INTERACTIVE TEACHING OF FOREIGN LANGUAGES IN HIGHER EDUCATION: CONCEPT FORMATION IN THE DEVELOPMENT CONTEXT OF PEDAGOGICAL SCIENCE (SECOND HALF OF XX – BEGINNING OF XXI CENTURY)

Abstract

The article reveals the concept formation of interactive teaching of foreign languages in higher educational establishments of Ukraine (second half of XX – beginning of XXI centuries). It has been determined that the term "interactive teaching" is relatively new one. Its implementation to the pedagogical thesaurus was carried out in the 90s of XX century, when the concept apparatus of pedagogical science was enriched actively by the research achievements of related sciences. It is proved that the concept "interactive teaching" by itself comes from the term "interactivity", which at that time was widely used in sociology.Based on the analysis of the leading scientific researches: sociological – symbolic interactionism, role theories and reference group theories (H. Blumer, M. Kun, J. Mid etc.), psychological – the concept of humanistic psychology (A. Maslow, K. Rogers, D. Moreno and others), social perceptual cognitive theory (K. Levin, F. Haider, T. Newcom, L. Festinger), pedagogical − the theory of active learning, studies concerning intensification of education, providing cognitive activity, formation of educational and dialogical interaction (V. Guzieiev, M. Klarin, E. Polat, V. Slastonin etc.) it has been defined the scientific sources of the concept development of interactive teaching of foreign languages in higher education of Ukraine achievements of the second half of XX – beginning of XXI century. The study found that some scholars attribute concept formation of interactive teaching with the development of the Internet. Studying the phenomenon of interactive teaching in this dimension involves focusing attention on the implementation of information technologies, distance education, usage of Internet resources also e-books and reference books, work online and so on into educational process. At the same time, there is a view that interprets interactive nature of learning with more wider general and pedagogical standpoint as the ability to interact or be in the mode of dialogue with anyone (for example, a human being − teacher, student etc.) or anything (e.g., a computer). The contradiction on the understanding of the term "interactive teaching" lies in the scientific origins of the outlined problem, namely in the history of formation and development of the interactive teaching concept. It was found that the concept development of the interactive teaching of foreign languages was carried out on the basis of the so-called traditional model, which envisages the application of consciously comparative (L. Shcherba) and consciously practical (B. Beliaiev) teaching methods. The necessity to improve the process of teaching foreign languages has led to the justification of the intensive method (H. Lozanov), the method of "enhancing of the individual and collective capabilities" (H. Kytaihorodska), the method of "integrative linguistic and psychological training" (I. Rumiantseva) etc. It is proved that the scientific researches of the named scholars with the aim of implementing the identified innovations in educational practice have become a driving force in the concept development of interactive teaching of foreign languages in higher education of Ukraine of the study period.