ORGANISATIONAL AND PEDAGOGICAL CONDITIONS OF FOREIGN LANGUAGE PROFESSIONALLY ORIENTED STUDENT`S TRAINING OF HIGHER AGRICULTURAL EDUCATIONAL INSTITUTIONS

Abstract

The relevance of the study is determined by the active processes of reforming higher education in Ukraine and current trends in language training of agricultural specialists, which stimulate the scientific and educational environment to improve and find new conditions for foreign language training. In this regard, the purpose of our scientific development is to determine the organisational and pedagogical conditions for foreign language vocationally oriented training of higher agricultural education students. To achieve this goal, we used a set of theoretical research methods to analyse, synthesise, generalise, compare and systematise theoretical data. After analysing the results of foreign and domestic studies, it is found that today there is no single approach to defining the content and quantitative component of organisational and pedagogical conditions. It is noted that the professional training of agricultural students has its own peculiarities, therefore, it provides for specific organisational and pedagogical conditions of foreign language vocationally oriented training. The paper defines the organisational and pedagogical conditions for the formation of readiness for foreign language professionally oriented communication as an integral system of factors that affect the effectiveness of mastering knowledge, skills and abilities. With the help of pedagogical conditions, an educational environment is created that promotes the creative development of students’ personalities and the formation of professional competence of the future agrarian. It has been observed that the process of foreign language vocationally oriented training is effective if the following organisational and pedagogical conditions are met during the training: ensuring the gradual formation of a stable internal motivation to learn a foreign language for professional purposes; directing the foreign language training of future agricultural specialists to the gradual accumulation of professional experience in foreign language vocationally oriented communication; creating an active educational and communicative environment taking into account the peculiarities of foreign language teaching.