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

1.Based on the analysis of scientific and educational literature, the most significant materials for the student in blended learning environment corresponding to the rotational learning model or the “flipped classroom” model were selected; this term is more often used in the Russian methodology than the term “blended learning”. The essence of the model of "flipped classroom" is a consistent implementation of the learning stages:

- pre-class stage - independent work is organized and conducted in an e-learning environment, without the direct participation of the teacher and on his instructions;

- classroom stage - independent work is carried out at a training session under the guidance of a teacher;

- post-class stage - independent work is performed in an e-learning environment under the virtual guidance and control of the teacher.

2.An e-learning course has been developed for work in the context of blended learning on the discipline “Foreign language for academic mobility programs (English)”, which includes: a) 3 thematic training modules (“Overcoming difficulties abroad.”, “Society”, “Speeches and debates”); b) a course route map, that take into account the specificity of blended learning c) training schedule; d) rating training plan.

3.As part of the technology of teaching foreign language monologue speech in the form of blended learning, a set of exercises has been developed. The set of exercises in our study is organized in the following stages sequence, called by the form of activation of students’ independent work: pre-auditor, classroom, post-auditor. These stages involve the functioning of grammar, conditional and speech exercises to develop the skills of foreign language monologue speech in blended learning.

4.A set of handouts, questionnaires, instructions for experimental training has been de-

veloped.

The basis of the development of experiential learning has been on the use of studentcentered approach, the basic provisions of which can intensify the process of learning a foreign language monologue speech, to facilitate the work of students and teachers, as well as to increase the motivation to autonomy independent learning activities in a foreign monologue speech.

The experiment was carried out in 3 stages: Stage 1 - ascertaining assessment and analysis of results, Stage 2 - training experiment, Stage 3 - post-experimental assessment and analysis of results.

In our study, we defined the criteria for assessing foreign language monologue statement describing the level of foreign language skills development of monologic speech in a blended learning:

1.Informational content of a monologue (ICM)

2.Volume of a monologue (VM).

3.Communicative orientation of a monologue (COM).

4.Organization of a monologue (OM).

5.Grammatical accuracy of a monologue (GAM).

6.Lexical accuracy of a monologue (LAM).

7.Phonetic accuracy of a monologue (FAM).

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

Diagramm 1.

Criteria for Monologue Assessment

Each criterion for a monologue assessment was calculated on a scale from 0 to 3 points. Then the arithmetic mean number for each criterion was calculated: 1) the points for each criterion were added; 2) this number was divided by the number of subjects in the group. After that, the results of each criterion were compared at the pre-experimental and post-experimental stages in the experimental and control groups. The diagram above shows the results of a comparative analysis of the criteria results for evaluating the monologic utterance of students in the control and experimental groups in pre-experimental and post-experimental assessments.

The ascertaining slice revealed a relatively low level of development of such a criterion as the informational content of monologue in traditional learning. This fact indicates the need to include in the learning process a set of exercises developed using the form of blended learning and aimed at developing the skills of foreign language monologue speech with the effective use of students’ independent work.

The next step in our study was a learning experiment, the main purpose of which was to test the effectiveness of the proposed method and the set of exercises in blended learning environment.

As a post-experimental assessment, students in a blended learning environment and trained in traditional form were asked to prepare a monologic statement on the topic “Society”, which is provided by the program of the discipline “Foreign language for academic mobility programs”.

Comparing the results of pre-experimental and post-experimental assessment and analyzing the data, we come to the following conclusions:

-with relatively identical results of the development of monological skills, which showed a pre-experimental assessment, after training in blended learning conditions, students in the experimental group showed a significant increase in some criteria for evaluating the development of monologue skills, compared with students in the traditional system in the control group;

-the criteria for expressing the information content of a statement from raised from 1.2 to

2.1points and the volume of a statement raised from 1.3 to 1.8 points. It confirms our assumption that in conditions of a blended learning student intensively use the opportunities of independent work at the pre-auditing stage when preparing for a monologue. They have greater access to information on the topic, find interesting facts for them, which is manifested in a larger

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

volume of utterance and more informative response than it occurs in the traditional form of education;

-the criterion of the communicative orientation of the monologue increased from 1.1 to

1.6points for students in the context of blended learning, compared with the communicative orientation of the monologic utterance in the group with the traditional approach from 1.7 to

1.5points (where this criterion even decreased).

Increasing the consistency and obviousness of monologic statements suggests that the pre-class stage of work in the context of blended learning contributes to a more efficient use of means of logical communication and organization of the utterance as a whole.

Conclusion

Thus, in the course of an experimental teaching based on the results of pre-class and postclass assessment the development of foreign language skills in monologue speech was proved. The objectivity of which was confirmed by a statistical method of research, and persuades that the developed method of learning foreign language skills development of monologic speech of students in a technical university in blended learning environment is effective.

The context of blended learning is perspective form of teaching, since the combination of traditional and electronic training encourage interaction between the teacher and students and makes it more productive.

The integration of blended learning in higher education makes it possible to adjust the level of students' knowledge, since the availability of information and communication technologies helps students become familiar with the new material before classroom activity and, accordingly, they practice and repeat the training material after classes.

Students participating in our study improved their results in the development of monologue speech by owning methods of independent cognitive activity based on the developed e- course, which allowed them to form their monologues more informative, grammatically and lexically correct.

References

[1]Nesterova A.E. Primenenie aktivnyh metodov obucheniya na urokah anglijskogo yazyka Opublikovano 06.05.2014 [EHlektronnyj resurs] URL: https:// nsportal. ru/ shkola /raznoe/library /2014/05/06/ primenenieaktivnykhmetodovobucheniya -na-urokakh- (data obrashcheniya : 25.06.18).

[2]Shpektorova N.YU., Lar'kova G.S. Formirovanie leksicheskoj kompetencii kak ehlementa aktivnoj tekhnologii pri obuchenii anglijskomu yazyku studentov ehkonomicheskih special'nostej: Materialy Vserossijskoj nauchno-metodicheskoj konferencii. – Orenburg: Izd-vo OGU, 2011. – S. 762-7653.

[3]Husainova A.A. Pedagogicheskie usloviya ispol'zovaniya sistemy Moodle v organizacii samostoyatel'noj raboty pri obuchenii inostrannomu yazyku studentov ehkonomicheskih special'nostej. Sovremennye issledovaniya social'nyh problem 2 (22) (2013) [EHlektronnyj resurs] URL: http://www.journal-s.org/index.php/sisp/article/view/2201337 (data obrashcheniya:11.05.2017).

[4]Sherstneva K.S. Tekhnologicheskaya karta uroka kak novyj vid metodicheskoj produkcii [EHlektronnyj resurs] URL: https://infourok.ru/statya-na-temu-tehnologicheskaya- karta-uroka-kak-noviy-vid-metodicheskoy-produkcii-1505127.html (data obrashcheniya: 16.04.2017).

[5]Andreev A.A. Rol' i problemy prepodavatelya v srede e-Learning // Vysshee obrazovanie v Rossii. – 2010. – № 8-9. – S. 41-45.

[6]Ovcharenko I.S. Uprazhneniya na razvitie navyka monologicheskoj rechi. [Elektronnyj resurs] URL: http://xn--i1abbnckbmcl9fb.xn (data obrashcheniya: 22.06.2017).

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[7]Kachalov N.A. Metodicheskaya organizaciya kompleksa uprazhnenij po razvitiyu umenij govoreniya i pis’mennoj rechi / N.A. Kachalov // Vestnik TomGPU. – 2013. – Vyp. 7 (135). – S. 143–145.

[8]Cole J. Using Moodle. Teaching with the Popular Open Source Course Management System / Jason Cole, Helen Foster. –Sebastopol, CA: O'Reilly Media, Inc., 2008. –266 p. URL: http://issuu.com/iusher/docs/usingmoodle2 (data obrashcheniya: 13.12.2017).

UDC 81'243:378.662.147.168:004.738.5

THE CONTENT OF THE METHODOLOGY FOR USING INTERDISCIPLINARY PROJECTS BASED ON INTERNET TECHNOLOGIES IN TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE OF UNDERGRADUATE STUDENTS IN A TECHNICAL UNIVERSITY

L.G. Averkieva

____________________________________________________________________________

Tomsk Polytechnic University,

Postgraduate student of the Foreign Languages Department Liubov G. Averkieva

e-mail: alg@tpu.ru

____________________________________________________________________________

Statement of the problem. The article considers approaches, goals, principles, methods, means of teaching, forms of work, pedagogical control as meaningful elements of the methodology of using interdisciplinary projects based on Internet technologies in teaching professionally-oriented language of students in a technical university. The article describes the methods of organizing work on an interdisciplinary project.

Results. According to the results of the study, the integrative approach was defined as the methodological basis of the described methodology, which determined the selection of the corresponding didactic principles. The stages of work on the interdisciplinary project (preparatory, research, final) were described; the concept of Internet technology and the described criteria for selecting Internet resources for learning purposes were presented. The Internet service Google virtual disk is selected as a platform for organizing team work on the project in the virtual space. The algorithm of analytical activity of the students in the process of work on an interdisciplinary project is described.

Conclusion. The process of teaching a professionally-oriented foreign language should be based on the cognitive and analytical activity of students the activation of which takes place in the process of working on the interdisciplinary project with the inclusion of Internet technologies. The described methodology enables to effectively implement the work on interdisciplinary projects in the educational process.

Key words: professional foreign language, foreign language professional and communicative competence, method of an interdisciplinary project, integrative approach, Internet technologies, "Virtual disk Google", exercises.

For citation: Averkieva L.G. The content of the methodology for using interdisciplinary projects based on internet technologies in teaching professionally-oriented foreign language of undergraduate students in a technical University / L.G. Averkieva // Scientific Journal “Modern linguistic and methodical-and-didactic researches”. –

2018. - №3 (22). – P. 67 - 77.

Introduction

The process of globalization has led to a change in the requirements on the modern labor market to bachelor graduates of various majors who will face the challenges arising from professional interaction with representatives of other cultures, and its success directly depends on the level of mastery of knowledge, skills, personal qualities, which are part of foreign language professional and communicative competence. Bachelor graduates of technical universities

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© Averkieva L.G., 2018

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will participate in joint projects, establish international business contacts, organize and conduct business negotiations, conferences, joint technological developments. Therefore, the process of teaching a professional foreign language should be organized taking into account the ongoing changes in modern society and aimed at bachelor students mastering knowledge and skills that will make them competitive on the professional labor market.

Undoubtedly, the best and most effective means of forming the foreign language professional and communicative competence of technical university bachelors is immersion in a foreign language professional environment. However, given the real conditions of training, the use of a virtual space that constructs authentic situations of foreign professional communication becomes the most acceptable means outside the language environment. Consequently, the creation of new methodology for using a virtual interactive environment and its integration into the process of teaching a professional foreign language to bachelor students are among the priorities of modern foreign languages teaching methods.

Methodology

The object of research considered in the article is the process of teaching professional foreign language to bachelor students of a technical university.

The subject of the study is the methodology of using interdisciplinary projects based on Internet technologies in teaching a professional foreign language to bachelor students.

The material of the study is the Federal State Educational Standard, educational and methodological developments, curriculum used for teaching a professional foreign language in a technical university, scientific literature on the research theme.

The following methods were used in the work of this study: a) theoretical (study, analysis, synthesis, comparison of scientific literature on the research topic, analysis of educational and methodological developments, curriculum and educational standards used for teaching a professional foreign language to bachelor students of a technical university); b) empirical (observation of the process of teaching a professional foreign language to bachelor students); c) questioning, surveys of teachers and students; d) experimental approbation of the developed methodology of interdisciplinary projects based on Internet technologies for development of foreign language professional and communicative competence).

Results of the study

The modern paradigm of higher professional education develops and is built on the principles of interdisciplinarity, integration of natural-science and humanitarian subjects, advanced learning, openness, continuity, accessibility, on the movement from given samples to the formation of methods and schemes for their creation. Thus, the most promising and leading approach in teaching a professional foreign language within our study is an integrative approach that involves moving from acquiring knowledge, skills and abilities to the activity, to independent creativity and generating ideas.

The developed methodology is based on a communicative basis using the fundamental principles of cognitive, competence, personality-oriented and interdisciplinary approaches that ensure the development not only of the competencies required by the standard of higher professional education, but also the students’ personal self-determination. The integrative approach that our methodology is based on determines the didactic principles according to which professional foreign language teaching to bachelors of a technical university is organized. They are: cooperative learning, self-study, collective work, awareness, feedback, correlation of educational programs for teaching a professional foreign language and a profile disciplines, individualization and differentiation.

The setting of the goal of teaching a professional foreign language is made at the level of the Federal Educational Standard according to which bachelor graduates must solve professional tasks in accordance with the types of professional activity [1 *]. At the regional level the goal of teaching a foreign language in a technical university is the development of foreign language communicative competence. At the university level, the goal is to develop foreign lan-

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guage professional and communicative competence in the process of teaching a professional foreign language [2 *], at a particular level, the goal is development of foreign language professional and communicative competence of bachelor students using interdisciplinary projects based on Internet technologies.

Teaching methods are combined techniques for organizing the joint activity of a teacher and students as well as students with each other in the process of which the goal of instruction is achieved and the student's personality is developed. When selecting teaching methods for the purpose of development of foreign language professional and communicative competence, the following criteria were taken into account: compliance with age, stage of teaching and goal; increase of motivation to study a professional foreign language; activation of cognitive processes; activation of independent work and self-control; putting a learner but not a teacher in the center of the learning process, use of different forms of students work when learning, and, as Z.I. Fomina and V.V. Kozlova note, giving students the opportunity to show creativity, to realize their intellectual abilities by fulfilling various roles and acquiring both linguistic and extra linguistic knowledge in the process of collaborative learning activity [1].

Having analyzed the above criteria, we came to the conclusion that the optimal method for developing the foreign language professional and communicative competence of bachelor students is the method of an interdisciplinary project based on Internet technologies that meets the presented criteria and includes a communicative, interactive, problem-searching, creative and research methods and, as J. Dewey rightly noted, organizes teaching on an active basis through the expedient activity of the learner correlating with his personal interest in precisely this knowledge [2]. The discipline "Professional foreign language" is integrative in its essence which is determined by the complex development of linguistic skills in close connection with professional skills on the basis of interpenetration and interdependence of both the information being studied and the ways of its assimilation.

We share the view of Ye.A. Glukhova who views interdisciplinary bonds as a reflection of objectively existing scientific connections broadening the mind, ensuring the development of dialectical thinking, creating a holistic view of future professional activity and aimed at selfeducation of the university graduates over a life time "[3]. The interdisciplinary project allows implementing the idea of interdisciplinary coordination and integration of knowledge about current processes occurring in science and technology and develop skills not only to synthesize and generalize the knowledge obtained from the core discipline, but also to transmit them in the process of foreign language communication to other people.

Interdisciplinary bonds are established on the internal logic of the scientific principles exposition and methods of their study [4]. Lexis of profile disciplines enriches speech with new words and expressions denoting phenomena in the professional sphere. On the other hand, mastering specific linguistic forms of expression and syntactic-morphological relations not only develops speech but also facilitates the solution of practical problems arising in the process of foreign language professional communication. The study of the discipline "Professional foreign language" takes place in parallel with the assimilation of the concepts and laws of the profile discipline as well as information technologies based on stable intersubject connections.

It is necessary to select appropriate teaching tools for successful implementation of the method of interdisciplinary project based on Internet technologies. There are different views on the definition and classification of teaching tools. A.V. Khutorskoy interprets the teaching tools as material and ideal objects that are involved in the educational process as information carriers and means for the teacher and students work [5]. N.D. Galskova considers educational programs, textbooks, teaching aids and a variety of equipment that performs didactic functions as teaching tools [6]. E.N. Solovova shares all the teaching tools in two areas: basic and auxiliary, technical and non-technical ones [7]. D.N. Luferov singles out computer-aided learning tools, defining them as learning tools based on the use of multimedia computer products, information

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and communication Internet technologies and virtual tools for creating information products for educational purposes [8].

Some researchers, such as A. Kukulska-Hulme, L. Norris, J. Donohue believe that the use of mobile devices as a means of teaching a foreign language radically changes the process of cognition [9]. In their opinion, we can talk about a new way of mastering a foreign language - mobile learning. Mobility is implied as an opportunity for the learner to identify communication problems at any time and in any place, fix them and ask for help from other students or the teacher with subsequent self-analysis.

Having considered different points on teaching tools classification we made the conclusion that in the context of the methodology of an interdisciplinary project based on Internet technologies, it is sensible to divide teaching tools into traditional (textbooks, teaching aids, handout materials, directories, dictionaries, tables, audioand video materials) and computer ones subdivided into the equipment itself and multimedia computer programs and the Internet for obtaining, creating and storing information.

According to the conducted research an Internet technology is defined as methods of introducing Internet services into the process of teaching a professional foreign language on the basis of interdisciplinary projects. At the present stage of using Internet technologies it is possible to talk about a new approach to creating a computer learning environment. It does not consist in the development of a specialized software product but in the systematic and integrated use of carefully selected Internet resources for learning purposes. The sources include directories, interactive lessons, forums, chats, e-mail, authentic teaching materials, Web 2.0 services.

Recent Internet teaching technologies and Web 2.0 services appeared in the last decade have been analysed in the course of the research in order to select the most appropriate Internet technology and Internet service as space and means of organizing interdisciplinary project work. The selection criterion was the correspondence of the Internet service and Internet technology with the conditions that are necessary for organizing interdisciplinary project work. According to the selection results web-quest is the Internet-technology that can serve as a basis for the methodology of an interdisciplinary project.

The choice is stipulated by the fact that the Web Quest integrated into the method of interdisciplinary project contains elements of problem-based learning and allows solving complex problems that arise in the process of teaching a professional foreign language to bachelor students. However, taking on account a limited number of academic hours devoted to the discipline "Professional foreign language" it was decided to use not all stages of the web quest but the very idea of organizing joint learning activities of students using Internet resources. "Virtual disk Google" as selected to effectively coordinate the teamwork of students on the project and provide adequate feedback from the teacher. "Virtual disk Google" contains an optimal set of tools for creating, storing, sharing information, organizing teamwork in a virtual environment and monitoring the process of work on the project on the part of the teacher.

The resources of the Internet are unlimited and constantly updated. Therefore, the teacher should also be able to assess the authenticity, scientific and educational value and content of authentic material presented in the Internet before using it for teaching purposes. Complex assessment of websites quality is related to such characteristics as design, usability, content, language accuracy, etc.

L.K. Raitskaya distinguishes three main directions from the variety of criteria for selecting Internet resources: 1) content evaluation when the teacher acts simultaneously as a reader, expert, censor; 2) the evaluation of user interaction implies the definition of the general content usability (graphics, design, color, perception and uniqueness of the menu and structural elements); 3) the evaluation of the information architecture includes the quality of the organizational structure of the resource [10].

Selection of Internet resources is of vital importance at the preparation stage of the interdisciplinary project since the content of authentic material should maximally support fulfill-

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ment of the project task. In addition to the quality of information, it is important to simplify the use of the Internet resource in our case the Internet service "virtual disk Google" to organize joint work on the project in the virtual space. Students should not have to make a choice between solving the task in the course of working on a project and studying computer programs embedded in Internet services and resources. So the IT skills of students with Internet technologies should be not proficient but sufficient for successful work on a project assignment.

Forms of learning activity include the organization of collective work of the teacher and students to achieve the educational goal and make it possible to manage cognitive activity, relationships and interaction of students in the context of selected methods and means of teaching. The method of the interdisciplinary project based on Internet technologies is built on the active creative interaction of students and the teacher. The learning process is constructed on an active basis transforming the learner from an "outside observer" into an active subject of the educational process. Learning activity forms used in the developed methodology (individual, pair, group, frontal) on practical classes and in extra-curricular time with the help of the "virtual Google disk" provide the opportunity to simulate situations that create positive motivation and encourage students to act both autonomously and in a group solving the tasks of foreignlanguage professional communication.

A compulsory element of any methodology that ensures the successful achievement of an educational goal is pedagogical control in its three main functions: diagnostic, teaching and educating. The diagnostic function implies evaluating the level of knowledge, skills, abilities of students, their personal qualities necessary for future professional activity as well as assessing their behavior and learning activity. The teaching function is realized in the motivation to activate the learning activity. The educating function is manifested in identifying knowledge gaps, encouraging reflection, self-study and mistakes correcting. Control disciplines and mobilizes the intellectual and creative potential of students to achieve higher learning outcomes. We use writing tasks in the form of tests and productive assignments, oral reports in the form of presentations, front-line interviews, individual interviews, questionnaires in the methodology for development of foreign language professional and communicative competence using an interdisciplinary project based on Internet technologies.

The work on an interdisciplinary project based on Internet technologies is divided into three stages. The first stage is preparatory which in its turn is divided into the stage of "immersion" in the topic of discussion and the organizational stage. At the stage of "immersion" students get insight into the professionally-oriented topic of discussion that was determined in collaboration with them at the beginning of the learning process. Also, skills necessary for the successful fulfillment of the project task are developed at this stage. Learning takes place in classroom sessions using traditional and partly computer-based teaching tools.

Exercises done at this stage of the project can be divided into three main groups [11]: exercises on the language skills development within the studied topic (differentiating, gap filling, multiple choice, matching), next are exercises on the speech and team work skills development (situational, transformational, constructive, interactive in the pair and group forms, requiring collective work of students to solve the task) and exercises to develop skills necessary to use the Internet service "virtual disk Google" which will be a platform for project work. In each of these groups there are linguistic, conditionally-speech and speech exercises. Implementation of the above groups of exercises begins with language exercises when students are limited by prompts and conditions. Gradually the conditions are removed and students are given the opportunity to generate oral and written statements in their own way selecting vocabulary, grammar, phonetic design and style that they consider more acceptable in each act of professional communication doing conditionally-speech and speech exercises. Let us consider the examples of exercises:

Differentiating

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1. Read the words and find the odd word out in each line: a) firm company society subsidiary

b)product commodity merchandise service

c)ship assemble customer purchase

d) plant facility patent factory

e) titanium aluminum copper rubber

2. Each of the following words is used with the word energy. Distribute them into two groups: words that are put before and after the word energy.

Change, chemical, conservation, conversion, electrical, mechanical, solar, heat, nuclear, potential.

Matching

1. Match the finished goods with the processes involved in their production.

2. Listen to the speech of five production engineers and match them with the functions they perform.

Gap filling and construction

1.Fill in the gaps in the sentences describing the operation of the wind turbine with the proper verbs in passive form.

2.Listen to the description of the graph showing the volume of car production over the past 10 years. Some parts of the graph are missing. Follow the speaker and complete the graph.

Transformation

1.Read the description of the dialogue between the two engineers in the indirect speech. Write direct speech of the speakers. Pay attention to the changes in the verb forms and time expressions.

2.Read the pairs of words (a part and an operation of the technological process). Make sentences in passive voice describing the transformations with the parts in the production process.

Communicative exercises

1.A machine broke down in the workshop. You are an electrical engineer. Talk to the worker who worked on the machine. Find out what happened and suggest ways to solve the problem. Act out the dialogue. Use the phrases below.

2.Read the text about the typical components that make up a modern robot. Propose the functions that it can perform based on its structure.

Interactive exercises in the pair and group forms of work

1. Work in groups of three. Each of you should read your text about modern production technologies. After reading, tell other members of the group how the technology works,

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what its advantages are and what it is used for. Fill in the information about each technology according to the points presented in the table.

2. Work in groups of three. Each of you has a text about modern robots. Read your texts. Then the first of you retells his/her text. The second acts as a reporter, takes notes and then render the information to the third of you. The third assesses how correctly the content was rendered. Each of you should perform three roles.

Exercises to develop skills of using "Virtual disk Google"

1.Create an account in Google browser. Write a report on the diagrams below. Place the report file on Google disk. Make this report accessible sending the link to two other students from your group. The students who received the report evaluate how well information is presented in the report and write your comments. Place the comments file in Google disk and make it accessible to the author of the report.

2.Work in groups of two. Choose one item from the list. Study which technological processes are involved in the item production using the links presented below. Make up a group presentation in the tool "presentation" in the "virtual disk Google». Share the information and place it on four slides. Each of you prepares two slides. Then look through the slides of the partner, leave your comments using the chat. Make the presentation accessible to other members of the group. Also, comment on other presentations access to which you will receive.

The second stage of the preparatory phase of an interdisciplinary project based on Internet technologies is organizational one. The students are presented with a key problem that must be solved in the course of the project work. Secondary tasks are identified for finding the solution to the main problem as well as the sequence of group work to solve the tasks, the time frame for the provision of interim reports and the final product, and the ways of collecting, analyzing information and means of organizing group work. Students are provided with rubric for evaluating their intermediate and finished activity outcome.

At the same stage students are divided into groups. Division into groups is held according to two main criteria: the level of foreign language proficiency and major. Groups are formed from students with different language levels (which makes it possible to avoid "weak" or "advanced" groups) and of different majors (which facilitates students’ subsequent career guidance when division into narrower profiles occurs). After getting acquainted with the purpose, means, algorithm of work, timeframe members of each group get access to their joint presentation on the "virtual disk Google" that must be created by the teacher in advance. Joint presentations will be a product of the students’ collective activity presenting the results of the research activities of each group to solve intermediate tasks within the framework on the key problem of the project.

The second "research" phase of the work on an interdisciplinary project is also divided into two stages: work in small groups and teamwork of the whole group. Working in small groups, each small team group gets a task, a list of questions to answer, a list of links to websites information in which should be studied, analyzed and discussed in a group to work out a common solution. The whole group work starts with the presentation of a key problem for the solution of which it is necessary to use the results of studies conducted in small groups. The success of solving the key interdisciplinary project problem will depend on how effectively studies have been conducted in small groups. Each student has access to all presentations created by small groups at the previous stage of the research phase.

The teacher acts as an observer and coordinator of the general work of each group members. Talking to students, discussing the results of their research, encouraging them to express their point of view, argue, analyze and compare the teacher helps each group member choose

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