IMPLEMENTATION OF PRINCIPLES OF INDIVIDUALIZATION AND DIFFERENTIATION IN FOREIGN LANGUAGE CLASSES IN HIGH SCHOOL

Abstract

The article examines the system and approaches of individualization and differentiation in the process of learning a foreign language in higher education. Determined factors that affect their functioning in the process of working in classes. Separate problems and ways to overcome them are analyzed. Certain opportunities for creating favorable conditions for the development of the creative potential of an individual, development of his thinking and understanding of the ultimate goal and task of learning a foreign language have been identified. Methods and techniques for increasing students’ cognitive activity in classes and strengthening their motivation are illustrated. The article examines the views of scientists N.P. Volkova, G.R. Havryshchak, O.M. Shparyk on individualization and differentiation as dominant and organic components of the educational process. Various approaches to the concepts of differentiation and individualization, as well as concepts related to them, are summarized. The works of these scientists became the theoretical and methodological basis of the conducted research. These principles help to find effective means for teaching a foreign language and learning it effectively. We must not forget that in higher education, the main influence on a student is his mood, curiosity, drive, concentration, surprise. The ability to stimulate the mental states we desire requires a process of individualization and differentiation of each student. A unique approach should be the whole system of education and training of the individual. This article describes the technology of implementing the abovementioned principles in English language classes in higher education. The use of internal differentiation for working in groups and the cluster method for strengthening the cognitive development of each individual when learning a foreign language in higher education are illustrated. The problem of a wide range of possibilities of these principles in the conditions of changes in the system of social relationships, rules of student behavior in the new realities of life is raised. Emphasis is placed on the importance of new requirements for the education system: flexibility, adaptability, feedback, quick response to changes in the social environment, cooperation with psychologists. Considered possible means of organizing students’ work in groups and individually, determined prospects for further research in this direction.