**1. Introduction**

In the last decade, the understanding of the "digital factor" – the intensive development of new information and communication technologies, which entails a radical reformatting of the information landscape of the educational system, has become an increasingly significant aspect in understanding the meanings of the education of the future. It is obvious that this factor has an increasingly obvious influence on the dynamics and internal content of education, changes the "coordinate system" of the educational process, and produces new, sometimes unexpected perspectives on understanding the answers to the question "who are we?" transferring it from an "eternal" and largely retrospective state to a situation of constant relevance. We are changing reality, and reality changes us. But there are phenomena that remain unchanged in their essence. One of these phenomena is language.

A foreign language in today's world is the key to many doors. A specialist in any field who speaks a foreign language has much more opportunities than a specialist who speaks only his native language. Knowledge of foreign languages brings a specialist to a new level because he/she can make his/her achievements in the profession public, carry out wider communication, and expand his/her professional horizons [1–3]. A foreign language becomes a means of more intensive development of a person because a linguistic picture of the world is added to the usual picture of the world of a specialist, and this is already a completely different view of the world. In this regard, the problem of teaching foreign languages, the development of new technologies and teaching methods, and the use of information technology for this purpose remains relevant.

Modern methods of teaching foreign languages are based on many well-known and recognized methods, such as mixed (A.R. Loren, I. Rakhmanov, A. Shcherba), social-communicative (P. Gurvich, A. Mirolyubov), structural-functional (A. Starkov, V. Slobodchikov, A. Shapko), methodological concept of the Moscow School of Teaching Foreign Languages (G. Rogova, I. Vereshchagina, I. Bim, I. Zimnyaya, B. Lapidus, R. Minyar-Beloruchev), conscious-comparative method (A. Kreusler), method of activating the reserve capabilities of the individual and the team G.A. Kitaygorodskaya, linguo-sociocultural method (S.G. Ter-Minasova, V.A. Maslova), etc. Appeared at the turn of the twentieth-twenty-first centuries express method by I. Davydova, intellectual method (intellectual method), emotional-semantic method by I.Yu. Shekhter, case method, methods of D. Runov, V. Milosevic, reading method by I. Frank, supreme learning system by M. Shestov, original program proposed by D. Nikulicheva, foreign language course of I. Rumyantseva, as well as the communicative method (V. Kuzovlev, E. Passov) and modern methods of V. Leventhal, N. Zamyatkin, A. Dragunkin, T. Baitukalov and G.O. Gromyko (matrix method), project method, D. Petrov's method, explicative-communicative method of teaching foreign languages in a nonlinguistic university by G.A. Krasnoshchekova and many others testify to the high degree of development of the problem of teaching foreign languages. We can mention also intercultural method (J. Enever, E. Lindgren), grammar method (J. Bond, C. Hazell, J. Rifeser), communicative-telecommunication method (M. Petrova, J. Gao), multisensory teaching proposed by V. Šepec, and "flipped" method (M. Kondratyuk, L. Romaniuk).

Video resources in teaching have been considered by I. M. Schnitman, T. Strasser, Y. Yang, and H. Shang.

In the direction of using personal characteristics in training, among many others, it is necessary to name the methodology of individualized training, taking into account the influence of the cognitive styles of students B.L. Leaver and the methodology of differentiated teaching in accordance with the properties of the nervous system of students (according to dynamic types: weak, inert, strong, mobile), proposed by M.K. Akimova and V.T. Kozlova.

Despite the presence of a significant number of studies on the possibility of using a person's psychological characteristics, influencing his consciousness, and the personal sphere in order to increase the effectiveness of learning, there are no teaching methods that are simultaneously focused on the formation of foreign language competencies and the development of educational and cognitive skills. Many methods of teaching foreign languages, which we observe in the modern educational space, the use of various means of teaching, and the rich content of foreign language teaching indicate that a foreign language is one of the most popular disciplines in the educational process. Many methods, techniques, and technologies

of teaching foreign languages make us think about the quality of the educational process [2].

Practice shows that many methods and means of teaching foreign languages do not always give the desired effect. The problem is that language teachers are always looking for the optimal method of teaching, which would allow for minimal time to achieve maximum results. In our opinion, the use of video in the teaching of foreign languages has the greatest potential in comparison with other means of teaching because only video allows you to put the language learner in the world of the language, to demonstrate the sociocultural phenomena associated with the language, and to engage in the learning process all channels of perception of information. Video is a unique medium that combines sound and image, learning, and culture [4–6].

Video, in teaching foreign languages, is an opportunity to hear native speakers, see sociocultural phenomena, and try to understand a foreign language in a natural situation, and not in a classroom. Video shows the real situation of communication, which is so necessary for learning all aspects of the language and mastering all kinds of activities – reading, speaking, listening, and writing [3].

Video is a special tool for teaching foreign languages, which requires special training from the teacher, preparation and use of additional materials, and development of tasks and exercises, that is, methodological and pedagogical support for the use of video in the educational process [7].
