APPLICATION OF AR-TECHNOLOGIES FOR FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION FOR THE ORGANIZATION OF INDEPENDENT WORK

Statement of the problem. The article investigates the problem of AR-technologies application in foreign language teaching at university. Referring to the research of Russian and foreign scientists such as N. Howe, A.P. Avramenko, E.N. Solovovа, O.G. Starodubcevа, V.N. Taran, E.I. Passov and others, the authors develop a methodology for the formation of lexical competence through AR technologies in the organization of independent work of students of non-linguistic specialties. Results. The experiment was conducted on the basis of Chelyabinsk State University. The testees were the 1-st year students of the Math Faculty studying at Computer Security 10.05.01 specialty. 42 students took part in the experiment. The experiment lasted for one semester. We introduced in the educational process the applications with AR-functions such as Tik-Tok, Housecraft, and a social network messenger. As a result, an algorithm for choosing an AR-application was developed, and a methodology for the formation of lexical competence using AR-technologies was tested when organizing students' independent work. Conclusion. After conducting experimental and search work, we have figured out that the formation of lexical competence in the organization of independent work of students studying a foreign language with the AR-technologies is quite successful. We have found that AR-technologies allow leveling a number of communication barriers that students face when learning a foreign language. A universal algorithm for choosing an augmented reality application was developed to introduce it into the teaching process of any discipline. In addition, the methodology for working with AR-applications in foreign language classes was tested, positive results and good feedback from students were obtained. The advantages of AR-technologies for the purposes of foreign language teaching are described.