ОСОБЛИВОСТІ ОРГАНІЗАЦІІ НАВЧАННЯ ІНОЗЕМНОІ МОВИ У РІЗНОРІВНЕВИХ ГРУПАХ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

Abstract

There are many strategies that can be put into practice to meet the needs of all students, but unfortunately, no "magic method" will guarantee every student's academic success. Today, most schools have students of different levels and abilities, which is a challenge for teachers. The teacher's goal is to reach all students by observing them in a variety of ways to achieve effective learning. Almost most students think of English as a subject they have to learn in school and do not realize that English is a language of communication that is used all over the world. A systematic approach is needed to solve these problems. Education should be aimed not at knowledge, but at skills. The article is devoted to the organization of the foreign language learning process in groups of students with different levels of foreign language proficiency. The reasons for the appearance of such groups, as well as the problems that may arise when studying in such an educational environment, are considered. The problem of heterogeneity of groups is successfully solved by using a special technology of multi- level training. In this study, it is noted that in the conditions of teaching foreign language communication of students of higher educational institutions, this technology involves diagnosing the initial level of each student and building individual learning trajectories of students in the zone of their immediate development. Methodical strategies for the implementation of multi-level differentiation are proposed, which will contribute to the effective learning of a foreign language by students of non-linguistic majors. The form of group interaction of students, which will be effective in the learning process in this format, has been determined. The expediency of using educational materials of different levels of complexity during teaching foreign language students in groups of different levels has been confirmed. The article also states that this format of work aroused interest among students, most students began to respond more actively in class. As a result, their foreign language skills improved.