2019 Issue №4

In this article, I analyse the significance of using non-verbal com­munication when teaching languages to visually impaired students. I consider in the context of learning activities the malfunctions and distortions of non-verbal behaviour mechanisms in blind and visually impaired students. I present my earlier tested strategy for overcoming physical, psychological, and language barriers by learning languages.

In this article, I consider teaching professional foreign languages to future bachelors of physical education. I analyse the regulatory, academic, and research literature to summarise the theoretical findings of the study, which seeks to explore and compare requirements for bachelors of physical education and consider the competency-based and activity-based approaches to the development of universal competencies in students when learning a foreign lanaguage.