Platova E.D.
DIGITALIZATION IN LINGUISTIC EDUCATION: POBLEMS AND PERSPECTIVES ^{[№ 2 ' 2022]}
Digitalization in society and education, happening in the last decades and getting fast-track development due to the world pandemic, has controversial character and arouses scientists’ deep interest. This research is aimed at identifying the current problems in the process of linguistic education digitalization in Russia and searching for the ways to solve them. Summarizing the best pedagogical practices in this context allowed to conclude that digitalization of educational process, understood as informative-educational environment development, which includes technical, educational and digital forms of managing educational process, gives wide opportunities for globalization in education and its quality improvement in general, and also great didactic potential of digital technologies in linguistic education in particular. At the same time the problems caused by widespread use of digital technologies in high schools were singled out and analyzed in the research. The changes at the labour market result in new social demands to learning outcome and specialist’s personality, explaining the necessity of prioritized development of their “extraprofessional” competences and soft skills. Herewith, the specifics of digital education are connected with increasing student’s independence and autonomy, at the same time, educational process individualization in digitalization questions about the trajectory of changes in personal and cultural identity, which can exist and develop only in society. Finally, due to the mentioned difficulties and controversies, digitalization in linguistic education is connected with the growth of the teacher’s role in educational process and demands to the level of his / her informational and professional culture, media competence. Content and methodical challenges presented to pedagogics in relation to digitalization of educational process are fixed in this regard.

Platova E.D.
INTERACTION EXPERIENCE AS THE BASIS OF BUSINESS COMMUNICATION ^{[№ 3 ' 2020]}
The problem of teaching business interaction causes steady scientific and educational interest in the context of competitiveness and mobility of specialists. The aim of the research is to prove that subject’s interaction experience is the basis of business communication. Business communication is a process of partners’ common activity on solving the problems of practical and business character. Effective business interaction has the properties of interactivity, i.e. high degree of cooperation, demonstration of subject-subject interaction. Monitoring of the students’ business communication showed close connection of the process with their interaction experience related to self-organization and self-control. In order to prove this supposition we summarized the best practices in this context and analyzed the most actual technologies of teaching business communication: critical thinking development; cooperation technologies; technologies of interactive and active learning; gaming technologies and imitative (modelling) technology. Forming the skills of critical thinking, reflexive analysis and self-analysis in pair and group common work, these technologies contribute to business communication development through formation of personal business interaction experience. Systematic controlled participation in business interaction including reflexive activity allows achieving the high degree of subject’s cooperation. Thus, the basis of successful business interaction development is interaction experience, which in its turn, can be purposefully formed in the course of subject’s multiple participation in business interaction.

Platova E.D.
THE POTENCIAL OF CROSS-CULTURAL EDUCATIONAL ENVIRONMENT IN STUDENTS' INTERACTION SKILLS DEVELOPMENT ^{[№ 2 ' 2017]}
The article regards cross-cultural communication as university interactive educational environment and describes its potential in students' interaction skills development. Among skills of interaction they distinguish communicative, creative and reflexive ones which are realized in accordance with communicative situation on the basis of present knowledge. Communicative skills of interaction include speech and non-speech skills. The first ones are connected with the speech skills of perception, expression and influence. The second ones deal with the non-verbal behavior of a subject in interaction. Creative skills of interaction contribute to the creation of emotional comfort in communication, help a subject to act confidently in new conditions, to find an approach to any interlocutor. Reflexive skills concern the subject's demonstration of the objective treatment both to interlocutor and situation. Cross-cultural communication — is the reality of subjects' interaction (individuals, groups, organizations), belonging to different cultures and subcultures, aiming to exchange valuable information adapted to the current norms and traditions with the help of corresponding system of signs, rules and techniques. The potential of cross-cultural communication in development of interactive skills (communicative, creative and reflexive ones) is revealed in creation of interactive educational environment, providing their development by way of culture. Being distinguished by plurality, situational and unpredictable character, cross-cultural educational environment includes ethno-socio-cultural context, situation, background knowledge, speech act as subjects' interaction that give it interactive quality. Being the basis of any interactive learning method, communicative-interactive task is regarded as the main unit of interaction skills development.

Osiyanova O.M., Platova E.D.
THEORETICAL-METHODOLOGICAL FUNDAMENTALS OF STUDENTS' INTERACTIVE COMMUNICATION EXPERIENCE FORMATION ^{[№ 2 ' 2013]}
This article concerns approaches, principals and rules of student's interactive communication experience formation; it regards the systemic-subjective-oriented approach, which is the integrative combination of systemic and subjective-orientated approaches as methodological foundation.

Platova E.D.
THEORETICAL ASPECTS OF STUDENTS' INTERACTION EXPERIENCE ^{[№ 2 ' 2012]}
This article concerns phenomenon of students' interaction experience; it describes its content, structure and possibilities of its formation in the educational process of high school.