*Concept of a Management System for the Formation of Adult Language Skills on the Example… DOI: http://dx.doi.org/10.5772/intechopen.96926*

students. It seems that these organizations have a poor understanding of how to do this in relation to adult learners in a fairly short time and on a mass scale.

That is why the problem of refugees and migrants sometimes becomes a disaster in the developed countries of Europe and the United States of America. One of the main reasons why developed countries refuse to accept them is, first of all, a lack of understanding of how to solve the problem of training a large number of adults with their subsequent employment. Therefore, both in Europe and in the United States, instead of destroying walls like the Berlin Wall, they plan and create walls between states, spending huge sums on this, exceeding the cost of creating highlevel educational systems by thousands of times (**Figure 17**). Maybe now with the arrival of the new White House administration, the situation will change?

The implementation of such a project is particularly important for refugees and migrants. In a relatively short time, they will be able to get not only all the necessary information about their new profession, but also to acquire stable language skills of the new homeland. Moreover, the learning process will take place remotely, without the work of a teacher directly in the classroom face-to-face with students, and the classes themselves can be held at any point where there is an Internet connection. The resulting solutions and tools will actively contribute to the efforts of state administrations to manage the integration of migrants at the national and local levels. They will also facilitate communication with migrants and their access to services such as vocational and language training, employment, education and social security in host communities.

Expanding the influence of SVM in educational institutions in different countries and especially the widespread introduction of components in the market of electronic educational services will change the trends that have existed for decades and eliminate existing gaps in the ratings of even developed world powers. For example, such a technologically advanced country as Japan, according to the EF EPI Rating [19], is only on the 55th place in the world, which is significantly lower not only, say, Italy (30) or Spain (34), but even Belarus (40). Despite the existence of the project IT-country (**Figure 18**), the implementation of a full e-AMS in Belarus is not planned in view of the utter disinterest of the educational structures to change the current situation for decades, are encouraged to seek independent decisions within the system startups or search for like-minded people abroad.

**Figure 17.** *The Wall and e-AMS costs.*

Progress is impossible to stop, however sometimes it is the education system because of the extreme conservatism and focus of their activities primarily on the implementation of government social orders do not contribute to the innovative development of society. An alternative to this is electronic learning systems can quickly implement and put into practice the most advanced technological innovations.

The proposed e-AMS provides the formation of the speech zone of the acquired language in the mind of the learner due to a sharp increase in the effectiveness of exercises by transforming grammatical information from verbal to graphic form. In addition, continuous assessment of the level of competence of the student leads to the formation of a logarithmic dependence of the learning curve and compensates for the prerequisites for its degradation, providing a synergistic effect in the learning process. As the core of the system, it is planned to use the Structural-Visual Method to create non-Verbal means of teaching foreign languages based on modern technologies, teaching new labor skills and new social interaction.

The main result to date can be considered a conceptual solution to the problem of simultaneous interaction of the language system and ICT tools that ensure the sustainable formation of foreign language thinking of adults in the process of developing professional and language skills presented at the system level.
