РОЛЬ СУБЪЕКТНОЙ ИНДИВИДУАЛИЗАЦИИ В ПОВЫШЕНИИ УРОВНЯ ВЛАДЕНИЯ ИНОСТРАННЫМ ЯЗЫКОМ НА НЕЛИНГВИСТИЧЕСКИХ НАПРАВЛЕНИЯХ ПОДГОТОВКИ

Abstract

The paper studies the application of the multiple intelligence theory as one of the ways of measuring the subject individualization in teaching a foreign language to students of non-linguistic specialties. It is important to optimize the group learning process to achieve maximum efficiency in teaching a foreign language to students of non-linguistic specialties against the growing demand to their level of communicative competence in a foreign language. In terms of a limited number of hours, the solution to this issue can be individualization of learning process and consideration of individual, personal and subjective qualities of students, in particular. This research studies the components of individualization and areas of their application in teaching a foreign language. The author suggests activating subjective individualization in the process of learning a foreign language by applying the conceptual foundations of Howard Gardner’s multiple intelligence theory in teaching. The paper gives a brief summary of the theory, analyzes the main eight types of intelligence in learning a foreign language and the use of subjective personality traits in teaching. The differentiation is given to the concepts of “intelligence” and “intelligence in the theory of multiple intelligence”, and the notion of “a type of intelligence” is specified. The paper presents the stages and phases of research aimed at proving the efficiency of introducing the theory of multiple intelligence into the learning process, they are trial pilot training, long-term experimental training (questioning, training, repeated questioning). The technique is described for determining the level of development of types of intelligence in the context of teaching a foreign language. According to the results of the study, the types of intelligence can be developed by increasing their level through specially selected exercises; consideration of the types of students’ intelligence in the classroom increases their effectiveness in a foreign language.