SUBSTANTIATION OF PEDAGOGICAL CONDITIONS FOR INTERACTIVE LEARNING OF FOREIGN LANGUAGES AT HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE (THE SECOND HALF OF XX – THE BEGINNING OF XXI CENTURY)

Abstract

The study notes that modern transformation processes are raising the issue of improving the quality of higher education. According to the Laws of Ukraine «On Education», «On Higher Education», «On the Principles of the State Language Policy» and the National Strategy for the Development of Education in Ukraine for the period up to 2021, the main goal of the activity for higher educational institutions is to train highly qualified specialists competitive in the labor market, capable of effective work at the level of international standards. Taking into account the experience of teaching foreign languages at higher educational institutions of Ukraine (the second half of XX – the beginning of XXI century) we have the opportunity to address the definition of pedagogical conditions that contribute to the successful application of historical and pedagogical achievements in modern educational practice.It was clarified that various aspects of the problem of determining the essence of pedagogical conditions as a scientific category were raised in the works of V. Andrieiev, Yu. Babanskyi (general didactic analysis of holistic pedagogical process), H. Yelnikova, T. Shamova (creation of educational environment), V. Volkova, V. Hrynova, V. Lozova (development of teacher's professionalism), etc. In the presented study pedagogical conditions are considered as specific circumstances that arise as a result of purposeful and systematic selection, modeling and implementation of the educational process elements in order to effectively solve the educational problems.The generalization of the results of general didactic, scientific and methodological scientistsʼ searches of the study period (I. Zymnia, Ye. Pasov, V. Safonova, V. Furmanova, etc.) showed that interactive learning – is a specially organized cognitive activity that creates comfortable psychological and pedagogical conditions of learning, provides the course of internal processes of activation and facilitation, makes it impossible to dominate one participant in the educational process over another. The interactive organization of the educational process involves an active and equal (subject-subject) interaction of all its participants; to a certain extent, it is a process of mutual learning, in which the teacher and the student are united by a common educational purpose, with mutual reflection on the results achieved. Taking this into account, the pedagogical conditions for teaching foreign languages at higher educational institutions (the second half of XX – the beginning of XXI century) are presented as an interconnected complex of the basic components of the educational process, reflecting the content, methods, techniques, forms and types of learning, as well as provide the most productive formation of the current level of foreign language communicative competence of students relevant to the modern labor market.The study has determined that the pedagogical conditions of interactive learning of foreign languages at higher educational institutions of the study period should include: 1) the formation of motivational, valuable, cognitive and verbal spheres of students’ personality by means of systemic application of transdisciplinary links and information and communication technologies; 2) the implementation of cognitive, communicative and responsive (adaptive) strategies of educational activity through the organization of dialogical and educational interaction between the teacher and students (between students); 3) ensuring a high level of activity and independence of students through immersion in professionally oriented problem situations; 4) ensuring the professional orientation of the learning process.