotrya na nedavneye vozrozhdeniye sovremennogo karnavala; Nesmotrya na to, chto v temnote nichego pochti nel'zya bylo razlichit', ya vse zhe nashel dorogu (A. Gelasimov) [1*] – Nesmotrya na temnotu, ya vse zhe nashel dorogu; Ubiystvo tatarami knyazya Mikhaila Chernigovskogo vyzyvayet skorbnyy otklik so storony galitskogo letopistsa, nevziraya na to, chto Mikhail

Chernigovskiy vrazhdoval s Daniilom Galitskim… (N. K. Gudziy) [1*] – Ubiystvo tatarami knyazya Mikhaila Chernigovskogo vyzyvayet skorbnyy otklik so storony galitskogo letopistsa, nevziraya na vrazhdu Mikhaila Chernigovskogo s Daniilom

Galitskim…; Nevziraya na to, chto Kryshkin pochti vse proigral, on ostavalsya za stolom, na chto-to yeshche nadeyas' (I. Postnov) [1*] – Nevziraya na proigrysh, on ostavalsya za stolom, na chto-to yeshche nadeyas'.

It should be noted that the process sentences allow the transformation to a greater extent than the subject and indicative ones. However, this also requires independent research.

The absence of a comma, respectively, is more often observed in syntactic constructions that are not contracted into a complicated simple sentence with a preposition:

Nesmotrya na to chto on, kak i mat', ros vozle stantsii i k tomu zhe poluchil vedomstvennoye doshkol'noye vospitaniye, Kirill naotrez otkazalsya ot zheleznodorozhnoy stezi ― bez ob’yasneniya prichin (O. Zayonchkovskiy) [1*];

Nesmotrya na to chto kapitan byl starshe svoyego priyatelya, derzhalsya on ochen' uverenno (V. Dotsenko) [1*]; "Da, ― skazal on, kivnuv golovoy, ― ya znayu, chto vy pa-

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triot, nesmotrya na to chto u vas dyadyushka byl sotsial-demokratom" (F. Iskander) [1*]; Korol' Georg III, sam bol'shoy lyubitel' astronomii, nevziraya na to chto novaya planeta tak i ne poluchila yego imeni, prisvoil issledovatelyu rytsarskiy titul sera (G. Burba) [1*]; My prinadlezhali k vysshemu obshchestvu v nashem gubernskom gorode i byli v chisle pervykh, no zdes', nevziraya na to chto otets moy stolbovoy dvoryanin i imeyet poltory tysyachi rodovykh dush, my ne mozhem prinadlezhat' k vysshemu obshchestvu (F. Bulgarin) [1*].

It is important to note that a concessive conjunction vopreki tome chto is always separated by a comma, regardless of the conditions described:

Muzyka zhila vo mne vopreki tomu, chto ya khotela stat' dramaticheskoy aktrisoy (L.Gurchenko) [1*]; Im nuzhno gordit'sya svoyey nemetskost'yu vopreki vsemu, vopreki tomu, chto gordit'sya yeyu strashno i zapreshcheno (L. Gurova) [1*]; Yego smert' ot ruki p'yanogo kazaka ― vtoroye dokazatel'stvo etogo: yesli snachala, vopreki tomu, chto dolzhno bylo proizoyti, on ostalsya zhiv, to zatem on nelepo pogib (F.Raskol'nikov) [1*]; I vse zhe, predstav ne v kontrastnoy cherno-beloy svetopisi mastera, ona kak-to poblokla vopreki tomu, chto obrela natural'nyye kraski (P. Sirkes) [1*].

From the entire sample, we managed to find just a single example of the use of a concessive conjunction vopreki tomu chto without a comma:

Vopreki tomu chto govoritsya v pis'me A.Mikhaylova, Niderlandy, Shveytsariya, Avstriya i prakticheski vse ostal'nyye zapadnoyevropeyskiye strany vydelyayut znachitel'nyye resursy na meditsinskuyu i psikhologicheskuyu pomoshch' narkopotrebitelyam (Aids, SPID) [1*].

Conclusion

This study allows to conclude that punctuation problems associated with separation of a subordinate conjunction may be solved with the help of the phenomenon of isofunctionality. Taking into consideration transformational capabilities of complex sentences with concessive subordinate clauses with compound conjunctions, their ability or inability to be replaced by a simple sentence, whose concessive determinants include prepositions nesmotrya na, nevziraya na, it becomes possible to identify reliable ways of solving punctuation problems associated with punctuation in complex sentences with subordinate clauses.

According to the researchers, the conditions contributing to possible transformation include the presence of a propositive noun, an anaphoric pronoun, the second or subordinate predicate in the determinant. A negative particle ne or citation included in the subordinate clause impede transformation. These provisions are key ones in explaining the punctuation rules in complex sentences with subordinate concessive clauses and elimination of ambiguity of the rule in existing grammar textbooks.

The analysis of about a thousand examples from the National Corpus of the Russian language has shown that the punctuation of the syntactic structure in the isofunctional series is directly related to its transformational capabilities. The use of a comma within the conjunction is most often associated with the possibility of contracting or extending a concessive determinant. Conversely, the absence of a comma is found in syntactic constructions that cannot be contracted into a complicated simple sentence with a preposition.

This study offers great opportunities for research when analyzing sentences with determinant structures with different adverbial meanings.

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References

[1]Ledenev YU.YU. Izofunkcional'nye yavleniya v sintaksise yazyka. Stavropol', 2001.

–280 s.

[2]Infantova G.G. Ob izomorfnom haraktere nekotoryh yazykovyh processov v slove i v predlozhenii // Voprosy sintaksisa russkogo yazyka. Rostov-n/D., 1971. - S. 3-13.

[3]Ilina T.V., CHurikov S.A. Transformacionnye vozmozhnosti motivacionnyh determinantov //Russkoe nacional'noe soznanie v ego yazykovom voploshchenii: proshloe, nastoyashchee, budushchee. XXX Raspopovskie chteniya: materialy Mezhdunarodnoj konferencii. – Voronezh: Izdatel'stvo VGU, 2012. – S. 85-91.

[4]Gracheva ZH.V., Sidorova E.V. Metodika prepodavaniya russkogo yazyka: uchebnometodicheskoe posobie. – Voronezh: Izd-vo VGPU, 2012. – 380s.

[5]Russkaya grammatika / [pod red. N.YU. SHvedovoj] – M.: Izd-vo «Nauka». – T.II (Sintaksis). – 1980. – 714s.

[6]Akent'eva O.V. Rasprostranenie i oslozhnenie predlozhenij s predikatami rechi v sovremennom ruskom yazyke: avtoreferat dis. …kand. filol. nauk: 10.02.01 / O.V. Akent'eva. – R.n/D., 2006. – 23s.

[7]Uskova I. I. Sochetaemost' i funkcionirovanie determinantov v neglagol'nyh predlozheniyah (na materiale proizvedenij M.A. SHolohova). Special'nost' 10.02.01 – russkij yazyk. Avtoreferat dissertacii na soiskanie uchenoj stepeni kandidata filologicheskih nauk Ros- tov-na-Donu – 2007. – 36s.

[8]Lomov A.M. Slovar'-spravochnik po sintaksisu sovremennogo russkogo yazyka / A.M. Lomov. – M.: AST: Vostok-Zapad, 2007. – 416 s.

[9]Aleksanova S.A. O sinkretizme obstoyatel'stvennyh determinantov, vyrazhennyh predlozhno-padezhnymi formami imeni sushchestvitel'nogo // Filologiya na rubezhe tysyacheletij. Materialy Mezhdunarodnoj nauchnoj konferencii. - Rostov-na-Donu: «Donskoj izdatel'skij dom», 2000. – S. 77-78.

[10]Valgina N.S. Svetlysheva V.N. Orfografiya i punktuaciya. Pravila i uprazhneniya: uchebnoe posobie. – M., 2008. – 414s.

[11]Lunina O.A. K voprosu o funkcional'no-semanticheskom pole ustupitel'nosti v russkom yazyke // YAzyk, kul'tura, mentalitet: problemy izucheniya v inostrannoj auditorii (materialy III Mezhdunarodnoj nauchno-prakticheskoj konferencii 22-24 aprelya 2004 goda). – Sankt-Peterburg, 2005. – S. 40-42.

[12]Rozental' D.EH. Spravochnik po russkomu yazyku. Punktuaciya. –M.: Izd. Dom

«Oniks 21vek», 2000. – 257s.

Analysed sources

[1*] Nacional'nyj korpus russkogo yazyka, URL: http://ruscorpora.ru/ (vremya obrashcheniya – 19.05.18)

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METHODS AND DIDACTICS

UDC 811.111-047.23: 378.4

TEACHING FOREIGN MONOLOGUE SPEECH TO STUDENTS

OF TECHNICAL HIGHER EDUCATION IN TERMS OF BLENDED LEARNING

T.G. Bekisheva

____________________________________________________________________________

National Research Tomsk Polytechnic University, (NRTPU) Post graduate student of the Department of Foreign Languages Tatyana Gennadуevna Bekisheva

e-mail:bekta74@mail.ru

____________________________________________________________________________

Statement of the problem. The article deals with the peculiarities of the organization of blended learning which improves the development of monologue speech skills of students studying in a technical higher education, also defines the content of training, approaches and principles, and develops a set of exercises placed in the electronic environment that ensure the implementation of the learning process in a blended learning environment. The results of experimental training are presented, which proves the effectiveness of using the developed methodology for teaching technical higher education students of monologue speech skills in terms of blended learning.

Results. Having analyzed the peculiarities of blended learning, there was developed an electronic course to work in terms of blended learning in the discipline "Foreign Language for Academic Mobility Programs (English)". It includes: a) 3 modules for training; b) a technological map of the training course; c) the training schedule, d) the rating-plan of training.

Conclusion. The process of learning a foreign monologue speech in terms of blended learning promotes more effective learning a foreign language thanks to a well-planned distribution algorithm learning activities at various stages of training.

Key words: monologue speech, blended learning, development of skills, stages of training, technical university, efficiency of training.

For citation: Bekisheva T.G. Teaching foreign monologue speech to students of technical higher education in terms of blended learning / T.G. Bekisheva // Scientific Journal “Modern linguistic and methodical-and-didactic researches”. – 2018. - №3 (22). – P. 59 - 67.

Introduction

In today's ever-changing world, the level of technological development, as well as the desire of the education system to integrate innovative processes stipulate new requirements for the content of the educational activities of the university, thus there is a tendency to transform the learning process. Now, it is not enough to accumulate knowledge, the first priority is the ability of a person to acquire knowledge independently, process it and update it regularly. A growing number of people are striving to get a higher education with minimum time costs, using all the possibilities of modern information technologies. The priority direction of modern higher education is to allocate most of hours for independent work. Accordingly, in modern conditions, one of the goals of higher education is not to “fill” the learner with a certain information, but to form his own, independent work and self-learning strategies. Since the independent work of students implies remote work, its main disadvantage is the absence of live communication, when the awareness of the material under study takes place. Foreign language enhances informational and educational environment of the students, providing them access to foreign language professional and cultural information. Foreign language also allows greater

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© Bekisheva T.G., 2018

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mobility to students in the international educational surrounding. It should be noted that the majority of students have a number of difficulties in the implementation of foreign language communication, especially this problem is relevant for students intending to study in foreign countries, to improve their level of the language as a whole.

To correct the main lack of distance learning, namely the lack of life communication in the classroom allows blended learning. Blended learning is a form of teaching where informational communication technologies are integrated into the process of full-time study, partially replacing and supplementing it, with the transfer of classroom hours into the e-learning environment partially and where the process of study is carried out under the guidance of a teacher.

Methodology

Having done the analysis of the current state of the problem under study, it does not show the development of the blended learning methodology of foreign languages in technical universities, in Russian methodology, namely, there are not enough sets of exercises to develop students' oral speech, which requires their further development and improvement.

In this article, the object of research is the process of learning a foreign (English) language in a technical university.

The subject of research is the methodology of foreign language skills development of monologue speech in a blended learning.

The research material is the work of Russian and foreign scientists in the field of blended learning.

The aim of the research is to develop an effective methodology for organizing independent work on the development of monologue speech skills in the context of blended learning of a foreign (English) language in a technical university.

In conducting research for this paper, we used the methods of statistical and mathematical processing of experimental data and their interpretation.

Results of the study

In our study, a special place is occupied by the organization of students’ independent work for the development of foreign language skills of monologue speech in blended learning. Selection of development, namely, monologue skills is due to the increased interest of students for this type of speech activity in modern conditions. Learning foreign language monologue speech in the context of blended learning involves solving the following two tasks: firstly, it is the search, perception and processing of information, secondly, it is the correct selection and usage of the necessary information to build a monologue, respectively.

In the complex of exercises, which was invented for the development of foreign language skills of monologue speech in the context of blended learning in a technical university, the principles of selection and development of teaching materials were considered. Having developed this material we take into account the main components of the methodical system of organizing students' independent work (such as: program, various forms and types of independent work, didactic tools for the implementation of this work, a bank of educational materials, etc.).

We highlight the main active learning methods applicable to the conditions of blended learning in both classroom and e-iearning environments. Active methods of teaching English help to in the following items: to form a positive learning motivation, to increase the cognitive activity of students; actively involve students in the education process; to stimulate independent work of students; to develop students' cognitive processes - speech, memory, thinking; learn a large amount of educational information; to promote the development of their creative abilities and non-standard thinking; to develop emotional sphere of the student's personality; to reveal the individual capabilities of each student and identify the conditions for their manifestation and further development [1].

As the main approaches to the learning process in our study, we highlight the studentoriented one, because when switching to a blended form, the concept of this approach is fully combined with the techniques and methods used in the learning process. In addition, we figure

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out an informational-communicative approach, since approximately 30% of the entire learning process in a blended form is transferred on-line.

As the means of learning, we use an automated learning management system and the MOODLE (Modular Object-Oriented Dynamic Learning Environment). The following advantages of the MOODLE environment should be noted: the availability of various variants of educational material, interactivity of learning, a clear structure of the organization of the material for the modules, the use of an active reference system, the empowering of the teacher in the organization of students’ independent work [2]. Students’ independent work in the virtual educational environment Moodle in the context of blended learning reaches a new level, as the teacher acts as an organizer and mentor of the course, and maintains constant control over the independent work of students in the audience: checks assignments for the lesson, preparation for which was carried out in the pre-class stage independently.

We developed a set of exercises aimed at developing the skills of foreign language monologue speech in the framework of the discipline "Foreign language for academic mobility programs" (Practical course supporting English language learning for academic mobility). The course is designed for all the technical, scientific, social, humanitarian and economic profiles of the bachelor degree program in Tomsk Polytechnic University in the fifth semester, aspiring to improve their level of foreign language (English) in order to pass further training in foreign universities. The developed set of exercises in the e-learning environment MOODLE is a balanced and logically correctly constructed training material with an appropriate form of control, which can be monitored by all subjects of the educational process [3].

In our course “Foreign Language for Academic Mobility Programs”, the following thematic modules of the discipline will be studied: “Overcoming difficulties abroad. Cultural differences”, “Society”, “Speeches and debates”.

Particular attention is paid to updating the vocabulary on the theme "Cultural differences" on the examples of students attending various public places, which can broaden their knowledge of country studies. Students become familiar with the vocabulary of the topic "Society" (which deals with global problems of modern society), as well as on the topic "Speeches and debates." They improved skills and develop the ability to create an oral presentation and then deliver it in a proper way. The developed set of exercises clearly marks the structure and organization of the learning process with the help of a rout map, which provides the following features:

-each stage of activity is carefully planned (at the pre-class, classroom and post-class stages of training);

-the sequence of all carried out actions and tasks leading to the intended result is reflected as full as possible;

-there is a coordination and synchronization of all subjects of the pedagogical process;

-there is a monitoring of students’ self-assessment at the each stage of the classroom activity [4].

All assignments submitted to the e-learning environment are closely interacted with the work in the classroom. It is necessary that e-learning education is rationally integrated into traditional one [5]. Considering the form of blended learning and the selected “flipped classroom” model, we can quite clearly distributed learning activities at various stages of the work. However, in our study, we primarily pay attention to the development of foreign language monologue speech and, accordingly, the main tasks and exercises in the course contribute to the development of this type of activity.

The presented set of exercises was based on the assumption that the language and communication skills in various types of speech activities of the students have been already formed and developed, therefore, the main task of the invented set of exercises is the development of foreign language monologue speech, as one of the leading types of training activities. For teaching a monologue utterance, we initially provide exercises for developing the ability to

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093

construct phrases (imitation exercises, substitution exercises, transformational exercises, constructive exercises, exercises for translation, question-answer exercises, etc.) [6].

Considering the communicative functions of monologue speech: informational (broadcasting new material about the subject, a description of events, actions, etc.); impactful (the function of convincing someone in the correctness of his thoughts, attitudes, beliefs, motivation or prevention of action); emotional-evaluative (the function of evaluating events, phenomena or actions), we distributed the exercises according to the stages of the work. Therefore, at the preclass stage, students research and select the material presented with the help of links, hyperlinks, and training materials necessary for formulating a response in the form of a monologue, then at the classroom stage the students reproduce their monologue in the auditorium, affecting other students. Finally, at the post-class stage, there is a feedback when students comment on the responses of their classmates on-line.

At the initial stage, we use the traditional system of exercises [7], where, at first there is the study of language material, then students use language material in transformational, gapfilling, and exercises for translation. At the next stage, work with language material in speech exercises is activated (for example: “Make up phrases using these word combinations, “Describe a picture”, “Answer the questions”, etc.).

Considering the level of our students (Intermediate), it should be taken into consideration that the transition to conditional and speech exercises occurs quite quickly. An active independent work of students in the e-learning environment also contributes to this quick passage. At the classroom stage, substitution drill and transformational exercises are performed. Then a discussion is offered, for example: What is culture? Whether these categories form part of culture or not? (animals, buildings, business fields, cars, education, food, greetings, jobs, jokes, languages, media, money, names, pets, presents).

Since students are pre-acquainted with lexical material in an e-learning environment, discussion in the classroom is much more effective. At the post-class stage in an e-learning environment, students are invited to participate in a Quiz and share their answers in a Forum. At subsequent classes, we move from conditional speech exercises to authentic speech exercises aimed at the development of monologue skills.

Using the information obtained at the pre-class stage, students are able to move on to speech exercises when it is proposed to solve speech problems that ensure the natural communicativeness of speech.

For example:

You are a student from Asia (Europe). Enumerate typical difficulties that any foreigner can come across. How is it possible to avoid it?

Next, we consider the contents of each module included in the e-learning course designed for our research. It consists of an annotation, with a brief basic information on the module, the rating-plan of the module with a description of the type of activity, the number of points that a student can receive for a specific type of activity and an indication of the week of training in accordance with the discipline’s curriculum. In addition, there are various types of exercises, videos, a large amount of reference material, at the end of the module Achievements Test is offered as a final control. The teacher creates, edits and manages this course independently, which allows him to check the level of learning rather quickly. The program of this element of the course contains different types of questions: built-in answer, multiple choice, short answer, answer “true / false”. The program editor allows you to determine the evaluation scale, the number of attempts, the deadlines, time limit, that contributes to setting a more objective assessment of the student’s work [8].

As a final test of the monologue, students are invited to perform a presentation on the chosen topic that corresponds to the general theme of the course. Testing foreign language

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093

monologue speech in the form of a presentation contributes to the development of presentation and discussion skills in English, improves public speaking skills, helps to make presentations sound more natural, structured and more understandable to the audience. For example, the first module is proposed to prepare a presentation on the topic: The most interesting cultural traditions in the world; the second module - The main problem of the modern society; and the third module - The best speaker in the world.

Preparation of the software in a blended learning form requires a teacher to be ready to work in an e-learning environment. The role of the teacher in the educational process as a whole is increased, as his activity transforms from the traditional form into a multilateral activity of the course manager. When it is necessary to combine the development of the course (its content) with course management (i.e. monitoring progress, attendance, and processing the results of studying).

It is also worth noting the increasing role of the students themselves, since they are required to have and develop such personal qualities as self-organization, self-analysis, selfesteem, that is, the development of autonomy and autonomy in the learning process.

Thus, the set of exercises designed to develop speaking skills of another language, namely, monologic speech of technical university students in the form of blended learning enhances the effectiveness of students’ independent work.

As a test of the hypothesis of our study, a training experiment was conducted on the basis of the National Research TPU in the fall semester of 2017.

As participants of the experiment were the third year students of the Institute of Natural Resources and the Institute of Social Humanitarian Technologies, in the amount of 25 people who study the discipline "Foreign language for academic mobility programs (English)" and 10 English language teachers engaged in teaching at this high school.

At the preparatory stage of this experimental training, the following activities were carried out:

–there was an analyze of the theoretical and methodological material of scientific and methodological works of Russian and foreign scientists on the problem of our research;

–there was a selection and processing of materials necessary for the development and creation of the set of exercises to develop the skills of foreign language monologue speech;

–students were surveyed to determine the level of motivation in the students’ independent work in the context of blended learning in English classes, as well as an understanding of their own role and the role of a teacher in the process of mastering foreign language monologue speech, in blended learning;

–surveys and conversations with teachers of the English language were conducted with the aim of identifying the place and importance of blended learning in the process of developing foreign language monologue speech;

–there was an analyze of the opinion of English language teachers about the form of blended learning in a technical universities.

According to the students' responses, only 16% (4 people) were previously trained with

the form of blended learning, which indicates a fairly new approach to training being introduced into the educational process of Tomsk Polytechnic University. About 72% (20 people) consider themselves ready for the given learning conditions and 28% (5 people) of the respondents are interested and would like to practice in the new learning environment.

As for the attitude towards independent study of the material, the majority of students - 76% (19 people) - do not support independent work; this confirms our assumption that students are reluctant to perform independent work carried out without proper monitoring and quality control by the teacher.

At the preparatory stage, in addition to conducting surveys among teachers and students, the following scientific and methodological activities were carried out:

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