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Language is made up of five basic components: morphology, phonology, syntax, semantics and pragmatics. Morphology in linguistics represents the study of the words, how they are formed and their relationship with other words in the same language; phonology involves the rules regarding the structure of the speech sounds and their sequence; syntax is the study of morphemes and how they form larger units; pragmatics involves the rules for appropriate and effective communication; semantics deals with vocabulary and the way concepts are expressed through words. Thus, vocabulary is one of the constituent elements of the language. Words carry meaning and have their own energy representing the building blocks of communication. According to the context they are used in, their meaning differs, therefore, vocabulary acquisition is crucial when talking about English for Specific Purposes, in our situation, Business English. But how is vocabulary acquisition in second language done? Vocabulary building often occurs through reading, however, it is unlikely for the students in foreign language to acquire the basic specific vocabulary through reading. The present paper deals with the strategies a Business English teacher approaches in order to assist students to learn vocabulary as well as to equip them with methods to turn perceptive vocabulary into context vocabulary. How can vocabulary be taught efficiently? How can teacher provide learners the needed input in order to shift vocabulary from input to output? How can teachers introduce vocabulary in order for optimal retention to be ensured? These are some the questions the present paper addresses.

In the 1990s, the rise of the Internet throughout the world helped significantly the job of the English language teachers, in ways of having access to vast information and access to new methods of teaching foreign languages. We think that, back then, nobody thought of what technology and access to Internet would mean to us one day. But since the beginning of 2020, the world has been going through an unprecedented crisis. The pandemic has changed everything: family behaviour, schools, businesses, environment, and so on and so forth. The world has been divided into two: the businesses and companies that have been stopped and the sector of the jobs that continued working. Since many countries have faced lockdowns, subsequently many schools have closed their doors. The teachers have faced the situation of delivering courses using virtual classrooms, not matter how tech-shy they have been. Of course, online teaching English has both advantages and disadvantages. The question is simple: do the perks outweigh the downsides of teaching English online? The answer is difficult. It depends on every teacher. The present paper is trying to throw some light on this question.

The article explores the benefits of using computer technology in the educational process and emphasizes their ability to increase the motivation of foreign medical students to study. Using the latest technologies in the educational process is a demand of time. Intensifying the interest to the discipline and improving the quality and level of knowledge of students is the purpose of such using. The necessity and importance of on-line education at the current stage of society development is substantiated. Using effective techniques and methods of online learning, creating a variety of online courses, engaging students in an independent creative process – this is the optimal way to update the internal reserves of the educational process. The role of students' independent work in the educational process is determined. It is moticed that the independent work of students requires the same organization and methodological support as the traditional class work. The peculiarities of the content of independent work of foreign medical students are revealed and their communicative needs are determined. In accordance with the subjects of the educational programs for specialists in the field of knowledge 22 "Health care", specialty 222 "Medicine" and according to the communication needs, EDX on-line platform was selected and created for creating and implementing online special courses for independent work of foreign students at different stages of study. The structure of individual online special courses is analyzed, the purpose, tasks and results of each of them are highlighted. The subject, distribution of classes, structure, linguistic, speech and communication material of the on-line special course "Introduction to the specialty: scientific speech" are characterized. The specificity, orientation, purpose and specifics of the task of the on-line special course "Professional communication: doctor – patient" are revealed. The conclusions about the necessity and appropriateness of the application of the specified online special courses in the process of preparation of foreign students in medical institutions of higher education.

The article explores the benefits of using computer technology in the educational process and emphasizes their ability to increase the motivation of foreign medical students to study. Using the latest technologies in the educational process is a demand of time. Intensifying the interest to the discipline and improving the quality and level of knowledge of students is the purpose of such using. The necessity and importance of on-line education at the current stage of society development is substantiated. Using effective techniques and methods of online learning, creating a variety of online courses, engaging students in an independent creative process – this is the optimal way to update the internal reserves of the educational process. The role of students' independent work in the educational process is determined. It is moticed that the independent work of students requires the same organization and methodological support as the traditional class work. The peculiarities of the content of independent work of foreign medical students are revealed and their communicative needs are determined. In accordance with the subjects of the educational programs for specialists in the field of knowledge 22 "Health care", specialty 222 "Medicine" and according to the communication needs, EDX on-line platform was selected and created for creating and implementing online special courses for independent work of foreign students at different stages of study. The structure of individual online special courses is analyzed, the purpose, tasks and results of each of them are highlighted. The subject, distribution of classes, structure, linguistic, speech and communication material of the on-line special course "Introduction to the specialty: scientific speech" are characterized. The specificity, orientation, purpose and specifics of the task of the on-line special course "Professional communication: doctor – patient" are revealed. The conclusions about the necessity and appropriateness of the application of the specified online special courses in the process of preparation of foreign students in medical institutions of higher education. [ABSTRACT FROM AUTHOR]

We report an outcome study involving eight at-risk residents in long-term care facilities across four states. Residents were assessed in spoken and expressive language, memory, mental status, and mood before and after implementation of a Functional Maintenance Program that incorporated online interactive tools. Data analyses reveal small but meaningful improvements in expressive language and in memory, trending towards significance. They also show these non-robust participants' mean scores for mood and mental status remained stable. Findings are discussed in the context of stakeholders' considerations, including improving outcomes, conforming operations, securing revenues, and satisfying participants. [ABSTRACT FROM AUTHOR]

This article reports on a study of how Canadian academics use on-line technologies to deal with increasing demands and time pressures. The results suggest that, in struggling to manage conflicting organizational and temporal priorities, academics are adopting practices to manage these conflicts which adversely affect the quality and content of their teaching and research. Moreover, these changes in practice are integral to reconstituting the temporal and organizational order of universities so they can function as nodes in the wired global economy. Academics are urged to vigorously champion temporal practices which allow time for reflection and the ‘deep presence’ required for creative intellectual work. [ABSTRACT FROM AUTHOR]