В настоящее время объектом активного изучения лингводидактики стало

Figure 6. The structure of module teaching 
Module Teaching 
Module – 1 
Module – 2 
Module – 3 
Module – 4 
Entry 
test 
Particular 
aim 
Content 
Testing 
Particular 
aim 
Content 
Testing 
Particular aim
Content 
Testing 
Particular 
aim 
Content 
Testing 
Exit 
test 

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It is necessary to point out that constructing of a module begins 
with formulation of an integrative purpose. Then the task for entry 
control is given which aim is to reveal students’ level of the 
language performance and readiness for acquiring the suggested 
material. When all particular purposes are defined the teacher
thinks about purpose arrangement and creates teaching elements –
algorithms of operations and actions, as well as assessment and 
error correction instruments. The next to the last module element is 
fulfilled with the component as a resume describing the steps and 
instructions for doing assignments.
 
Reflect on the questions: 
 
1. How do you understand the term “learner’s autonomy”?
2. What technical aids are used for distance-learning? 
3. Do you have experience in FLT in the format of Blended 
learning? What are advantages and disadvantages? 
4. What is the module teaching? What principles can you name 
for construction of the module program? 
5. Is the module technology used in the local context of 
education? Is it an effective form of education? 
6. Do you consider that the tandem-method is effective? Think 
about ways of using the tandem-method to improve the language 
performance. 
 
Activities: 
 
1. Think of one or more examples of learning autonomy which 
you have experienced as a learner and which you consider to be 
effective in development of language skills. Write down a brief 
description of them. 
2. Give arguments that there are differences between learning a 
FL in traditional way and in Tandem. How will you find the