A Model for Developing Foreign Language Academic Speaking Skills in Non-Linguistic Major Students: Results of a Pedagogical Experiment

<p>The active use of visual aids and innovative technologies is a priority in the modern approach to teaching Russian as a foreign language. The <strong>relevance</strong> of this article lies in the fact that it is the first to explore the use of visual and audiovisual aids in teaching Russian as a foreign language in the field of meteorology. The <strong>purpose</strong> of this article is to demonstrate how traditional and innovative methods and forms of working with visual aids can be combined in Russian as a foreign language classes for foreign meteorology students with a natural science background. The <strong>hypothesis</strong> is that visual aids can enhance the cognitive abilities of foreign students in the process of learning Russian as a foreign language. For the first time, a method for comparing real and virtual images created using artificial intelligence has been proposed. It has been revealed that meteorological charts and weather forecasts are additional means of visualization for meteorologists. Visualization allows for the formation of all types of competencies necessary for a meteorology student, starting from the elementary level. When visual aids are used regularly as a support tool, the effectiveness of learning increases significantly. Special vocabulary is fixed in long-term memory and allows for the development of professional competence.</p>

In the context of accelerating integration and globalization processes, English is a key competence of modern professionals. The development of international relations, the active introduction of foreign experience in various spheres of public life and other globalization trends determine the need for the formation of higher education student’s skills and abilities of academic and professional foreign language communication. The purpose of learning English is not only to master it as a means of communication, but also to acquire professionally oriented foreign language competence for the successful implementation of further professional activities. The article highlights the peculiarities of the formation of English-language communicative competence in the training of marketers. It is established that the growing market demand for marketing professionals has led to an expansion of the offer of educational services in this area. The purpose of the article is to investigate the main scientific approaches to the formation of communicative competence of marketers in the process of learning English and to determine the main components of English communicative competence, methods of its formation. Communicative competence is seen as a set of knowledge, skills and abilities, as well as the ability to apply them for effectively communication in certain communicative situations. One of the most important communicative competencies of a future marketer is knowledge of a foreign language: the ability to read professional literature, communicate with business partners, write and study in a foreign language. It is determined that the basic scientific approaches to the formation of communicative competence in marketers are competence, cultural and systemic. It is substantiated that a modern English teacher should have a wide range of teaching methods and technologies, which will facilitate the satisfaction of educational needs of higher education students.

Introduction. Nowadays society is in demand for skills required to conduct scientific research using a foreign language, among other things, but the problem is that students do not have well-formed research skills. In addition, the undergraduate curriculum does not provide for a separate learning course for the formation of such skills. The purpose of the study is to theoretically and practically substantiate the effectiveness of the application of a professionally oriented distance learning course in a foreign language to the formation of research skills in university students of non-linguistic degree courses. Materials and methods. The study involved second-year students (N = 34) pursuing a degree in “Pedagogical education” (main subjects “History, Social science subjects (Social science, Geography)”, “History, Social science”) at Bunin Yelets State University. For statistical data processing before and after the experiment, methods of mathematical statistics and Mann–Whitney U test, in particular, were used. Research results. It was revealed that the proposed authors’ course is effective for the formation of research skills in students of non-linguistic degree courses at a university. The data obtained at the control stage of the experiment after training indicate that the level of formation of research skills in students in the experimental group is much higher than in the control group (U = 70; p < 0,01). Conclusion. The data on the methods for the formation of research skills in university students are systematized and summarized; the formation of research skills in undergraduate students of non-linguistic degree courses while implementing the authors’ specialized distance learning course in a foreign language is experimentally verified; the effectiveness of this course for the formation of students’ research skills while working with foreign language material was proved. Keywords: distance learning course, professional orientation, research skills, foreign language, nonlinguistic degree course

Introduction. Research competencies, including the skills of working with professional foreign language literature, various authentic sources, the ability to work with specialized scientific databases forms the basis of modern professional training of medical students. Aim. Description of the author's model of working with authentic foreign language materials for junior medical students and justification of the technology of organizing educational activities using specially selected authentic materials at the stage of the transition from general foreign language disciplines to professional communication. The subject of the study was the stage of transition from the general course of a foreign (English) language (GE) to a professional one (ESP). Materials and methods. The research is based on the cascade principle of the formation of foreign language competencies of medical students. This principle presupposes the systematization and practical application of general language knowledge, on the basis of which professionally significant communication skills are formed. The methods of analysis, synthesis, induction, deduction, comparative studies were used, which made it possible to assess the relationship between the system of professional medical education and the use of authentic foreign language materials in this process. The empirical study was implemented by integrating professional questionnaires (needs analysis) [24] into D. Kirkpatrick's four-type model for evaluating the effectiveness of training during the transition from GE to ESP at the beginning and at the end of training. The study was conducted during one academic year (September 2022 – June 2023) in classes in the disciplines "Foreign language (General English)" and "English for professional communication (ESP/EAP)" at the Faculty of Medical Science (N. V. Sklifosovsky Institute of Clinical Medicine, Sechenov University). The respondents of the study were 80 medical students of junior courses (1st and 2nd year students) of the level of English proficiency "Intermediate" (B1+) and "Upper-Intermediate" (B2+). Results. The results of the study showed that medical students from the study group reacted positively to the introduction of professional authentic foreign language materials into the educational process. The developed model of designing educational work allowed to form and put into practice the technologies of the educational process relevant to the professional field of medicine, which increases not only the foreign language communication of students, but also their professional competencies. Conclusion. The scientific novelty of the research lies in the parameters of the developed model of the application of actual authentic materials into the educational process of professional training of medical specialists. The obtained results can be used in professional medical education, improving and improving the process of training professional personnel at the level of development of research and socially significant foreign language competencies.

The aim of the study is to substantiate the influence of the use of visual aids on the level of mastering the academic subject "Mathematics" by blind students in elementary school. The article analyzes modern approaches to the use of visual aids in the learning process, taking into account the latest achievements in the fields of pedagogy, psychology, and neurophysiology. The types of visual aids and their place in cognitive activity are considered. The characteristic features of blind students are highlighted and described, which is the basis for the use of special visual aids in the structure of academic subjects, including the study of mathematics. An analysis is carried out of the assimilation of educational material in mathematics in two sections of the curriculum (solving word problems; spatial relations and geometric figures), since the level of assimilation of the program material in them depends on timely and properly organized work with visual aids in the classroom. The scientific novelty lies in substantiating the need to use visual aids as a means of forming mathematical knowledge and practical skills in blind elementary school students. The results determine the need to include visual aids in the planning of mathematics lessons for blind students, which contributes to preventing the dominance of verbal knowledge over practical skills.

The article discusses the problem of effective written foreign language communication teaching, substantiates the need to develop a methodology for teaching written foreign language communication in a nonlinguistic university. The relevance of the research is due to the high interest of employers in employees possessing foreign language business discourse skills. Business writing skills are one of the factors for a young specialist's success. The study of the issue of training competent specialists remains in the problem field of teaching written foreign language communication in a nonlinguistic university. The problem of teaching foreign language writing was touched upon, however, the task of teaching foreign language discourse remains relevant in a nonlinguistic university and requires resolution of the contradiction between the need for specialists with written foreign language communicative competence and the development of the issue of teaching written foreign language communication in a nonlinguistic university. The purpose of the research is to develop a methodology for the development of written foreign language communicative competence in a foreign language practical lessons in a nonlinguistic university. In the course of the research the literature on the topic has been analyzed, the methods of observation and comparison have been used, and a pedagogical experiment has been carried out. The research results are of practical importance. They can be used by foreign language teachers in a nonlinguistic university in teaching «Professional foreign language», «Business foreign language», «Foreign language for professional communication», «Foreign language for business professional communication», «Foreign language in the professional sphere», «Technical foreign language», «Foreign language in the field of professional activity», «Foreign language for the profile of training». The study has showed that teaching written business discourse will be more successful if the learning process is based on a communicative-cognitive approach, the content of educational materials is situational, and an effective control system is developed.

The article is devoted to the problems of foreign language teaching strategy in course of its improvement. The improving strategy is aimed at teaching Russian students of higher education. Modern teaching standards in Russian higher educational institutes deprive the natural course of the language performative aspects. Strategies for improving foreign language teaching, a project for optimizing programmes and courses of study are presented in this article. Basic improving tendency concerns traditionally extracted language patterns transformed to pay variety for referential speech environment. In order to improve the process of teaching a foreign language to the university students it is necessary to exclude formalism, thematic division of the course in accordance with the metaphysical foundations of concepts, formal approach and conceptualism in the development of educational tasks, accepted as the basis of most modern curricula. The metaphysical categorical approach is currently regarded as an outdated. Improving educational methods in foreign language teaching encounters regular progressive adaptation of language concepts to pragmatic habitual skills of their use. Language ontology conception is aimed at supporting pragmatic connection between the language scheme of concepts and the speech being performed and does not surpass the language use relevance. To replace the limited approaches of modern education, it is proposed to introduce training programmes based on a communicative approach rejecting the strategy of teaching based upon progressive rewarding item. The foreign language teaching programmes should be developed in accordance with the students’ needs and correspond to current trends. The project of modern courses of teaching foreign language a priory is based on the principle of psychological comfort. Thus, the educational tasks and teaching exercises should perform a simulation of communicative situations, a discussion of current data of the modern information space. The foreign language teaching system is aimed at intensive integration of students with an authentic language environment. Much attention is paid to teaching stylistics and syntagmatic patterns of the foreign language. The practice of oral speech is represented by such modern approaches as the development and discussion of students' own projects. Teaching a foreign language to university students is carried out systematically. In the case when the distribution of the academic load does not allow to organize systematic teaching of the foreign language, the possibilities of modern information technologies are suggested to be implied. Interactive digital platforms are being developed as projects of modern educational technologies to support systematic oral practice and interaction between the trainers and trainees. The experience of implementing educational programs and courses at a university for the under-intermediate level requires a crucial educational program core component, including a semantic stratum of a nonconceptual nature. It is recommended to minimize the content for this basic level, especially for teaching students of non-linguistic specialties. The interchange of the conceptual-thematic approach in teaching a foreign language to a habitual one is approved. It promotes adaptation to a foreign cultural language environment, activates the functional aspects of language skills. There are two approaches in auditory skills development as well. The core strategy of the first is represented by the principle of the information intensification and concentration. The consciousness of a student is introduced into a situation with the most concentrated level of information performed. The second principle is based on a dialectical approach, i.e. to introduce the student into the referential system implemented in dialogues, interviews, etc. Improving at the level of a foreign language class is carried out under the condition of accurately elaborated educational project for mastering the course. Didactic progress in the process of mastering the course is achieved through the intensification of information supplemented by the constitutive influence of experience, i.e. empirically. The major functional styles are proposed to be journalistic, business and scientific (popular science), complementing the texts of a professionally oriented foreign language. An effective method to master the foreign language is to form a model of an authentic linguistic personality by special tasks, in the process of presenting pieces of information, reports, monologues corresponding to the stylistic norms of the foreign language. The mediated cycle of tasks within this approach includes the search for a functional and stylistic equivalent unit, analogies between texts of identical communicative discourse, and discussing the student’s opinion. After mastering predicative and narrative language structures, it is proposed to introduce exercises contributing to the assimilation of the lexical minimum, which is subsequently supplemented by performing various communicative situations. As a variable part some creative tasks, exercises for translation are proposed. The functional-pragmatic aspect, chosen as the basic one for teaching a foreign language, contributes to a ignificant intensification in learning, coordinates a systematic approach in education, allows to establish a balance between the cognitive and habitual aspects of the language oral practice, supports heuristic potential in teaching a foreign language. There is a successful synchronization of students' communicative skills with the authentic language functioning environment. Technological capabilities of artificial intelligence are actively used for the selection of authentic texts, the modulation of communicative situations. An effective complement to the strategy of optimizing curricula and foreign language courses is a didactic approach based on teaching translation skills, taking notes of orally presented texts and speech utterances.

To solve the problem of establishing contacts between the Deaf and the hearing in Russia, popularization of Russian Sign Language (RSL) and training of RSL interpreters are essential. This leads to the necessity of developing an effective methodology for teaching RSL. The study involves a comparative analysis of practical and methodological textbooks for teaching American Sign Language (ASL) and RSL. The article outlines the guiding principles and recommendations for organizing and planning sign language classes. These were discovered and formulated on the basis of the abovementioned analysis, an overview of RSL classes given by the deaf teachers at Novosibirsk State Technical University (NSTU), personal consultations with the teachers; and a survey conducted among the RSL teachers and the students majoring in Linguistics and studying RSL as a second foreign language at NSTU. The main guiding principles include implementation of all classroom communication in SL; gradual development of receptive and expressive skills; presenting new lexical and grammar material in context; and other. With regard to these guidelines, an RSL training module was developed and introduced as part of “Practical course of a second foreign language” for 2nd year students majoring in RSL interpreting. The efficiency assessment of the conducted training was carried out via a post-training survey among the students and its further analysis. The survey has shown that all respondents assessed positively the content, structure and conditions of the lessons.

The article deals with the necessity and peculiarities of implementing a practical component during binary classes on the discipline “Foreign language for professional purposes” with practical police officers and native-speakers of a foreign language, which contributes to the formation of foreign language communicative competence of future police officers. The aim of the article is to determine the didactic and methodical conditions under which the organization and conduct of binary classes in the discipline “Foreign language for professional purposes” will be effective and will contribute to the formation of foreign language communicative competence of future police officers and their readiness to communicate in a foreign language during the performance of official duties. Possessing a culture of professional communication is an integral factor in the successful professional realization of an employee of the national lwa enforcement bodies, a prerequisite for his/her identification and full functioning in a certain professional environment. Professional language is an important tool of professional communication. Various situations of communication with representatives of other languages and cultures cause a significant expansion of the communicative sphere of law enforcement officers activity. One of the factors stimulating cadets' interest in studing a foreign language is conducting binary classes with employees of law enforcement bodies. During the binary classes, the cadets studied professional vocabulary better and acquired foreign language communication skills by profession. A similar practice should be used in further work with cadets to maintain their constant interest in studing foreign languages. The experience of conducting similar classes with cadets of the Donetsk State University of Internal Affairs is presented and their effectiveness is analyzed. The work defines didactic and methodical conditions under which the organization and conduct of binary classes in the discipline "Foreign language for professional purposes" will be effective.

The article presents the results of an experimental study aimed at evaluating the level of formation of foreign language professional competence of future specialists in musical art within an internationalized educational environment. The study substantiates the relevance of foreign language training as a critical component of professional development for future musicians, especially in the context of their engagement in international projects, festivals, competitions, and academic mobility initiatives. Theoretical and methodological approaches to the definition and structure of foreign language professional competence are analyzed, emphasizing four core components: cultural-social, psychological-adaptive, professionally-communicative (linguistic), and pedagogical-methodical. A pedagogical experiment was designed and implemented in three Ukrainian institutions of higher education, comprising both a control group and an experimental group of master’s degree students majoring in Musical Arts. The experimental design included two key stages – diagnostic (ascertaining) and formative. Diagnostic tools were developed or adapted to assess eight criteria of competence formation: motivational, cognitive, activity-based, reflexive, communicative, sociocultural, personal, and practical. Data were collected and analyzed using both qualitative interpretations and statistical methods, including the Pearson chi-square test to determine statistical significance. The study confirmed that the introduction of specific pedagogical conditions – such as the creation of an internationalized learning environment, integration of music-theoretical, pedagogical, and linguistic knowledge, implementation of innovative foreign language instruction methods, and elective modules focused on professional communication – significantly enhanced the level of foreign language professional competence in the experimental group. The article concludes with a discussion on the effectiveness of the proposed innovations and suggests further directions for research and practice in optimizing foreign language education for future specialists in the arts in the context of higher education internationalization.

Introduction. Proficiency in English is becoming increasingly important in the global economy, especially in business and finance. By studying English, economics students can improve their communication skills, gain access to information, career opportunities, and gain a competitive edge in their academic and professional interests. That is why in the modern system of higher education, the process of teaching a foreign language in a professional direction requires special attention, which involves the preparation of future specialists for the use of a foreign (English) language in specific business areas. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. First of all, communication should be carried out by mastering the English professional vocabulary (EPV). In turn, the possession of EPV is one of the most important components of the formation of speech competence up to level B2 (according to the all-European scale of levels CEFR), which is the main aspect of learning English at a university for students of foreign language professional communicative competence. The purpose of this study is to determine the most effective model for teaching students – future economists English professional vocabulary (EPL) to the level of independent English proficiency (B2) and develop proposals for improving this model. Research methods. 96 2nd year students of the financial faculty of the Financial University under the Government of the Russian Federation took part in the pedagogical experiment. The study was conducted within 5 months. The main research methods were the method of scientific literature analysis and experimental study of the learning process of students – future economists using three learning models (traditional (classroom learning), distance (electronic), blended). Methods of mathematical statistics used: Kruskal-Wallis H-test and Mann-Whitney U-test. Results. Conducted test tasks (both written and oral) by students of three experimental groups before the methodological experiment showed the absence of statistical significance between the results of performance. This indicated that in the three experimental groups, first-year students are at the same level of mastering the EPV. However, after conducting a methodical experiment, the presence of statistical significance was revealed. This indicated that after the completion of the methodological experiment, the students of the three experimental groups of the first year of study are at different levels of mastering the EVP. Based on the results of the control assignments performed by students, it was found that in all experimental groups there was an increase in all indicators, but the greatest progress was observed in the performance of written and oral tasks in the EG3 group, in which the EPV was trained according to a blended model. Conclusion. Thus, the blended learning model turned out to be the most practical approach to the educational process at the university when learning a foreign language. Calculations have shown that the use of a blended model of EPV training for students of economic specialties ultimately led to the largest increase in the performance of written and oral assignments. To improve the model of blended learning, the authors have developed some improvements, upon implementation of which, the model of blended learning will become more effective in teaching English to the level of independent proficiency (B2) of students – future economists. The prospect of further research may be to determine the most effective ratio of classroom (traditional) and distance (remote) classes in teaching English to reduce the cost of education while increasing the level of foreign language professional communicative competence among students.

The article highlights the features of foreign language training of future specialists in preschool and primary education. It is found that the current state of domestic education necessitates its adaptation to new socio-cultural realities and globalization challenges and involves not only a structural renewal of the education system, but also a qualitative transformation of its content and organization. It is stipulated that foreign language training of future specialists in preschool and primary education has a number of features due to the specifics of their professional activities, which are aimed at the comprehensive development of the child, his socialization, the formation of communicative skills and elementary knowledge about the world. In this context, foreign language training should not only ensure the formation of basic language skills in students, but also focus on: the development of professionally oriented foreign language communicative competence, the formation of intercultural competence, the use of innovative methods and technologies in the process of foreign language training, the integration of foreign language training with other disciplines of professional orientation, the orientation to early foreign language education, the formation of readiness for continuous professional self-improvement. It is substantiated that the system of professional training needs to be updated in the direction of substantiating the conceptual foundations of foreign language education within the framework of a multicultural approach, which will ensure the formation of linguistic, communicative and intercultural competence as key components of the professional competence of a new generation of teachers. It is determined that the foreign language communicative competence of future specialists in preschool and primary education is interpreted as the ability to effectively use a foreign language in everyday communication, professional activities, the educational process, interpersonal and intercultural interaction. It was concluded that special attention is required to identify the features of foreign language training of future specialists in preschool and primary education, to create conditions for the implementation of various educational models aimed at individualizing foreign language training, expanding the range of methods and means of teaching a foreign language, and taking into account the personal and professional needs of students. At the same time, it was found out that it is important to ensure consistency between different levels of education through appropriate educational and professional programs, which allows forming a continuous vector of development of foreign language competence from fundamental linguistic training to its practical application in the professional activities of future specialists in preschool and primary education.

The article examines the role of a foreign language in preparing students of agricultural higher education institutions for professional communication.The study of foreign languages in non-linguistic specialties has a communication-oriented and professional-oriented character and is aimed at mastering speech competence in a foreign language for communication in social and everyday spheres of human activity, while appropriate attention is paid to learning the language of the specialty, in other words, for special professional purposes.The practical goal of learning a foreign language is the formation of students' linguistic, communicative and country studies competence.One of the components of the practical goal of learning a foreign language is communicative competence, that is, the ability to perceive and reproduce foreign speech in accordance with the conditions of speech communication. The professional orientation of studying foreign languages poses a number of tasks for the development of professional skills in students: mastering professional vocabulary, mastering the communicative skills of professional communication, formulating one's own point of view on professional topics, etc. The main and priority task of studying foreign languages for students of non-linguistic specialties is the development of communicative abilities, i.e. increasing the level of communicative competence for the purpose of communication between specialists of different countries and different fields of knowledge.The professional competence of the future specialist is considered as a qualitative characteristic of the specialist's personality, which includes a system of scientific and theoretical knowledge, including special knowledge in the field of the relevant specialty, professional abilities and skills, experience, the presence of a persistent need to acquire competence, interest in the professional competence of one's profile.It was found that one of the important tasks of learning a foreign language by students of non-linguistic specialties is the formation of skills and abilities to freely express thoughts and feelings in all types of speech activity: listening, reading, speaking, writing and in various spheres of communication: personal, public, educational, mastering the culture of speech, that is, to form the communicative competence of the individual, taking into account the competence approach, in which attention is focused on the results of education, and the result is not the amount of information learned, but the ability of a person to act in various problem situations.

Nowadays, the problems of enhancing professional competence of future professionals, their training for future activities in the current socio-economic conditions are extremely urgent. Exploration of higher education standards applied in recent years reveals a significant increase in the requirements for foreign language knowledge gained by non-linguistic students. In terms of intensive cooperation with foreign partners, it is extremely important to be able to communicate with foreign colleagues. Therefore, one of the core elements of lawyers’ professional competence is the ability to speak a foreign language at the level that is accessible for perception by a recipient. That is why teaching a foreign language as a means of communication in the future professional activity should be a priority goal of teachers. Thus, the formation of foreign language professional communicative competence of lawyers required for the use and analysis of foreign language information and data is an actual goal of the modern high school.
 The aim of the research is to specify the role of foreign language for the development of lawyers’ professional communicative competence.
 It should be noted that the formation of professional skills of students in the process of learning foreign languages will be effective if the current level of personal development is taken into consideration as well as the prospects for professional development, possible communication difficulties are anticipated and prevented by means of adequate tasks for group and individual work, systematic activities aimed at developing motivation and reasoning of joint decisions are organized.
 So, we can conclude that professionally-oriented teaching of a foreign language enables to organize active cooperation of all participants of the communication, which ensures mutual exchange of authentic, professionally meaningful information in a foreign language and mastering skills of professional communication. Professionally-oriented teaching English to law students at non-linguistic universities should be organized considering professional specifics. One of the most important elements of professional competence of future specialists is a good command of foreign language. Peculiarities of the formation of professional skills of future lawyers in the process of learning foreign languages are studied in the article. The stages of learning a foreign language and key communication qualities and competences formed in a specialist while studying foreign languages are analyzed.

Problem statement . The modernization of higher education is a good ground for the use of electronic resources in ensuring accessibility, continuity and quality of teaching foreign languages. The use of interactive tools (simulators, flash cards, virtual whiteboards) meets the requirements to educational training programs for students of pedagogical directions and the challenges of modern society. A flash card is a card with a word, a concept, an image on one side and a translation on the other. The study aimed at substantiating the effectiveness of the use of flash cards for the formation of foreign language competence of future teachers. Methodology . Theoretical and methodological analysis and generalization were used to determine trends in the development of language education, the inclusion of informatization tools in foreign language activities and professional communication. The online platform Quizlet was chosen to work with ready-made flash cards and to create new thematic sets in digital format. The questions for the control work grouped into two blocks “Digital educational technologies” (50 points) and “Foreign language in professional communication” (50 points) were compiled. The study involved 54 students from Vyatka State University (the direction of 44.03.05 “Pedagogical education”, with two training profiles, bachelor's degree level). Pearson's chi-squared criterion was applied at the stage of statistical processing of the results. Results . The system of working with flash cards in the foreign language professional communication of future teachers is described: the study of the Quizlet functionality, working with ready-made sets of cards, automating and improving lexical units, developing their own thematic sets. In the course of independent work and network collaboration the students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of formation of foreign language competence were determined. Conclusion. The use of flash cards in the preparation of students of pedagogical specialties has a significant didactic potential for the development of their foreign language competence: the effect of immersion, competitiveness and obtaining positive emotions; resources for independent language learning in extracurricular time; overcoming the language barrier in the virtual gaming environment of information interaction. However, there are some drawbacks: monotony of forms for tests, lack of opportunity to practice pronunciation, partial support of operating modes in the mobile version.