title: ÐÑÐ³Ð°Ð½Ð¸Ð·Ð°ÑÐ¸Ñ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ñ Ð´Ð»Ñ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÐ²ÑÐ·ÐµÐ¹ Ð¼ÐµÐ¶Ð´Ñ Ð Ð¾ÑÑÐ¸ÐµÐ¹ Ð¸ Ð®Ð¶Ð½Ð¾Ð¹ ÐÐ¼ÐµÑÐ¸ÐºÐ¾Ð¹
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: Platform implementation for the development of educational ties within Russia and South America
Creators: name: Ð Ð¸Ð¾Ñ ÐÐ°ÑÐ´Ð¾ÑÐ¾, ÐÐ»ÐµÐºÑÐ¸Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2019
Subjects: ÐÑÑÐ¸ÑÐ»Ð¸ÑÐµÐ»ÑÐ½ÑÐµ Ð¼Ð°ÑÐ¸Ð½Ñ ÑÐ»ÐµÐºÑÑÐ¾Ð½Ð½ÑÐµ Ð¿ÐµÑÑÐ¾Ð½Ð°Ð»ÑÐ½ÑÐµ
Ð Ð¾ÑÐ¸Ð¸Ñ
Ð®Ð¶Ð½Ð°Ñ ÐÐ¼ÐµÑÐ¸ÐºÐ°
ÑÐ·ÑÐºÐ¸
ÑÑÑÐ´ÐµÐ½ÑÑ
ÐºÑÐ»ÑÑÑÑÐ°
ÑÐ·ÑÐºÐ¾Ð²ÑÐ¹ Ð±Ð°ÑÑÐµÑ
Russia
South America
languages
students
culture
language barrier

description: Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ñ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ, Ð¿Ð¾Ð»ÑÑÐµÐ½Ð½ÑÐµ Ð¿ÑÐ¸ Ð¿Ð¾Ð¼Ð¾ÑÐ¸ Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÐ¾Ð² ÑÐ±Ð¾ÑÐ° Ð´Ð°Ð½Ð½ÑÑ, ÐºÐ¾ÑÐ¾ÑÑÐµ Ð¿Ð¾Ð·Ð²Ð¾Ð»Ð¸Ð»Ð¸ Ð¸Ð´ÐµÐ½ÑÐ¸ÑÐ¸ÑÐ¸ÑÐ¾Ð²Ð°ÑÑ Ð¸ Ð¾Ð¿ÑÐµÐ´ÐµÐ»Ð¸ÑÑ ÑÐ¿Ð¾ÑÐ¾Ð± Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¼Ð¾Ð±Ð¸Ð»ÑÐ½ÑÑ ÑÑÑÑÐ¾Ð¹ÑÑÐ² Ð¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°ÑÐµÐ»ÐµÐ¹ Ð¿ÑÐ¸Ð»Ð¾Ð¶ÐµÐ½Ð¸Ð¹ Ð´Ð»Ñ Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÐ·ÑÐºÐ¾Ð² Ð¸ ÐºÑÐ»ÑÑÑÑ. Ð¡ ÑÐµÐ»ÑÑ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¸Ñ ÑÑÐ¾Ð³Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ (ÐºÐ°ÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ðµ, Ð¾Ð¿Ð¸ÑÐ°ÑÐµÐ»ÑÐ½Ð¾Ðµ / Ð¿Ð¾Ð¸ÑÐºÐ¾Ð²Ð¾Ðµ) Ð±ÑÐ» ÑÐ´ÐµÐ»Ð°Ð½ Ð¾Ð±Ð·Ð¾Ñ ÐºÐ¾Ð½ÑÐµÐ¿ÑÐ¸Ð¹, ÑÐ²ÑÐ·Ð°Ð½Ð½ÑÑ Ñ ÑÐµÑÐ½Ð¾Ð»Ð¾Ð³Ð¸ÑÐ¼Ð¸, Ð¼Ð¾Ð±Ð¸Ð»ÑÐ½ÑÐ¼Ð¸ ÑÑÑÑÐ¾Ð¹ÑÑÐ²Ð°Ð¼Ð¸ Ð¸ ÑÐµÑÐ½Ð¾Ð»Ð¾Ð³Ð¸ÑÐ¼Ð¸. ÐÑÐ»Ð¸ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ñ Ð´Ð²Ð° Ð¾ÑÐ½Ð¾Ð²Ð½ÑÑ Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÐ° ÑÐ±Ð¾ÑÐ° Ð´Ð°Ð½Ð½ÑÑ: Ð¸Ð½ÑÐµÑÐ²ÑÑ Ñ ÑÑÐµÐ¼Ñ ÑÐºÑÐ¿ÐµÑÑÐ°Ð¼Ð¸ Ð² Ð¾Ð±Ð»Ð°ÑÑÐ¸ Ð¼Ð¾Ð±Ð¸Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸ Ð¾Ð½Ð»Ð°Ð¹Ð½-Ð¾Ð¿ÑÐ¾Ñ, Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð½ÑÐ¹ ÑÑÐµÐ´Ð¸ 211 ÑÐµÐ»Ð¾Ð²ÐµÐº, ÐºÐ¾ÑÐ¾ÑÑÐµ Ð³Ð°ÑÐ°Ð½ÑÐ¸ÑÐ¾Ð²Ð°Ð»Ð¸ Ð½Ð°Ð»Ð¸ÑÐ¸Ðµ ÐºÐ°Ðº Ð¼Ð¸Ð½Ð¸Ð¼ÑÐ¼ Ð¾Ð´Ð½Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ»Ð»ÐµÐºÑÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¼Ð¾Ð±Ð¸Ð»ÑÐ½Ð¾Ð³Ð¾ ÑÑÑÑÐ¾Ð¹ÑÑÐ²Ð°. ÐÑÐ¾Ð¼Ðµ ÑÐ¾Ð³Ð¾, Ð±ÑÐ»Ð¸ ÑÐ°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ñ ÑÐ¾Ð¾ÑÐ²ÐµÑÑÑÐ²ÑÑÑÐ¸Ðµ ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¸Ðµ Ð¾ÑÐ½Ð¾Ð²Ñ, ÑÐ²ÑÐ·Ð°Ð½Ð½ÑÐµ Ñ Ð¿ÑÐ¾Ð±Ð»ÐµÐ¼Ð¾Ð¹ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ, ÑÑÐ¾ Ð¿Ð¾Ð·Ð²Ð¾Ð»Ð¸Ð»Ð¾ Ð½Ð°Ð¼ Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°ÑÑ Ð¿ÑÐ¸ÐºÐ»Ð°Ð´Ð½ÑÐµ Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ. ÐÐ¾Ð»ÑÑÐµÐ½Ð½ÑÐµ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¿Ð¾Ð·Ð²Ð¾Ð»Ð¸Ð»Ð¸ Ð¾Ð¿ÑÐµÐ´ÐµÐ»Ð¸ÑÑ, ÑÑÐ¾ Ð² Ð½Ð°ÑÑÐ¾ÑÑÐµÐµ Ð²ÑÐµÐ¼Ñ Ð²ÑÐµ Ð±Ð¾Ð»ÑÑÐµ Ð¸ Ð±Ð¾Ð»ÑÑÐµ Ð»ÑÐ´ÐµÐ¹ Ð¸Ð¼ÐµÑÑ Ð´Ð¾ÑÑÑÐ¿ Ðº Ð¸Ð½ÑÐµÐ»Ð»ÐµÐºÑÑÐ°Ð»ÑÐ½ÑÐ¼ Ð¼Ð¾Ð±Ð¸Ð»ÑÐ½ÑÐ¼ ÑÑÑÑÐ¾Ð¹ÑÑÐ²Ð°Ð¼ Ð¸, ÑÐ»ÐµÐ´Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾, Ðº Ð¿ÑÐ¸Ð»Ð¾Ð¶ÐµÐ½Ð¸ÑÐ¼, ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½ÑÐ¼ Ð´Ð»Ñ ÑÑÐ¾Ð³Ð¾ ÑÐ¸Ð¿Ð° ÑÑÑÑÐ¾Ð¹ÑÑÐ². ÐÑÐ»Ð¾ ÑÐ°ÐºÐ¶Ðµ ÑÑÑÐ°Ð½Ð¾Ð²Ð»ÐµÐ½Ð¾, ÑÑÐ¾, Ð½ÐµÑÐ¼Ð¾ÑÑÑ Ð½Ð° ÑÐ¾, ÑÑÐ¾ ÑÑÑÐµÑÑÐ²ÑÐµÑ Ð±Ð¾Ð»ÑÑÐ¾Ðµ ÐºÐ¾Ð»Ð¸ÑÐµÑÑÐ²Ð¾ Ð¿ÑÐ¸Ð»Ð¾Ð¶ÐµÐ½Ð¸Ð¹, ÑÐ¾Ð·Ð´Ð°Ð½Ð½ÑÑ Ð´Ð»Ñ ÑÐ¾Ð´ÐµÐ¹ÑÑÐ²Ð¸Ñ Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÐ·ÑÐºÐ¾Ð², Ð½Ðµ Ð²ÑÐµ Ð¸Ð· Ð½Ð¸Ñ Ð¼Ð¾Ð³ÑÑ ÑÐ°Ð·Ð²Ð¸ÑÑ Ð¾Ð´Ð½Ð¾Ð²ÑÐµÐ¼ÐµÐ½Ð½Ð¾ ÑÐµÑÑÑÐµ ÑÐ·ÑÐºÐ¾Ð²ÑÑ Ð½Ð°Ð²ÑÐºÐ°, ÑÑÐ¾ Ð¼Ð¾Ð¶Ð½Ð¾ Ð½Ð°Ð·Ð²Ð°ÑÑ Ð¿ÑÐ¸ÑÐ¸Ð½Ð¾Ð¹, Ð¿Ð¾ ÐºÐ¾ÑÐ¾ÑÐ¾Ð¹ Ð½ÐµÐ²Ð¾Ð·Ð¼Ð¾Ð¶Ð½Ð¾ Ð³Ð°ÑÐ°Ð½ÑÐ¸ÑÐ¾Ð²Ð°ÑÑ, ÑÑÐ¾ ÑÐ°ÐºÐ¾Ð¹ ÑÐ¸Ð¿ Ð¿ÑÐ¸Ð»Ð¾Ð¶ÐµÐ½Ð¸Ð¹ Ð¼Ð¾Ð¶ÐµÑ Ð·Ð°Ð¼ÐµÐ½Ð¸ÑÑ ÑÐ¾Ð»Ñ ÑÑÐ¸ÑÐµÐ»Ñ Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ.
description: This paper presents, in a descriptive way, the results obtained from the application of data collecting tools that allowed to identify and determine the use of that currently, mobile device users are giving to developed applications for learning a foreign language and culture. With the aim at developing this research (qualitative research, descriptive / exploratory), a walkthrough of the concepts related to technologies, mobile devices and technology was made. The two main data collection tools used were: interviews with three experts in mobile learning and an online survey conducted among a total of 211 people, who assured to have at least one smart mobile device. In addition, the appropriate theoretical foundations related to the research problem were reviewed, these allowed us to analyze the applied research tools. Results obtained allowed to determine that, nowadays more and more people have access to smart mobile devices and consequently, to apps developed for this type of devices. It was also found that, despite the fact there is a great number of apps created to promote the learning of foreign languages, not all of them can develop, simultaneously the four language skills, the reason why it is not possible to ensure that this type of apps or developments can replace the role of the teacher in the learning process.