Abstract:

Introduction:
Modern students "perceive smartphones, tablets and laptops as a kind of natural extension of themselves – as a third hand or so-called "external brain". Digital devices are no longer an accessory, they are now a necessary tool for learning and living in the 21st century". It is obvious that the use of opportunities of video blogging in the educational process increases students' interest in learning and contributes to a deeper assimilation of educational information.
The material of our research is video blogs. Videoblog – a kind of blog (Internet diary), which content includes videos recorded on camera by the author. In modern conditions, we are increasingly turning to video blog as a tool of educational activities and are looking for opportunities to use video blog when working with students.

The extend of a problem:
To use video blogs for educational purposes, it is necessary to study the content-thematic features of the material and speech behavior of bloggers. YouTube is as personalized as possible. In this genre the personal, individual component is extremely important. Not advertising, but the reasoning and thoughts of the blogger are in the foreground.
The strategy of self-presentation is manifested in the search of bloggers for their "zest", the specifics of speech and presentation of material.
The use of YouTube in the educational environment corresponds to the philosophy of active learning, which characterizes the modern approach to teaching. Active learning focuses on the maximum involvement of students in the educational process; the teacher plays the role of a coordinator, pushing the student to action, organizer of an interesting and exciting atmosphere, contributing to increased interest in the topic. Accordingly, the use of YouTube in teaching should not be limited to the demonstration of videos selected by the teacher. The possibilities of using such material are much wider.
First, students can search for content on a given topic, critically evaluate it and select the best, in their opinion, materials. Secondly, students can make their own videos on a given topic and upload them to YouTube. For example, when working with educational literature, students can use the techniques of so-called "bookmakers" - bloggers telling about books.
The use of YouTube functionality in the learning process contributes to the activation of mental, practical and creative activities of students.

Research methods:
As a research methods we used general scientific methods of observation, description and generalization, as well as special methods of linguistic description.

Research results:
After analyzing the speech material with the use of methods of communicative pragmatics, we came to the conclusion that the video blog is characterized by a personalized presentation of the material, Dialogic, installation of fascination. Video blogs have the characteristics of informal spoken language, with fixed inclusions connotative painted, slang, reduced vocabulary. Video bloggers are able to speak on the chosen topic emotionally, sincerely, fascinatingly. The researchers note that when viewing such videos, the socio-psychological mechanism of emotional infection is triggered. During the training, the teacher can offer students and work with existing video content, and work on creating their own videos based on educational tasks.

Keywords:

Education, modern educational system, educational tool, video blog.