Abstract
The article deals with the problem of using immersive technologies for teaching future philologists of the Oriental language. It considers the ways to implement tasks aimed at fast, active, correct and convenient studying by students of the Oriental languages by means of immersive technologies, such as technologies of augmented and virtual reality. The main classifications of types of augmented and virtual realities have been provided for understanding the principles of their use in the educational process, in particular for learning languages. The article describes the scientists’ studies and their main results regarding selection and application of immersive technologies for students who study the Oriental languages at philological departments of higher education institutions. The advantages of using immersive technologies for teaching future translators of the Oriental languages, in particular of Japanese, at the Education and Scientific Institute of Philology, Taras Shevchenko National University of Kyiv, at lecturers and seminars for “Japanese Kanji Characters” have been revealed and substantiated. It has been found out that among these approaches, students prefer an approach based on the creation of educational materials by themselves using augmented reality, which is due to their motivation for creating such examples of hieroglyphs with augmented reality that will interest other students and illustrate the most difficult cases in the language practice while translating from the corresponding (Oriental) languages.
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