Abstract
The article presents the analysis of distant technologies that are utilized by the world methodological society: a set of distance technologies (desktop videoconferencing, e-mail, voicemail, online chat, web-based resources, e-learning platforms), synchronous/asynchronous technologies, m-learning/e-learning technologies. These technologies were analysed from scientific positions concerning their typology, essential characteristics, and linguistic and methodological potential.
 The authors of the article also provide distance technologies that can be used when teaching Russian language as foreign for medical purposes: synchronous technologies, professional websites, e-learning platforms, e-mails, mobile applications.
 The verification of distant technologies’ usage is conducted experimentally. The obtained results show that distance learning is useful and should be used in teaching foreign languages for other levels and professional purposes.
 Not only does the success of distance educational courses depend on the distance technologies that are provided by a teacher, but also we should rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.
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