**2. Prerequisites for creating a system for acquiring language skills**

The ability to communicate in a foreign language is most quickly achieved through progressive mastery of labor skills while simultaneously developing the entire language system, which very accurately and in a timely manner implements the speech skills of a new language necessary for the student in his daily activities. This is the only way to quickly form thinking in a foreign language, in which the presentation of thoughts takes place in accordance with the norms of the new language system acquired for its expression in everyday speech. Modern research is interdisciplinary and is located at the intersection of systems analysis, ICT, psychology, linguistics and activity theory.

The relevance of the topic is determined by the need to create a new detailed technology for the formation of speech skills in the electronic management system for teaching a foreign language to adults. In the third decade of the XXI century, both metdological and technological prerequisites have matured for the realization of this goal. Technologies and tools created under their influence are directly influenced by a changing culture, and their further use is a way of accumulating and transmitting social knowledge.

Technologies using Big Data, artificial intelligence, machine learning, speech recognition and synthesis systems, as well as augmented or virtual reality create the technological basis that forms the basis for creating new LMS. In turn, the Korzybsky structural differential, the theory of activity of Leontiev and his followers, the system of interval repetitions based on the ideas of Ebbinghaus, the theory of formation of Bandura skills and the Structural-Visual Method (SVM) form the core of the Electronic language Acquisition Management System (e-AMS).

#### **2.1 Typical systems for teaching a foreign language**

There are a huge number of offers on the market to solve the problem of managing foreign language teaching. These are general-type LMS, programs and

#### *Digital Service Platforms*

applications for learning languages, both for individual aspects of the language and for the entire language as a system. In the course of research, a large number of such programs, applications and services were studied and tested. Let's focus only on the general features of entire classes of programs and services, mentioning only the most typical examples.

LMS of general type, such as Moodle, Docebo, Edmodo, Schoology and many others, are created mainly for the organization of the educational process within the framework of the classical path of knowledge acquisition. They are designed to facilitate and simplify the activities of the teacher, methodologist, and management of the educational institution and contain a large number of properties, functions, and tools. They are difficult to set up and master and are designed for use within large organizations (schools, universities, large firms). They perform their functions well, but it is extremely problematic to adapt them to manage the individual process of obtaining a specific skill.

Specialized programs due to the low methodological competence of programmers in most cases are created for the study of words. The use of interval repetition methods in such programs and services as Memrise, Mnemosyne, Anki, Supermemo, etc. allows you to quickly memorize poorly structured information, which provokes users to spend a lot of time on rather unproductive activities for memorizing the translation of words out of context and structure. This is also the sin of most services and social networks for language classes such as Duolingo, Busuu, LinguaLeo, etc.

The closest prototype is programs for complex language learning such as Rosetta Stone, Tell Me More, Babbel, etc. They offer tools for developing most language skills and are designed more for self-directed language learning. These programs do a good job with their functions, due to the direct, untranslated method laid down in their basis. But they have their own limitations and shortcomings that slow down progress and force people to quit classes. The main one is the same direct method, which reduces exercises to repeated repetition without understanding the logic of the language.

The situation is aggravated by the complexity and congestion of the interface, the non-obvious methods of training and the rather high cost of such programs. Such programs are created by programmers for people who are good at computers and are poorly adapted for use by ordinary people who are not familiar with computer technology. In addition, the presence or absence of a native language in the interface and content of the program does not guarantee the absence of translation, thinking and comprehension of the material in the native language, especially for people who have already had many years of experience in translation training.

To achieve direct understanding and completely untranslated thinking is possible only by combining the ideal balancing of the complexity and pace of training with the abilities and capabilities of the student by controlling the learning curve, which is one of the most important tasks of the controlled formation of language skills. As the review showed, at the moment there are no programs that allow you to block thinking in your native language and guarantee quick acquisition of direct thinking skills in another. This goal is not only not implemented, but it is not even put.

#### **2.2 Features of language skills formation in e-AMS**

New generations of teachers and students have, as before to wonder how to make the process of mastering the language quality and time-saving, what method to use in teaching. As sad practice shows, mechanical mastery of the language,
