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Application of these models, of course, enhances the outcomes of the learning procedure. In the foreground of them we have a student as the subject of any activity, and all educational efforts are directed to his cognitive and personal development. When developing communicative teaching strategies these models intersect in one or another way. Especially clearly we can trace it while determining factors of motivation for successful learning. Interests, demands and characteristics of students' emotional manifestations are associated primarily with their communicative abilities so as the motive is initiating an incentive for the development of speech activity.
In view of all this we have a pleasure of bringing to your notice the research of Masalimova A.R., where the idea of involving students as tutors and moderators has been proposed and considered. Distant or remote foreign language learning in the frames of corporate education arranged as online learning process proved to be a good form for them in helping teachers of the course to organize discussions and consultations for company staff [7].
As part of the proposed technology, student tutors (moderators) together with language teachers selected optimal forms and methods to share their knowledge of English with the specialists of the enterprise. They determined short-term intentions of the company specialists to study at the course; assumed the burden of explaining the reasons for awarded marks and ways to improve them; developed recommendations for specific issues in all spheres of the study, etc. [9]. Students participated in conducting group discussions on specific topics; discussed them with high school teachers, representatives of the enterprise, at student conferences. They tried to identify factors and conditions that hinder the process of network-reflexive dialogical interaction with tutors from the company; participated in the development and adjustment of the methods applied. In close cooperation and collaboration with the company representatives students succeeded in writing their papers on the experience of corporate university course and had them published in international and in-company conferences [11].
In conclusion we'd like to reiterate that millions of people today want to improve their command of English and opportunities to do so are provided in many different ways such as through formal instruction, travel, study abroad and in-company education, as well as through the media and the Internet. English language skills and fluency in English are important factors for success and advancement in many fields of employment in today's world. And it is communicative language teaching that refers both to processes and goals in classroom and distant learning. It has 'communicative competence' as the central theoretical concept and is, really, a win-win methodology that can help the teachers and developers of language courses to meet the students' demand for communication skills in English.
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