Innovation technologies in the English language teaching and study

The spread of the English language as a language of international communication, a growing number of English learners led to the emergence of various methods of teaching and monitoring the effectiveness of the learning process. Using as an additional means of teaching foreign languages such authentic materials as cinema, radio and television has long proved its effectiveness. The emergence of innovative information technologies radically changed the nature of teaching, providing numerous opportunities to make the learning process more fun and productive. Technology is one of the most powerful engines of both social and linguistic changes; it is part of the globalization process, affects education and culture.

Currently, English is the language of politics, business, education, industry, the media, intercultural communication, as well as one of the main disciplines of educational programs. English language proficiency is the determining factor in entering well-known universities and obtaining prestigious and highly paid work. Interest in its study is growing, and the user audience covers almost all age categories, nationalities, educational levels. Emerging innovative multimedia technologies have provided a platform for the transformation and improvement of the traditional model of teaching English. New technologies are developing in parallel with the growing use of English and changing the nature of intercultural communication. The role of online education is increasing, making knowledge accessible to all, regardless of place of residence and social status. One of the widely discussed online education tools are MOOCs - mass open online courses. With the launch of commercial start-ups like Coursera, Udacity and the noncommercial edX MIT and Harvard University, mass open e-learning courses have evolved from a modest experiment to one of the main educational areas.

MOOCs are online classes consisting of short lectures, allowing open, often free registration (thousands can register for one course), assessing students' knowledge through periodic audits and interactive forums. With surprising speed, these systems captured the imagination of administrators, teachers, private investors and scientists. There are different opinions: the MOOCs adherents believe that they can change the structure of the educational process in the future, making it generally accessible and independent of geographical, social and financial constraints. Taking into account the dominant role and the huge number of offered specialized and "household" courses in English, the question arises: is it possible to use MOOCs technology to study the foreign languages themselves? The format of an open online course has its advantages, such as multimedia, flexibility, integration, maximum accessibility and comfort of obtaining knowledge. But it is necessary to note two main, hard-to-remove deficiencies of the online language course, the significance of which is enormous for any foreign language learner. Those who have already completed several modules of the Coursera language course are dissatisfied with the structure of the course.

Almost everything is regulated by a tutor and asynchronously. This means that lectures, tests and assignments are prepared in advance, correct and incorrect answers have already been laid down, the criteria for passing or failing the course are determined from the very beginning, which is perfectly suited for most disciplines, except for foreign languages, where discussion, interaction and Live communication is the only way to form a communicative competence. The second problem can be called "inertia, lethargy" of MOOCs users. It is not always present, but it can be expected in most cases. The course is provided to the user in a finished form, the interaction of the user with the learning content, his contribution is minimal and can be reduced only to the performance of the weekly assignment, which leads to a loss of motivation to continue learning. A talented moderator is required in order to inspire, "ignite" the online audience, and this is exactly what the creators of MOOCs should strive for. The student does not have to wait a few days for an answer to his commentary or in vain to hope to find a partner to chat in an empty or indifferent forum [1, p. 73].

Nevertheless, the lack of interactivity in teaching foreign languages to MOCOCs can to some extent be compensated by studying grammatical, lexical material and listening. Thus, the phenomenon of MOOCs is the subject of a lively discussion raising questions about the future of higher education. One of the main tasks facing the MOOCs providers is the creation of courses corresponding to and satisfying the linguistic, educational and motivational needs of the global audience. The economic life is discussed online education, there is a fear that MOOCs can become a destructive innovation capable of destroying academic education. The issue of recognition and accreditation of knowledge obtained through MOOCs remains open. Educational technologies are developing rapidly, and it is impossible to predict whether MOOCs will make education transnational and global, or they will become only a variant of the development of traditional education using Internet technologies. It is undeniable that as an experimental technology used in the teaching and learning of a foreign language, MOOCs should be given the opportunity to undergo a practice check.