BLENDED LEARNING IN TEACHING ENGLISH TO PHILOLOGY-SPECIALITY STUDENTS

Abstract

The essence of the term «blended learning in the process of teaching English to philology-speciality students» is expressed and it is stated it is a purposeful interaction between the teacher and students of higher philological education, aiming at forming English-language professionally oriented competence, achieving the formulated educational tasks, taking into account the specifics of philological knowledge and involving a combination of effective aspects of traditional learning and interactive distance learning technologies, which is based on the principles of autonomy. The idea of blended learning (henceforth BL) high potential is associated not only with the technology and the way of learning, but also with its personalization. It has been postulated that teaching a foreign language in a BL setting involves the ideas of fragmentary presentation of learning material through computer visualization, creolized texts with the use of interactive teaching methods; presentation of educational material in small portions and blocks, each of which uses its own method and technical means, professionally oriented communication tasks. It has been inferred the woe is not what to «mix» in teaching English to students, but rather what is the optimal ratio of combining different teaching technologies, forms and methods.