ИНТЕРАКЦИЯ В КОММУНИКАТИВНОМ ИНОЯЗЫЧНОМ ОБРАЗОВАНИИ: ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ И МЕТОДИЧЕСКИЙ АСПЕКТЫ

Abstract

Statement of the problem. The main purpose of the concept of communicative foreign language education is personality formation ready for cross-cultural communication and capable of it, and it is therefore necessary to expand the frontiers of the traditional approach to the four types of speech production (listening, reading, speaking, and writing). The purpose of the article is to study and to analyze pedagogical, psychological and methodological literature on the research problem, to identify and justify the need to consider interaction as an independent type of speech production. Materials and methods. The study methodology consists of the central tenet of the theory of speech production by L.V. Vygotsky, I.A. Zimnaya, A.A. Leontiev, etc.; the concept of communicative foreign language education by E.I. Passov, O.S. Bogdanov, L.V. Kibireva, E. Kollarov, etc.; theoretical tenet on pedagogical interaction (S.V. Vlasenko, A.L. Kolzina, M.A. Petrenko), the concept of interactivity in foreign language education by U. Ber, A.A. Kolesnikova, A.K. Krupchenko, A.N. Kuznetsova, etc. Research results. The study showed that interaction as a key element of foreign language and communication training ensures the effectiveness of the process of teaching foreign language communication and is a mandatory element of foreign language education. Conclusion. The presentation of interaction in the context of communicative foreign language education has shown the expediency of considering interaction as an independent type of speech production. Preparation of methodological recommendations on the formation of interactive skills and abilities in the process of communicative foreign language education can be the subject of further study of the research problem.