2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2020-6-2-0-42045PEDAGOGICS<strong>Teaching foreign language to medical students in the framework&nbsp;of virtual reality technology</strong><strong>Teaching foreign language to medical students in the framework&nbsp;of virtual reality technology</strong>KonnovaZoya IvanovnaKonnovaZoya Ivanovnakonnova71z@gmail.comSemenovaGalina VladimirovnaSemenovaGalina Vladimirovnagalinasem27.03@mail.ruTula State University.Tula State University20206200

The article is devoted to the study of the possibilities of teaching a foreign language for special purposes within the framework of virtual reality technology and its advantages in comparison with traditional forms of education. The potential features of virtual reality as an ideal educational environment are specified. The pertinence of the study stems from the need to optimize the process of mastering the skills of professional foreign language communication of modern medical students by using virtual reality technology along with traditional training technologies. The aim of this study was to study and analyze the use of existing virtual reality technologies in teaching medical students and to consider the possibility of using them when learning a foreign language. Due to the lack of research base devoted directly to the experience of using virtual reality technology in teaching a foreign language to medical students, methods of description, analysis, and forecasting were used. Currently, there are quite a lot of simulators used in medicine, and although these simulators are not intended directly for learning a foreign language, the authors emphasize that they provide a wide range of opportunities for medical students to immerse themselves in virtual reality to work out professional skills, while actively developing professional communicative foreign-language competence. During various manipulations in virtual reality, you can fully reproduce professional communication in a foreign language, practicing medical terminology and language behavior in an authentic language environment. This theoretical study allows us to conclude that today VR technology can be used in teaching medical students a foreign language at a University. At the moment, these technologies are new, and there are many obstacles to their application in Russian universities, but virtual reality is one of the most promising ways of teaching and learning a foreign language by students of generation Z.

The article is devoted to the study of the possibilities of teaching a foreign language for special purposes within the framework of virtual reality technology and its advantages in comparison with traditional forms of education. The potential features of virtual reality as an ideal educational environment are specified. The pertinence of the study stems from the need to optimize the process of mastering the skills of professional foreign language communication of modern medical students by using virtual reality technology along with traditional training technologies. The aim of this study was to study and analyze the use of existing virtual reality technologies in teaching medical students and to consider the possibility of using them when learning a foreign language. Due to the lack of research base devoted directly to the experience of using virtual reality technology in teaching a foreign language to medical students, methods of description, analysis, and forecasting were used. Currently, there are quite a lot of simulators used in medicine, and although these simulators are not intended directly for learning a foreign language, the authors emphasize that they provide a wide range of opportunities for medical students to immerse themselves in virtual reality to work out professional skills, while actively developing professional communicative foreign-language competence. During various manipulations in virtual reality, you can fully reproduce professional communication in a foreign language, practicing medical terminology and language behavior in an authentic language environment. This theoretical study allows us to conclude that today VR technology can be used in teaching medical students a foreign language at a University. At the moment, these technologies are new, and there are many obstacles to their application in Russian universities, but virtual reality is one of the most promising ways of teaching and learning a foreign language by students of generation Z.

virtual realityVR technologyprofessional orientation of trainingsimulation of real conditionsauthentic language environmentvirtual realityVR technologyprofessional orientation of trainingsimulation of real conditionsauthentic language environmentСписок литературыAmelkina, M.V. and Karagezyan, M.V. (2019), &ldquo;Mobile augmented reality quests as a means of forming professional foreign language competence of students in the conditions of academic mobility&rdquo;, Sovremennyj uchenyj, 4, 14-20. (In Russian).Borscheva, V.V. (2018), &ldquo;Virtual reality in language education&rdquo;, Pedagogika i psixologiya obrazovaniya, 1.23-28. (In Russian).Gladkova, O.D. and Konnova, Z.I. (2015), &ldquo;On the issue of Informatization of language education as a didactic basis for professional foreign language training of specialists&rdquo;, Izvestiya Tul`skogo gosudarstvennogo universiteta. Pedagogika, 1, 92-98. (In Russian).Kasyanenko, E.F., Rubtsova, L.N., Dimov, I.D. and Bogomolova, V.Yu. (2019), &ldquo;Distance and mobile training in medical universities: problems and prospects&rdquo;, Sovremenny`eproblemy` nauki i obrazovaniya, 5, 39. (In Russian).Klyuchko, V.I., Kushnir, N.V., Matyazh, A.S. and Zhukov, V.A. (2016), &ldquo;Virtual reality technologies: modern simulators and their application in medicine&rdquo;, Nauchny`etrudy` KubGTU, 15, 94-104. (In Russian).Konnova, Z.I. and Semenova, G.V. (2018), &ldquo;Formation of socio-cultural competence of students in foreign language classes&rdquo;, Izvestiya Tul`skogo gosudarstvennogo universiteta. Gumanitarny`e nauki, 4, 71-80. (In Russian).Lensu, Ya.Yu. (2014), &ldquo;On the way to virtual reality (from the history of the origin of the concept of virtual reality&rdquo;, Innovacionny`e obrazovatel`ny`e texnologii, 1(37), 71-76. (In Russian).Martynov, B.V. (2019), &ldquo;Formation and capitalization of digital consciousness: ecosystem approach&rdquo;, Intellektual`ny`e resursy` &ndash; regional`nomu razvitiyu,V. 5, 2, 81-84. (In Russian).Nikitichev, I.G. (2019), &ldquo;Virtual reality in foreign language education&rdquo;, Yazy`k. Obrazovanie. Kul`tura. XIII Vserossijskaya nauchno-prakticheskaya e`lektronnaya konferenciaya s mezhdunarodny`m uchastiem, posvyashhennoj 85-letiyu KGMU, 267-270. (In Russian).Semenova, G.V. (2018), &ldquo;Modernization of the content of language education at the level of professional training of graduate students&rdquo;, Izvestija Tul&#39;skogo gosudarstvennogo universiteta. Pedagogika, 2, 93-100. (In Russian).Sperkach, E.V. and Dronov, V.V. (2016), &ldquo;Application of virtual reality in medicine&rdquo;, Gaudeamus Igitur, 1, 72-75. (In Russian).Khokhlova, D. I. and Kalinichenko, V. Yu. (2019), &ldquo;Application of digital technologies in teaching foreign languages&rdquo;, Modern Science, 12-3, 355-359. (In Russian).Grady, S.M. (2003), &ldquo;Virtual reality: Simulating and enhancing the world with computers&rdquo;, New York: Facts on file, 34, USA.