Digitalization of educational processes and social interaction has been intensified by the year of pandemics under the COVID-19 lockdown conditions. As a result, the transformation of the conventional patterns of students' social behavior, educational peer-to-peer cooperation, as well as general educational skills, such as memory activation,
concetration of  attention during the learning process, execution of willpower to progress in a foreign language acquisition, can be observed in the offline classroom. The unproductive effect of digital natives' dependence on the virtual mode of information search and communication has turned such phenomena as Google-effect, nomophobia, phubbing, Snezhana syndrome and digital autism into new challenges for teachers of foreign languages.
Moreover, these new cognitive and psychological characteristics of digital natives call for testing the traditional methodology of foreign languages acquisition. Fundamentally, it concerns the possibility to preserve the
interconnectivity in the development of the classical combination of speaking, listening, writing and reading skills. Especially, if handwriting is going to be discounted in the virtual context. Thus, it all raises a plethora of pedagogical issues to be openly discussed and studied as multidisciplinary challenges, which are to be met without delay, as the rapid advancement of IT spurs us to immediate actions.

Teaching a Digital Native: Challenges in Foreign Languages Acquisition