Keyword: «коммуникативная компетенция»

This article examines the possibilities of applying interactive immersive learning technologies at English language lessons in secondary school. It analyzes such technologies as virtual and augmented reality, artificial intelligence, as well as game-based and role-playing learning methods. The interconnection between these approaches and traditional pedagogical practices is substantiated. The main advantages of immersive learning are identified. The attention is focused on a positive impact on student motivation, development of communicative skills, and formation of intercultural competence. The challenges of implementation related to technical and methodological aspects are highlighted. Recommendations for the effective use of these technologies in the educational process are presented.

This article examines the diminishing academic and practical value of traditional translation competitions in the context of the rapid development of machine translation and generative artificial intelligence technologies. The author analyzes the limitations of automated translation systems, identifies the risks of formal assessment of linguistic accuracy, and argues for a shift in focus from the product to the process of translation decision-making. Alternative written formats are proposed that preserve the translation concept while eliminating the mechanical application of neural network tools. The article discusses the principles of constructing assignments aimed at developing metacognitive skills, critical thinking, and intercultural competence in students majoring in non-linguistic fields. It concludes that process-oriented assignments contribute to more effective assessment of translation skills in the context of digital transformation in foreign language education.