Foreign Language Competence Research Articles

Hashtags and Environmental Literacy in the EFL Classroom

Abstract Hashtags have become an omnipresent phenomenon in the digital age. As such, far from simply being indexing devices, they can be perceived as meaning-making practices in their own right, which are involved in shaping contemporary social discourses. This discursive potential of hashtags can, for instance, be seen in current debates about climate change on Instagram and Twitter, where environmentally themed hashtags play an important role in how individuals construct a meaningful relationship to the natural environment. The present paper takes an educational perspective on these environmental hashtags, by taking a closer look at how hashtags can be used in the English as a foreign language (EFL) classroom to foster learners’ environmental literacy. It will be argued that hashtags provide a particularly useful learning foundation in English language education, since they assist learners in developing vital foreign language competences in the form of a response-ability and a discourse-ability and, overall, reveal the cultural construction of knowledge about the environment.

Development of Professionally Oriented Intercultural Competence of Future Tourism Experts in the Conditions of Post-Industrial Postmodern Society

The problem of formation of professional intercultural competence is relevant in the conditions of post-industrial postmodern society. The article highlights main trends in factors of intercultural competence. The article considers different approaches to determining the foreign language competence of tourism experts to intercultural competence. The analysis of theoretical and methodological approaches gives grounds to define the concept of German-language competence and qualifications of tourism experts. In the context of the study, the features of intercultural competence are identified. The objectives of the article are to determine main aspects of the formation of professional German-speaking competence of future tourism experts. In the course of the research the world and domestic experience of professional competence formation of future tourism experts and formation aspects of foreign language professional competence are analyzed. Also, based on the study, it can be argued that there is no single approach to the future tourism professionals formation of intercultural competence. Methods of analysis, synthesis, a research method and method of content analysis were used in the research. Based on the study, it is proved that levels of intercultural competence are controlled processes in the context of the use of modern educational technologies. Future tourism experts combine knowledge and skills in professional terms to achieve a high level of qualification. The results of the study are the basis for extracurricular activities in the formation of foreign language competence.

Learning english through YouTube as a self-development factor for future officers

The aim of the article was to assess the effectiveness of learning English through YouTube as a factor in improving the future officers’ language skills. The study involved the following methods: survey, pedagogical experiment, Score-Rating System of Performance Control; Scale of Assessing the Need to Achieve the Goal by Yu. M. Orlov; Adapted Method of T. I. Ilina — Examining Motivation to Study in a higher educational institution (HEI); Diagnosis of the Level of Reflexivity Development by A. V. Karpov. The dynamics of change in the level of foreign language competence is very insignificant for students in the traditional form of education (control group), and it applies only to levels A1 (-8%) and A2 (+8%), that is, the lowest of the represented ones. Learning through the proposed model helps increase student involvement in foreign language learning, which is reflected in the increased number of completed assignments. The quality of education is growing, which is reflected in the increased level of student performance.

INTERACTIVE STUDYING AS A METHOD OF INTERPRETER’S FOREIGN-LANGUAGE COMPETENCE FORMATION

The article substantiates the necessity of he foreign-language competence formation of specialists inthe translation sphere during the process of studying a foreign language for professional purpouse, business and secondforeign languages. The modern state of interpreters’ preparation for professional activity is analyzed.Practical mastering of a foreign language is considered as a process of acquiring of a communicativeprofessionally oriented foreign competence by students. It is revealed that the level should not be lower than that whichallows the usage of a foreign language in scientific, informational and professional activities.It had been determined that the foreign competence of interpreters is an integrative quality that includes the
 level of mastering of foreign language knowledge, skills and abilities and consists of linguistic, communicative, socio-cultural and professional competences.
 As a result of the study, it was found that, skills of free communication in a foreign language and translation skillsneed particular knowledge in the field of economics, science or technology. The specialists with such level of languageproficiency must have not only knowledge and skills of foreign language, but also a profound understanding of foreignlanguage culture and realities.Effective formation of foreign language competence of specialists in the field of translation takes place in theprocess of studying such disciplines as: “Foreign Language (for Professional Purposes)”, “Business Foreign Language”, “Second Foreign Language”.The meaning of foreign language (for professional purposes) for experts in the sphere of interpretation isanalyzed. The process of foreign language competence formation, which is a necessary component of a full-fledgedprofessional training of interpreners had been described.The research reveals that the introduction of interactive studying methods is due to the application of the mainaspects, namely: projects, business games, web-quest, excursions, etc.It is proved that an important aspect in foreign language competence formation is the usage of informative andcommunicative technologies in education, which includes the using of information and communication technologies ineducation, work with computer and multimedia educational programs, distance learning technologies in foreignlanguages, creation of presentations, usage of resources of the World Wide Web Internet.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ЕНЕРГЕТИКІВ ЗАСОБАМИ НАВЧАЛЬНИХ ПРОЄКТІВ

The paper substantiates the expediency of applying educational projects as a means of forming future energy engineers’ foreign language competence based on the opportunities they provide to create an individual trajectory for learning a foreign language and to improve communication skills. The author’s own definitions of the concept of «project learning technologies», «project work» and «educational project» have been formulated. The efficiency of creating profession-oriented projects in the course of educational process has been experimentally verified by the example of forming foreign language competence of the students majoring in 141 «Electric Power, Electrical Engineering and Electro-mechanics» with the use of English site materials. According the results obtained in the investigation, it has been determined that the work on an educational project makes students exhibit their intellectual skills, enhance their intrinsic motivation to mastering new knowledge, improve their skills of self-organization and self-development, provide activation and automation of their receptive and productive communication skills. A complex of interrelated and complementary features, which characterize the process of forming future energy engineers’ foreign language communication skills by means of educational projects has been determined, namely: creation of an individual trajectory for learning a foreign language; revealing of the inner potential of every higher education student regardless of their foreign language competence level; autonomy in the process of carrying out educational work, encouragement to self-education and self-development; computerization of foreign language training, expanding personal and professional horizons; improvement of speaking activity skills; formation of a complex of competences (information, communication, professional, project and investigation ones) that are necessary for successful self-realization under the conditions of intellectual and innovative society development.

THE FORMATION OF A FOREIGN-LANGUAGE COMPETENCE IN READING BY MEANS OF GERMAN CLASSICS` AUTHENTIC TEXTS

The article deals with the methodology of developing foreign language competence in reading on the basis of the authentic text of the classic German literature author. Three Comrades, a novel by E.M. Remarque, is considered a classic of world literature, as it touches upon important topics universal for all generations - human relationships, friendship and love. We have processed 385 pages of the authentic novel with 28 chapters and a total number of 199430 units of word usage, and analyzed the findings of domestic and foreign experts on methods of forming foreign language competence in reading. To meet the objectives, the main stages of the incremental formation of communicative competence in reading were identified, interactive techniques were proposed together with a subsystem of exercises and tasks for each of the stages. When developing practical exercises and tasks for the work at the first stage, it was found that the use of such tools as the interactive method of clusters, direct replacement of words, mnemonic methods and didactic-methodological principle of personalization, has a positive effect on the removal of difficulties of linguistic and semantic nature and enables the beginning of successful work with the text. The article presents different types of reading and shows that introductory home reading is optimal for reading authentic literature. In practice, it has been found that the method of heuristic conversation is the main technique for the development of students' communication at the third stage; the auxiliary methods are the research method, analysis of stories and situations, mental map and analysis of the protagonists. It is proved that the most efficient methods for the development of foreign language competence in reading are dramatization of what has been read, and the method of express debate, which has a positive effect on the development of critical thinking, fluency and stating one's opinion. Validity of the obtained results is confirmed by statistically significant results by calculating the chi-square criterion and the mutual conjugation coefficient. The efficiency of the proposed methods and subsystem of exercises contributes to overcoming the language barrier, enriching the vocabulary, the ability to express one' own opinion and allows using textual information in various situations in life.

Enghlish-language educational models in medical university

The article considers two approaches to training in high medical school: 1) using English as a Medium of Instruction and 2) Content and Language Integrated Learning the emergence of which was related to a wide spread of bilingualism in society, importance of increase in competitiveness of graduates of domestic universities on international labor market. The authors present the models of teaching within the stated approaches which promote the efficiency of professional training of future doctors in solving professional problems on the basis of implementation of foreign language competence. The paper defines the conditions of content and language integrated models implementation into the learning process. In conclusion, it is noted that the integration of subject and language experience contributes to the optimization of foreign language training and significant improvement of the quality of the educational process. The most pressing issues requiring additional research are identified.

Experience of using the interactive form of masters’ midterm assessment in a foreign language

A foreign language in a masters degree course is a tool for conducting research and development in certain problem areas determined by the educational program. The reasoning ability and the ability to report the main facts of the work done in a foreign language reflect the students communicative competence. The success of foreign language communication on professionally-oriented topics should be estimated by means of objective descriptors and in a form that allows the examinee to show his readiness for foreign language communication. The purpose of this paper is to identify the optimal forms of master students midterm assessment on Foreign Language in the sphere of Law. The author suggests discussing the practicability of using three forms of the exam: traditional and innovative with the use of two options for organizing interactive work of students in the masters program at the exam in the form of a presentation and discussion of advanced research directions related to criminology, criminal and penal law. The discussion can be conducted collectively or individually in the student teacher mode. The paper presents the evaluation system for masters midterm assessment, evaluation technique and the experience of conducting an exam using all three mentioned above organizational forms of work. The advantages and disadvantages of each midterm assessment form are outlined. Statistical methods (Mann-Whitney U-criterion) for evaluating the effectiveness of the exam indicate that it is advisable to use an interactive form such as an individual presentation of a scientific problem. At the same time, the qualitative characteristics of the results show that the collective discussion of scientific presentations makes it possible to check all the subcompetencies of the students communicative competence in the best and objective way, while the traditional form and the exam in the model of the individual presentation of a scientific problem allow assessing the examinees competence on its separate components partially. Thus, this paper makes the issues of the selection of measurable indicators for the foreign language competence of students actual and allows to intensify the discussion about the methodological component of the procedure for assessing master students ability to communicate.

Using online tools Quizlet and WordWall to form foreign lexical competence of undergraduate students

Introduction. Professional training of undergraduate students majoring in foreign language teaching requires special attention to the formation and development of the lexical competence in foreign languages which is seen as an integral part of professional competence of a language teacher. However, over the last couple of years instruction in foreign languages has had to transform into partial or full-time online format. Such conditions call for all participants of the educational process to adjust their approaches to realizing competency-based teaching and developing new digital competences. The article researches the structure of the lexical competence, formulates challenges which arise while working with lexis during lessons with undergraduate students, majoring in foreign language teaching as well as describes the content of the digital competence of foreign language teachers.The formation of the lexical competence can be optimized by integrating online tools which not only facilitate memorizing new lexis but also maintain and foster students’ motivation to learning foreign languages. There are 2 online tools that could be used in foreign language classes – Quizlet and WordWall. Furthermore, the article determines the role of online tools in teaching new lexis, suggests ways of working with them and points out a mutual benefit between regular work with online tools and development of the digital competence of future teachers of foreign languages.Materials and Methods. Аpplication of online tools Quizlet and WordWall in English and German classes, conducting a survey and feedback analyses, summarizing and interpretation of the collected dataResults. А list of referenced sources that were collected during the research includes 30 Russian and foreign sources. This reference list made it possible to look into the structure of the foreign lexical and digital competences and thus it enabled the researchers to investigate how to form the lexical competence by means of online tools.Discussions and Conclusions. The survey has concluded effectivity of using online tools Quizlet and WordWall in forming foreign lexical competence of undergraduate students and proved their productivity in organizing students’ independent work and development of the digital competence.

DEVELOPING OF FUTURE SPECIALISTS` FOREIGN LANGUAGE COMPETENCE IN THE PROCESS OF THEIR PROFESSIONALIZATION AT THE INSTITUTIONS OF HIGHER TOURISM EDUCATION IN GERMAN-SPEAKING COUNTRIES

In the research foreign language competence is considered as a structural component of the professionalization of future skilled specialists in institutions of higher tourism education in German-speaking countries. The necessity of developing of foreign language competence in future specialists in tourism as the main component of professionalization in higher educational establishments is substantiated.The curricula of bachelor's and master's programs of tourism specialty in higher education institutions inAustria, Switzerland and Luxembourg are analyzed. It was found that foreign languages are a component ofa professionally oriented block of disciplines, which forms the skills of future professionals in foreignlanguage professional-oriented communication and ensures the orientation of graduates to the internationallabor market.As a result of comparative analysis of the content and structure of vocational education and training of futurespecialists in tourism it is substantiated that the main components of foreign language competence as acompetence cluster in the system of professionalization at the higher education institution are thecommunicative competence in foreign language environment and the competence of interpersonal interactionthe formation of which significantly enhances the attractiveness of the future specialist, his competitiveness in the global labor market and practical significance in accordance with the requirements of the globalizedeconomic space and modern employers.It is identified that communicative competence in a foreign language environment involves the acquisitionand development of skills such as foreign language and intercultural literacy, persuasiveness, the ability tonegotiate business in a foreign language, self-branding, management of foreign language information. Competence of interpersonal interaction is aimed at the formation of reflexivity, emotional stability, self-awareness and self-esteem, team building, time management and self-realization.

Foreign language and practical training of students and graduate students of a non-language university

The problem of the status of a foreign language in the context of actualization of practical training of students and graduate students and increasing demand by employers' professional foreign language competence of graduates of Russian non-language universities were raised. Foreign language for a modern graduate, for example, a technical university, no longer the passing discipline, which not yet so long ago could not remember after receiving a diploma, but an effective tool for solving professional tasks of various types, and often the key to building a professional career. The results of a critical assessment of the current system of foreign language training of students and graduate students in several dozens of non-language universities conducted by the authors of the open documentation laid out on the Internet showed its imperfection in terms of professionalization and led to the conclusion about the need to change primarily with the emphasis on communication. Initious training of students with their future professional activities, and the presence of prerequisites for this. The regulatory and legal framework necessary to conduct changes has already been formed, so the initiative of local changes in the system should manifest themselves on the ground by the universities themselves. The authors of the article describes corrective activities regarding the foreign language training of students of a non-language university related to clarifications or changes in the basic characteristics of education and / or organizational and pedagogical conditions for the implementation of specific educational programs for training students and graduate students of directions 22.03.02 Metallurgy, 22.04.02 Metallurgy and 22.06.01 Material Technologies Department Metallurgical Technologies and Equipment of the Nizhny Novgorod State Technical University named after R.E. Alekseev, and already proven its effectiveness. Among them: extension in practical classes in the language as a study within each of the levels and transition from a level on the level of training in the share of foreign language practical training associated with the implementation of students in individual types of work related to future professional activities and aimed at forming, consolidation, development of practical skills and competencies on the profile of the relevant educational program; conducting practical training on optional disciplines of foreign language preparation included in the curriculum is fully in the format of practical training, as well as the organization of practical foreign language preparation within the framework of the production practices of students on the sites of Russian and foreign organizations engaged in the profile of a specific educational program.

Обучение научному стилю речи в практике преподавания профессионально-ориентированного иностранного языка студентам направления "Международные отношения"

The purpose of this study is to reveal the features of the formation of professional competence in the classroom in a foreign (French) language in a modern university. The article focuses on the characteristics of the main methods and techniques of working with students in the direction of "International Relations" in the framework of their mastery of a professionally oriented block of a foreign language. Scientific novelty lies in identifying the most effective methods and forms of work with future specialists in the field of diplomacy in the process of teaching the scientific style of a foreign language. As a result, the authors give methodological recommendations on the formation of knowledge and skills in the field of professional foreign language competence of students studying in the direction of "International Relations" their ability to implement communication in French within the framework of the scientific style of speech.

Attention to Diversity in a Spanish CLIL Classroom: Teachers’ Perceptions

Content and Language Integrated Learning (CLIL) is taking on bilingual education in the 21st century. In this particular context, Spain, this approach has firmly taken hold. Due to mainstreaming, or the move to entirely bilingual schools, diversity has been put at the forefront of research. Charged with bolstering language learning competences in Spain, a country with notoriously poor foreign language competence and an unbalanced tradition with bilingual education, CLIL has now risen to meet the challenge to cater to the wide spectrum of students and foment access to high quality, functional language education. Thus, analyzing the perceptions of those implementing these classes, the teachers, is critical to gauge how the CLIL methodology is working with all types of students. Through the use of ADiBE protocol and instruments, this study explores six teachers’ perceptions at the secondary education level in Andalusia through the use of questionnaires, one-on-one interviews, and classroom observations. The results show how diversity is being attended to by teachers in this particular context, while simultaneously casting light on the obstacles and limitations that are still in need of addressing.

À la croisée du développement de la compétence numérique et de la compétence en langue étrangère : étude préliminaire pour le développement d'un outil ludopédagogique pour les 4-7 ans

Dans le contexte de la multiplication d'applications numériques à visée d'enseignement-apprentissage, nous présentons ici une recherche-développement en didactique des langues autour d'un livre numérique interactif ludopédagogique pour la découverte de l'anglais pour les 4-7 ans. L'objectif du présent article est de rendre compte de notre protocole de recherche au cours de la phase d'évaluation des premiers chapitres du jeu. Notre question de recherche à ce stade porte sur les données nécessaires pour informer le développement d'un outil numérique d'apprentissage de l'anglais à destination d'élèves scolarisés en maternelle, dans un processus d'amélioration itératif. Du point de vue théorique, nous abordons cette problématique sous l'angle de la littératie numérique, à l'interconnexion des trois composantes que sont la littératie technologique, la littératie de la construction du sens et la littératie de l'interaction. Nous définissons, à l'aide d'une revue de littérature, le livre numérique interactif ludopédagogique autour de lignes de force telles que la dimension sensorimotrice, l'association de l'environnement immersif et l'interactivité faisant de ce dispositif un espace adapté à un apprentissage constructiviste. Dans le cas qui nous préoccupe, la progression du parcours est adaptée, l'enfant pouvant réécouter autant de fois qu'il le souhaite les dialogues et rejouer une scène de manière illimitée ; les scènes successives correspondent chacune à un objectif d'apprentissage, et une rétroaction est fournie sous forme de réaction de la part du personnage impliqué dans l'action ; le jeu mémorise les accomplissements du joueur et son avancée dans la narration, qui lui sont ensuite présentés au sein de son espace dédié. Nous présentons les outils de collecte de données, adaptés à un public jeune, avec notamment, au-delà du recueil vidéo et de l'observation avec grille, la réglette des émotions pour recueillir les réponses au questionnaire et le moissonnage logiciel pour le recueil de différentes informations concernant les actions et leur temporalité. Nous abordons quelques résultats préliminaires à titre d'illustration pour mettre en discussion ce protocole. Dans le dispositif ludopédagogique dont il est question ici, c'est l'identification empathique qui est l'intention première. Les hypothèses à explorer plus en détail dans la suite de la recherche sont donc l'identification au personnage principal, lui aussi confronté à un apprentissage de l'anglais, et les effets de cette identification en termes de sentiment d'auto-efficacité, en relation avec la langue étrangère et les manipulations numériques. Autrement dit, nous cherchons à savoir si l'utilisation du jeu par le jeune élève lui permet de prendre confiance dans sa capacité d'entrer dans un apprentissage de langue et de littératie numérique. Notre question de recherche nous amène à proposer une définition du livre numérique interactif ludopédagogique comme dispositif d'exemplification et d'exploration pédagogique et didactique en recherche-action.

Using Instagram to raise the effectiveness of distance learning in English: The experience of Kazakhstani students

Despite the fact that social media are commonly considered entertaining means of communication, they have educational potential, which grants the teacher an opportunity to influence the learning process carried out in a distance format by means of a targeted system of pedagogical interventions. The problem of the study lies in the fact that in practice, the educational potential of social media is hardly ever used by teachers in Kazakhstan in spite of great opportunities to influence the process of students’ distance learning in the English language through a targeted system of measures, filling gaps in educational practice. The purpose of the study is to analyze the effectiveness of distance learning in the English language through the development and approbation of a teaching methodology using the Instagram social network. The main data collection methods used in the study are the survey method and a pedagogical experiment. Surveys of students and experts are employed in establishing the general appropriateness of using social media in educational activities in English lessons, as well as to assess the level of formation of students’ general and foreign language competencies. The pedagogical experiment method is used to analyze the effectiveness of social networks in the process of learning English. A method of organizing a thematic online marathon on Instagram is developed and experimentally tested by the authors. The study establishes that social media platforms can become a powerful tool for teaching contemporary students in the distance learning format if the teacher knows how to use their potential in educational work.

The Concept of Generalised Syllabi of the Discipline «Foreign Language» for Non-Linguistics Major Courses of Study

The paper raises the issue of the relevance of creating generalized syllabi for each enlarged group of majors, when teaching linguistic disciplines of compulsory and optional parts of the curriculum related to the subject area «Foreign Language». The authors show the need for generalized syllabi as being grounded by existing controversies in modern foreign language training. The paper suggests a concept that substantiates the demand for targeted generalized syllabi for this discipline and contains a number of principles, which can help to design their optimal content. The notions of «zones of near and further content and competence integration» are introduced. The content of these zones is revealed, and their role in modelling the key components of generalized syllabi is shown. Integrated foreign language professional communicative competence of an engineering graduate is introduced as a prospective model of foreign language competence. It is regarded as an integrative notion combining traditional components of communicative competence with professional knowledge, skills and experience involved in the process of mastering cross-cultural professional communication. The realization of the concept principles in the content of generalized syllabi aims at the reflection of university graduates’ real foreign language communication needs in their professional activity in learning outcomes in accordance with the FSES HE 3 ++. The authors express certainty that the concept of generalized syllabi will allow to initiate the process of their creation and will become a stimulus to the development of foreign language teaching methodology in a non-linguistics university.

DEVELOPMENT OF PROFESSIONAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCY IN UNDERGRADUATES OF NON-LINGUISTIC SPECIALTIES IN THE CONDITIONS OF DISTANT LEARNING

Modern society requires highly qualified professionals who can quickly adapt to the development and implementation of innovative technologies, as well as to the changes that are taking place in various spheres in Ukraine and abroad. The course “Foreign Languages for Specific Purposes” (FLSP) aims at developing undergraduates’ ability to communicate in a foreign language to fulfil certain professional needs in the future. The aim of the article is to study the effective methods for developing foreign language competence in undergraduates of non-linguistic specialties in the context of distance learning. The authors have analysed the latest works of the Ukrainian and foreign scholars relevant to the topic. The concepts of “communicative competence”, “professional competence”, and “professional communicative competence” have been clarified. The authors consider foreign-language communicative competence as the undergraduates’ ability and readiness for foreign language communication with native speakers, their perception and understanding of partners, and the adequate and timely expression of their mental intentions. Certain empiric research methods applied by the authors (observation and a survey of students (in the form of a questionnaire)) helped to obtain data for the further theoretical understanding of the problem. It has been stated that undergraduates’ non-linguistic specialties communicative competence can be formed due to the development of four language skills: reading, speaking, listening, and writing. The authors believe that the professional communicative competence of undergraduates as future professionals can be developed due to the use of means of modern information technology, and interactive teaching methods that help students to develop their creative approach to learning a foreign language and improve their attitude to the subject.

Implementing Design Thinking and Peer Instruction in an Online Environment to Develop Tourism Undergraduates’ English Language Skills

Abstract Design thinking (DT) and Peer Instruction (PI) are two different and seemingly distant methods. However, both rely on students’ active participation, cooperation and communication with each other. Due to these features, therefore, they have the potential to foster foreign language competences successfully. Nevertheless, what if they were employed in a purely online learning environment? Could they still bring the praised learning outcomes, such as better conceptual understanding, more effective problem-solving, communication and teamwork skills, and increased student engagement and creativity? The present study aims to answer the given question by giving insight into implementing the methods in English for Specific Purposes courses at Constantine, the Philosopher University in Nitra (Slovakia). The action research findings were juxtaposed to the interview and questionnaire results revealing 101 tourism undergraduates’ views. Despite some technical issues and the students’ mixed-language communication, both DT and PI proved to be almost as effective in a purely online environment as in the case of a traditional classroom in terms of developing foreign language competences and problem-solving skills, creative or critical thinking, as well as enhancing teamwork and motivation.

Проблема выбора методологии в исследованиях иноязычной подготовки в организациях высшего образования МВД России

The article analyzes scientific research on the theory and practice on foreign language training in non-linguistic higher education institutions in order to identify methodological approaches evaluated by experts as effective, and highlights the aspect of their combination. The conception that unites the authors is the recognition of foreign language competence an element of professional competence, which combines general and special competencies aimed at solving professional problems. The analysis made it possible to identify the competence-based approach as the main methodological one.
 A separate group of approaches is focused on the exploration of different cultures. However, within the framework of the concept of continuous advanced adult education, the need to organize the development of a wide range of knowledge is necessary not only for professional duties performance, but also for building an individual trajectory of life-long education, an involvement into diverse information environments.
 In educational organizations of the Ministry of Internal Affairs of Russia, the task of foreign language training can be regarded as a replenishment of the humanitarian component. In educational organizations of the Ministry of Internal Affairs of Russia, the task of foreign language training can be regarded as a replenishment of the humanitarian component. In this context, special attention is paid to the conditions creating a personal meaning of learning a foreign language not only for professional activities, but also as a tool for comprehending the polyphony of multicultural world, a way to get acquainted with different perspectives, including foreign cultures and customs, as a way of personal development.

THE CONCEPT AND CONTENT OF COMMUNICATIVE AND METHODICAL COMPETENCE OF FUTURE TEACHERS IN FOREIGN LANGUAGES

This article focuses on the development of foreign language competence in students and their inclusion in communicative-methodological concept, content and professional roles, with the aim of teaching them to be socially, professionally and communicatively successful.