O n f e r e n c e

crossword CALL task
, 
which can be used as part of autonomous student work aimed at the enrichment of their 
professionally-oriented vocabulary. The texts from our new course book on accounting
are supplied with hyperlinks and become starting points for making up crosswords, with 
the tasks formulated as follows: "Read the text below and draw up a crossword puzzle on 
the basis of the words supplied with hyperlinks; exchange your crosswords in class and 
compete for the best score”.
An authentic text is supplied with hyperlinks referring to the lexis requiring additional 
consolidation. These hyperlinks connect the words with an online 
Free Dictionary
by 
Farlex, which includes a number of reputable dictionaries and encyclopedias. Fulfilling an 
integrative multifunctional crossword CALL task consists of the following stages: 1) work 
with the words marked with hyperlinks: students pass to the website
http://www.thefreedictionary.com, providing definitions of the required word from 
several dictionaries (Financial, Legal, Thesaurus, Encyclopedia) to choose from; 2) 
drawing up a crossword puzzle with the use of the required words and their definitions 
using the Hot Potatoes program or a special site for making crosswords 
http://www.crosswordpuzzlegames.com; 3) crossword puzzle exchange with classmates
and their filling in class.
The implementation of this crossword puzzle CALL-task involves such types of
educational activities as reading, writing, comparison and analysis, with a certain degree 
of creativity and individual contribution. The final stage of completing this task is pair 
work in class, when students participate not only in the discussion of CALL-task 
technological modes, but also in the discussion of professionally-oriented definitions 
involved in their crossword puzzles. Different interpretations of the same word enable us 
to study the word in-depth, and in order to choose a suitable interpretation for the 
crossword, students get familiarized with several definitions (Liamzina & Popova, 2014). 
Work with professional lexies does not end after making a crossword puzzle, since 
students are supposed to solve their own crossword before sharing it with a classmate. 
At the final stage, students study the same words in the process of solving each other’s
crosswords. Thus, due to the conditions of double actualization word memorization 
process is enhance
d, which greatly facilitates the process of students’ communication in 
English in their professional sphere. Therefore, we can observe technical vs linguistic 
competence formation among postgraduate learners. 
A great variety of resources on any aspect of foreign language learning available on the 
Internet provide good grounds for both spontaneous and “directed” discussion. Consider