title: ÐÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´Ñ Ð¾Ð´Ð° Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÐµÑ Ð½Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð²ÑÐ·Ð° Ð² ÑÑÐ»Ð¾Ð²Ð¸ÑÑ ÑÐ¸ÑÑÐ¾Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Aspects of the cognitive-communicative approach realization in teaching a foreign language to students of a technical university in the context of digitalization
Creators: name: Ð§Ð¸Ð³Ð¸ÑÐµÐ²Ð°, ÐÐ½Ð¶ÐµÐ»Ð¸ÐºÐ°
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: 2021
Subjects: ÑÐ¸ÑÑÐ¾Ð²Ð¸Ð·Ð°ÑÐ¸Ñ ÑÐ¸ÑÑÐµÐ¼Ñ Ð²ÑÑÑÐµÐ³Ð¾ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°Ð½Ð¸Ñ
ÑÐ»ÐµÐºÑÑÐ¾Ð½Ð½Ð°Ñ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð°Ñ ÑÑÐµÐ´Ð°
Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ñ
Ð´Ð¸ÑÑÐ°Ð½ÑÐ¸Ð¾Ð½Ð½Ð¾Ðµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ
Ð¾Ð½Ð»Ð°Ð¹Ð½ Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ
ÑÐ¸ÑÑÐ¾Ð²Ð°Ñ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð°Ñ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ð°
ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½ÑÐ¹ Ð¿Ð¾Ð´Ñ Ð¾Ð´ Ðº Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ
Ð¼Ð¾Ð´ÐµÐ»Ñ "4Ðº"
"Ð¼ÑÐ³ÐºÐ¸Ðµ Ð½Ð°Ð²ÑÐºÐ¸"
digitalization of higher education system
electronic educational environment
online communication
distance learning
online learning
digital educational platform
cognitive-communicative approach to teaching a
foreign language
"4c" model
soft skills

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐµÐ¹ ÑÐµÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð²ÑÐ·Ð°. Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð¿ÑÐ¸Ð²Ð¾Ð´Ð¸ÑÑÑ ÑÑÐ°Ð²Ð½Ð¸ÑÐµÐ»ÑÐ½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½ÑÑ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð¾Ð² Ðº Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð² ÑÑÐ»Ð¾Ð²Ð¸ÑÑ ÑÐ¸ÑÑÐ¾Ð²Ð¾Ð¹ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ´Ñ. Ð ÑÐ°Ð¼ÐºÐ°Ñ Ð´Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð° Ð¾Ð±Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ð° Ð°ÐºÑÑÐ°Ð»ÑÐ½Ð¾ÑÑÑ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ð² ÑÐ¾ÑÐ¼Ð°ÑÐµ Ð´Ð¸ÑÑÐ°Ð½ÑÐ¸Ð¾Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸ Ð¾Ð½Ð»Ð°Ð¹Ð½-Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ. ÐÑÐ¾Ð¼Ðµ ÑÐ¾Ð³Ð¾, Ð² ÑÐ°Ð±Ð¾ÑÐµ Ð¿ÑÐ¸Ð²Ð¾Ð´Ð¸ÑÑÑ ÑÐ¾Ð¿Ð¾ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ðµ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÑ Ð¿ÑÐ¸Ð½ÑÐ¸Ð¿Ð¾Ð² ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ðº Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ñ ÐºÐ»ÑÑÐµÐ²ÑÐ¼Ð¸ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸ÑÐ¼Ð¸ ÐºÐ¾Ð½ÐºÑÑÐµÐ½ÑÐ¾ÑÐ¿Ð¾ÑÐ¾Ð±Ð½Ð¾Ð³Ð¾ ÑÐ¿ÐµÑÐ¸Ð°Ð»Ð¸ÑÑÐ°, Ð¾ÑÑÐ°Ð¶ÐµÐ½Ð½ÑÐ¼Ð¸ Ð² Ð¼Ð¾Ð´ÐµÐ»Ð¸ Â«4ÐÂ». Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð´Ð°ÐµÑÑÑ Ð¾Ð±Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ð¸Ðµ Ð²Ð»Ð¸ÑÐ½Ð¸Ñ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹, ÑÐ¾ÑÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÑ Ð² ÑÐ¾Ð¾ÑÐ²ÐµÑÑÑÐ²Ð¸Ð¸ Ñ Ð¿ÑÐ¸Ð½ÑÐ¸Ð¿Ð°Ð¼Ð¸ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð°, Ð½Ð° ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ Ð½Ð°Ð²ÑÐºÐ¾Ð² ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸, ÐºÐ¾Ð¾Ð¿ÐµÑÐ°ÑÐ¸Ð¸, Ð° ÑÐ°ÐºÐ¶Ðµ Ð½Ð° ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ðµ ÐºÑÐµÐ°ÑÐ¸Ð²Ð½Ð¾ÑÑÐ¸ Ð¸ ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ Ð±ÑÐ´ÑÑÐ¸Ñ ÑÐ¿ÐµÑÐ¸Ð°Ð»Ð¸ÑÑÐ¾Ð² Ð² ÑÑÐ»Ð¾Ð²Ð¸ÑÑ ÑÐ¸ÑÑÐ¾Ð²Ð¾Ð¹ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ ÑÑÐµÐ´Ñ. ÐÑÐ¾Ð¼Ðµ ÑÐ¾Ð³Ð¾, Ð² ÑÐ°Ð±Ð¾ÑÐµ ÑÐ°ÑÑÐ¼Ð°ÑÑÐ¸Ð²Ð°ÑÑÑÑ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐ¾ÑÐµÑÑÐ° ÑÐ¸ÑÑÐ¾Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ ÑÐ¸ÑÑÐµÐ¼Ñ Ð²ÑÑÑÐµÐ³Ð¾ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°Ð½Ð¸Ñ. ÐÐ¾ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ°Ð¼ Ð°Ð½Ð°Ð»Ð¸Ð·Ð° Ð±ÑÐ»Ð° Ð²ÑÐ±ÑÐ°Ð½Ð° Ð½Ð°Ð¸Ð±Ð¾Ð»ÐµÐµ Ð¿Ð¾Ð´ÑÐ¾Ð´ÑÑÐ°Ñ Ð´Ð»Ñ ÑÐµÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ð° â Moodle, Ð° ÑÐ°ÐºÐ¶Ðµ ÑÐµÑÐ²Ð¸Ñ Ð´Ð»Ñ Ð¾ÑÐ³Ð°Ð½Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¾Ð½Ð»Ð°Ð¹Ð½ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸ -Microsoft Teams. Ð ÑÐ¾Ð¾ÑÐ²ÐµÑÑÑÐ²Ð¸Ð¸ Ñ Ð¿ÑÐ¸Ð½ÑÐ¸Ð¿Ð°Ð¼Ð¸ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ðº Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð±ÑÐ»Ð¸ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ñ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ñ Ð´Ð»Ñ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÐµÐ½Ð¸Ñ. ÐÑÐ¿Ð¾Ð»Ð½ÐµÐ½Ð¸Ðµ Ð´Ð°Ð½Ð½ÑÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð±ÑÐ»Ð¾ ÑÐµÐ°Ð»Ð¸Ð·Ð¾Ð²Ð°Ð½Ð¾ Ð² ÑÐ¾ÑÐ¼Ð°ÑÐµ Ð´Ð¸ÑÑÐ°Ð½ÑÐ¸Ð¾Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ñ Ð¿Ð¾Ð¼Ð¾ÑÑÑ ÑÐ°ÐºÐ¸Ñ ÑÐ»ÐµÐºÑÑÐ¾Ð½Ð½ÑÑ ÑÐµÑÐ²Ð¸ÑÐ¾Ð² ÐºÐ°Ðº MicrosoftTeams Ð¸ Moodle. ÐÐ¾ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ°Ð¼ Ð²ÑÐ¿Ð¾Ð»Ð½ÐµÐ½Ð¸Ñ Ð´Ð°Ð½Ð½ÑÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð±ÑÐ» Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð¾Ð¿ÑÐ¾Ñ ÑÑÐµÐ´Ð¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð², ÐºÐ¾ÑÐ¾ÑÑÐ¹ Ð¿Ð¾ÐºÐ°Ð·Ð°Ð», ÑÑÐ¾ Ð²ÑÐ¿Ð¾Ð»Ð½ÐµÐ½Ð¸Ðµ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹, ÑÐ¾ÑÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÑ Ð² ÑÐ¾Ð¾ÑÐ²ÐµÑÑÑÐ²Ð¸Ð¸ Ñ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÑÐ¼Ð¸ ÐºÐ¾Ð³Ð½Ð¸ÑÐ¸Ð²Ð½Ð¾-ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸, ÑÐ¿Ð¾ÑÐ¾Ð±ÑÑÐ²ÑÐµÑ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÐºÐ»ÑÑÐµÐ²ÑÑ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¹, Ð¾ÑÑÐ°Ð¶ÐµÐ½Ð½ÑÑ Ð² Ð¼Ð¾Ð´ÐµÐ»Ð¸ Â«4ÐÂ».
description: This work is devoted to the study of the features of the implementation of the cognitive-communicative approach in teaching a foreign language to students of a technical university. This paper provides a comparative analysis of modern approaches to teaching a foreign language in a digital educational environment, as well as a comparative analysis of electronic educational platforms and services that provide online communication. Within the framework of this study, the relevance of the application of the cognitive-communicative approach in the format of distance learning and online learning was substantiated. In addition, the paper compares the basic principles of the cognitive-communicative approach to learning with the key competencies of a competitive specialist, reflected in the "4C" model. This work provides a substantiation of the influence of the use of exercises, compiled in accordance with the principles of the cognitive communicative approach, on the formation of communication skills, cooperation, as well as on the development of creativity and critical thinking of future specialists in a digital educational environment. In addition, the paper examines the features of the digitalization process of the higher education system. Based on the results of the analysis, the most suitable platform for the implementation of cognitive-communicative methods was selected - Moodle, as well as a service for organizing online communication - Microsoft Teams. In accordance with the principles of the cognitive communicative approach to teaching a foreign language, exercises for teaching reading were developed. These exercises were carried out in a distance-learning format using electronic services such as Microsoft Teams and Moodle. Based on the results of these exercises, a survey was conducted among students, which showed that the implementation of exercises, compiled in accordance with the peculiarities of the cognitive-communicative methodology, contributes to the development of key competencies reflected in the "4C" model.