Level Of Foreign Language Proficiency Research Articles

ДИДАКТИЧНИЙ ПОТЕНЦІАЛ МОБІЛЬНИХ ЗАСТОСУНКІВ ДЛЯ ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ

The article is devoted to the didactic potential of mobile applications for learning English as a foreign language by students of non-philology specialities. Since mobile learning acquires complex and systemic features, it is extremely important to investigate specific means that contribute to the implementation of educational tasks and the acquisition of necessary competencies by students getting higher education. The purpose of the article is to review existing mobile applications designed for learning English as a foreign language by Ukrainian students in order to determine their didactic potential. Research methods: the analysis of sources on the topic of research made it possible to understand the state of development of the topic, the main directions of domestic and foreign research on mobile learning; descriptive provided an opportunity to generalize the experience gained during reconnaissance; synthesis of the obtained data contributed to the conclusion of the research concept and its implementation. The didactic potential of mobile applications in learning English as a foreign language is considered. A number of mobile applications offered by Google Play were analyzed, and it was determined that they can be typologically classified according to various characteristics (age of the target audience, level of foreign language proficiency, developer expertise, amount of processed material, number of downloads and the score with which users rated a certain application). The applications that can be logically and naturally introduced into the educational process of students of the 1st year of the elementary and pre-intermediate levels were analyzed. 8 applications were considered. As a result of the research, it was found out that despite the considerable diversity of the analyzed applications, their common feature is the implementation of the “edutainment” concept, in which educational goals are achieved by combining the game form and the educational component of the material under consideration. Application developers pay the most attention to grammatical material and thematic vocabulary. Learned topics can be consolidated with the help of tests, often presented in a game form. An indisputable positive point is that the studied lexemes, grammatical constructions and whole sentences are voiced by native English speakers. Based on the concept of interval repetition, the developers include tools in the applications that allow students to memorize the material as easily and naturally as possible. These can be, for example: a repetition calendar, a reminder system, associative pictures, quizzes, the ability to create word cards by your own, transcription of words in English, examples of the use of polysemantic lexemes in different meanings, accompanied by translation and voiceover in a male or female voice. Both individual and group work is provided in the applications. The function of group English learning can be easily used during classroom classes. Mobile applications are a powerful resource that a teacher can refer to when dealing with specific topics. It is convenient for the student to use mobile applications outside of class time, consolidating information learned from textbooks and expanding it with the help of material provided in the course. However, mobile applications in no way replace the main textbook, being only one of the varieties of didactic material which is modern, relevant and understandable for a modern student of higher education.

ОСОБЛИВОСТІ ОРГАНІЗАЦІІ НАВЧАННЯ ІНОЗЕМНОІ МОВИ У РІЗНОРІВНЕВИХ ГРУПАХ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

There are many strategies that can be put into practice to meet the needs of all students, but unfortunately, no "magic method" will guarantee every student's academic success. Today, most schools have students of different levels and abilities, which is a challenge for teachers. The teacher's goal is to reach all students by observing them in a variety of ways to achieve effective learning. Almost most students think of English as a subject they have to learn in school and do not realize that English is a language of communication that is used all over the world. A systematic approach is needed to solve these problems. Education should be aimed not at knowledge, but at skills. The article is devoted to the organization of the foreign language learning process in groups of students with different levels of foreign language proficiency. The reasons for the appearance of such groups, as well as the problems that may arise when studying in such an educational environment, are considered. The problem of heterogeneity of groups is successfully solved by using a special technology of multi- level training. In this study, it is noted that in the conditions of teaching foreign language communication of students of higher educational institutions, this technology involves diagnosing the initial level of each student and building individual learning trajectories of students in the zone of their immediate development. Methodical strategies for the implementation of multi-level differentiation are proposed, which will contribute to the effective learning of a foreign language by students of non-linguistic majors. The form of group interaction of students, which will be effective in the learning process in this format, has been determined. The expediency of using educational materials of different levels of complexity during teaching foreign language students in groups of different levels has been confirmed. The article also states that this format of work aroused interest among students, most students began to respond more actively in class. As a result, their foreign language skills improved.

Обучение английскому языку студентов специалитета морского института в электронной образовательной среде вуза

The article is devoted to the topical problem of educational process organization in e-learning university environment. The aim of the study is to describe the experience of teaching the English language to the Marine university students. In this paper the standard structure of the English courses has been introduced, the pedagogical experiment on revealing the efficiency of e-learning English courses focused on the increasing of motivation and formation of foreign language competence of specialist degree students at the Marine university by the example of Sevastopol State University has been represented. The scientific novelty of the research article consists in clarifying the notion “foreign language training of the Marine university students in e-learning educational environment” and identifying the criteria of assessment and levels of formation of foreign language competence of specialist degree students at the Marine university. As a result, the growth of students’ level of foreign language proficiency in the sphere of navigation has been observed owing to the use of e-learning courses. E-learning courses assist the students to increase the understanding of professionally oriented material and improve their skills of working in e-learning university environment.

Specifics of Assessing Students’ Achievements in Foreign Language Learning in a Mixed-Level Groups

The study presented in the article focuses on the typical problems arising from the unified approach to the assessment of students’ knowledge of a foreign language disregarding their initial level of foreign language proficiency. The aim of the study is to develop an optimal approach to assessing knowledge considering the starting level, intermediate and final goal of mastering the program of the whole foreign language course. It is suggested that at the initial stage of learning in a mixed group the emphasis should be placed on the individual progress of the student, then the practical implementation of the differentiated approach at the stages of current and final control is described, the key principles in the assessment are investigated and implemented. The article presents a step-by-step description of the testing of the proposed approach. The research methods include the study of methodological and psychological literature, the system of identifying the language level of students, the method of analysis and synthesis of experience and practices of teaching a foreign language in groups with different levels of language competence formation, the empirical method of observation of the learning process, conducting a survey among students, the method of analysis and description for fixing the effectiveness of the proposed approach. The practical significance of the work implies the possibility of implementing the proposed approach to assessment as an effective mechanism for motivating students to learn a foreign language, creating a psychologically comfortable learning environment, a means of objective control and setting learning objectives, contributing to the training of specialists in international relations who speak a foreign language at the required high level.

The role of evaluation tools in the formation of linguistic competence of students of non-linguistic specialties

This article discusses ways to control the formation of linguistic competence of students of non-linguistic directions of training in modern conditions of teaching foreign languages. Special attention is paid to such types of control as dictation, test, translation tasks and mental map, which can be effectively used both as part of the current control and during the final certification. There are different types of dictations: bilingual, monolingual, continuous and selective. The basic requirements for tests as one of the evaluation tools are established. The importance of translation tasks in the framework of monitoring the formation of students' language competence is noted. The role of creating mental maps and working with them in the integrated assimilation of new information, as well as in the development of creative abilities when learning foreign languages on the example of French and German, is emphasized. In the conditions of technologization of the educational process, new forms of conducting these types of control are proposed: online dictation, computer testing, creating mental maps using various Internet services. Attention is focused on training sites containing monolingual online dictation and tests designed for different age groups and levels of foreign language proficiency.

THE ROLE OF LEARNING A FOREIGN LANGUAGE IN THE GLOBALIZATION PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article substantiates the expediency of globalization of higher education institutions andthe role of foreign language learning in this process. Four main justifications for globalization areoutlined: academic, socio-cultural, political and economic. Current trends in the internationalization ofhigher education in European countries have been identified, and aspects of the institute’s activitiesrelated to the development and implementation of the globalization strategy have been investigated.Factors determining its successful implementation and factors hindering this process are determined. Theimpact of globalization on the competitiveness of Ukrainian universities and the professional risksassociated with a low level of language proficiency are described. The role of the institute’s languagepolicy in the implementation of the internationalization strategy is defined. The regulatory and legaldocumentation in the field of development and reform of higher education is studied. The prerequisitesfor reforming the English language teaching methodology are considered. The method of globalization ofhigher education in foreign language classes is proposed. It is concluded that the process of globalization,the main goal of which is to improve the quality of education and scientific activity, has become thestrategic direction of higher educational institutions. In this regard, considerable attention is paid tosupporting the provision of pedagogical conditions for the formation of all intercultural competences ofstudents. The results of the empirical study indicate that the key areas of activity of universities in thecontext of internationalization are the development of students’ academic knowledge, mobility, creationof joint educational programs with foreign universities, development of international scientific activity. Itis found that the main factors that stimulate these processes are the development and monitoring of theimplementation of the globalization strategy. The problems of implementing this strategy, as before, areof a financial nature and are associated with a low level of foreign language proficiency and insufficientmotivation of students and teachers to participate in academic mobility programs and internationalscientific projects.

Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners

ABSTRACT This study investigated the relationship between Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), Out-of-Class Foreign Language Use (OCFLU) and learner factors (FL and FL proficiency level). Participants were 611 foreign language (FL) learners aged 16–72 at Spanish Official Language Schools. An online questionnaire was used to collect the study data. Results revealed that the informants scored high in FLE, moderately in FLCA and quite low in OCFLU; FLE was positively related to OCFLU, while FLCA was negatively associated with it; these two associations held in FL proficiency levels below higher-intermediate (B2) for all foreign languages considered. This study confirms previous research, adds new evidence concerning the relationship between FLE and FLCA and OCFLU, and considers the implications for FL teaching and learning in formal situations, with particular attention to autonomous learning in an increasingly digitalised world.

Development of professional foreign language competence within transport industry requirements

The labour market under current conditions is dynamic and non-homogeneous – it witnesses differentiation in terms of various phenomena and criteria, according to structural changes in the socio-economic environment of society. When considering the labour market requirements for foreign language proficiency, of crucial importance is to take into account the ultimate employers’ needs in the transport industry, the main one being maximum adaptability of graduates-specialists to practical activities in the relevant real sector of the economy. Industry-related educational institutions offer the integrated multi-level system of staff training, retraining and refresher courses conducted under the state regulation in order to meet the state needs. Therefore, to respond to the new challenges, which the transport industry is facing, the educational process continuity requires expansion of professional competencies into supplementary fields of knowledge, taking into account the international labour market condition. Among these, a high level of foreign language proficiency should be noted, which is a significant competitive advantage for a transport university graduate. The authors of the research formulated the industry-related requirements for the level of foreign language proficiency, determined the relevance of improving the quality of foreign language training of students at a transport university, and proposed the methodology guidelines for the use of mnemonics in the process of forming the professional foreign language competence of future economists.

Сопоставительный анализ требований к владению фонетической стороной звучащей речи в отечественных и международных экзаменах по английскому языку

The number of high school graduates taking the final exam in foreign languages is constantly growing. Changes in the CEFR documents that regulate and describe the levels of foreign language proficiency have caused the necessity to reconsider traditional views on pronunciation standards and assessment of the speaking part of international English language exams. The paper focuses on the assessment of the level of proficiency in the phonetic aspect of speech. The authors provide a comparative analysis of the criteria for assessing the level of proficiency in phonological competence in various language exams. Russian and international English language exams apply different requirements to the phonological competence of a test taker. Changes to the descriptors, specifications and assessment criteria for the speaking part of the National State Examination in English are proposed based on the global trend for speech clarity instead of the accent closest to the sound of a native speaker. Introduction of the changes leads to development of an optimal strategy for preparing students for various language exams. The study formulates provisions that will navigate the process of exam preparation for the NSE in the English language. Students are advised to focus on the clarity of speech, to adhere to the rhythmic and intonation patterns of the statement, which should correspond with the communicative task. An important role is given to the intensity of speech and clarity of articulation, the demonstration of willingness and desire to start communication. Students are not recommended to stick to a certain accent typical for native speakers trying to imitate their pronunciation.

EFFICIENCY OF USING AUTHENTIC MATERIALS IN THE EDUCATIONAL PROCESS

The article considers the study of using authentic materials during the foreign language teaching in comprehensive schools. Special attention is given to the study of features and methods of using authentic materials for the reading and listening skills development among primary school students. The work uses a multidisciplinary approach with the involvement of relevant general scientific and linguistic research methods, that allowed considering the “authentic materials” concept in the methodological discourse and defining this material as a key tool for teaching English, which contributes to increasing the students’ motivation level to learn a foreign language. In frames of the analysis of the authentic materials main types in the teaching English process, printed texts and video materials with audio are studied. Based on the analysis, the authentic texts and video materials influence on students’ reading and listening skills of a foreign language is revealed. Corresponding to the theoretical material, an empirical study was carried out. Its task was to improve the foreign language proficiency level among the 4th grade students of a comprehensive school levels I through III, who became subjects. A set of listening exercises was developed on the basis of authentic video material in order to assess the knowledge and understanding level of the text by students. The empirical study results prove that viewing, assimilating the video material and completing the tasks after viewing contribute to the listening skills improvement and contributes to the students’ acquisition effectiveness of foreign language communicative competence. The conducted empirical research also helped to determine and formulate the main tasks and recommendations for the further using authentic materials combined with exercises during the foreign language teaching to students of comprehensive Ukrainian schools.

Մասնագիտական օտարալեզու տեքստերի վրա աշխատանքի արդի մոտեցումները ոչ լեզվաբանական մասնագիտությունների խմբերում / Modern approaches to working with Professional Texts in Non-Linguistic Disciplinary Groups

Taking a professional text as the main educational and methodological tool in teaching a foreign language for special purposes, the paper attempts to present modern approaches to the transmission, perception, analysis, memorization and other processes related to working with a text, which, in addition to the main goal of teaching a foreign language for special purposes, develop a number of skills and opportunities necessary for further professional activities. It is not only in terms of learning a foreign professional language, but also in those of the development of a number of important skills in students that will help them in the future to more easily cope with tasks for identifying the level of foreign language proficiency, assigned by both international and some local employers. As an alternative to usual methods, which mainly focus on memory and a number of mechanical actions for perception, memorization, reproduction of a foreign text, vocabulary enrichment, the proposed approaches activate a number of neurolinguistic features of students, in particular, centers of cognitive perception. Instead of the standard scheme of working with texts according to the “read-translate-retell” formula, strategic reading methods are proposed, including elements, such as activation, generalization, monitoring and clarification, visualization and organization, information search and selection, questioning and making assumptions, as well revealing the semantic core, analysis and synthesis of both written and oral texts.

CROSS-CULTURAL RESEARCH AS A METHODOLOGICAL RESOURCE OF MODERN LINGUODIDACTICS

Cross-cultural linguodidactics is considered a modern methodological tool that allows learning a foreign language not only in the context of immersion in the culture of the people – the native speaker of that language, but also to take into account the effects resulting from the interactive exchange of linguocultural information between all parties of multicultural communication. Based on the above positions, most linguistic facts acquire the status of units with a linguocultural and linguodidactic resource. Moreover, the acquisition and subsequent mastery of these foreign language units contribute to the formation of the secondary linguistic personality fragment of the worldview, which, in turn, allows for building and improving the competence base of an international student in the field of intercultural and multilingual interaction. Material and Methods. The study was conducted on the basis of the material contained in lexicographic sources to investigate the didactic resources of lexical borrowings – Russianisms and Chineseisms. The main method is a comprehensive cross-cultural analysis combining a number of methodological procedures: Observation, etymological, componential and lexical-semantic analysis, associative linguistic experiment, elements of linguoculturological, linguo-conceptual and discursive analysis. Results and Discussion. The cross-cultural study was conducted in several steps. First, based on the analysis of available lexicographic information, the presence of borrowed units belonging to various thematic groups (socio-political, scientific, and technical vocabulary, words denoting natural and geographical objects, realities of national life, economy, historical and cultural phenomena) was established in Russian and Chinese as actively contacting recipient languages. Second, it was found that Russianisms quantitatively predominate and most of the borrowings are internationalisms. Third, an association experiment conducted in groups of Russian and Chinese speakers was used to determine similarities and differences in the interpretation of borrowings. The results of the comparative analysis are mainly determined by the factors of the informant’s belonging to a certain linguistic culture and the level of foreign language proficiency. Finally, recommendations are formulated on how crosscultural analysis can be used for linguodidactic purposes. Conclusion. The didactic tool of cross-cultural analysis makes it possible to learn a foreign language thoroughly and comprehensively and to use it effectively as a means of intercultural communication. At the same time, the borrowed lexical units serve as valuable empirical material for the implementation of the methodological guidelines of a cross-cultural orientation.

Psihologija učenika koji uče jezik

The attempt to reveal the nature and role of foreign language learners' psychology in learning is not new; however, the extent to which these psychological factors affect foreign language proficiency levels is yet to be unveiled. To understand the relationship between these factors and the achieved level, it is important to examine it from all facets. One of the most significant research scopes is L2 motivation and its influence on the achieved proficiency level in the target language. Understanding these psychological factors can play a crucial role in developing an effective language teaching method that focuses on improving the process of learning a foreign language per se. In its first part, this article aims to analyse different theories in L2 motivation that affect language learning. Its second part gives an overview of the most important teaching methods developed to facilitate the language learning process. In addition, this article discusses the research that has been done on the different teaching methods and their effect on learners' motivation.

ФОРМУВАННЯ ТЕХНОЛОГІЙ КРИТИЧНОГО МИСЛЕННЯ ПРИ НАВЧАННІ АНГЛІЙСЬКОЇ МОВИ В НЕМОВНОМУ ВУЗІ

The article analyzes the need for the formation of critical thinking technologies for students of non-native high schools while learning English. It has been established that the formation of students' critical thinking is a necessity dictated by modernity and the rapid development of the latest technologies. The article discusses the concepts of "critical thinking" and "criticality". The main three stages of the technology of forming critical thinking are described: challenge, comprehension, reflection. It is clear that the challenge stage purpose is to actualize previously acquired knowledge. The comprehension stage consists in acquiring new knowledge on one or another scientific problem, and the reflection stage is designed to generalize the acquired knowledge, as well as to form the student's own point of view, to encourage the continuous search for new sources of information and its analysis. It has been proven that the methodology and technology of teaching English in language and non-language high schools, although it has many common features and similarities, but also has significant differences. The article analyzes the problems that an English language teacher in a non-speaking university may face, such as: low level of foreign language proficiency of students, low level of motivation of learning English, passivity of students in classes, as well as concentration only on specialized subjects. Several technologies for the formation of critical thinking in English language classes at non-language high schools are proposed: "K-W-L" tables, interactive recording systems while reading the text. At the reflection stage, the following types of work are offered: writing various types of argumentative essays on the topic that is studied, creating conceptual tables in which students can compare three or more aspects of one or another scientific problem that is studied; discussions, expressing somebody's point of view.

Дистанционное обучение профессиональной межгрупповой коммуникации студентов нелингвистических специальностей

The relevance of this research is due to significant changes in the labor market caused by the transformation of the modern world, when the demand for professionals who can study in a digital environment, as well as carry out cross-cultural communication and interaction with remote business partners, has sharply increased. This article identifies the main difficulties arising in the process of teaching intergroup dialogue and professionally-oriented interaction to non-linguistic students and also proposes new organizational and methodological approaches aimed at overcoming these difficulties. The aim of the research is to test the experimental methods of distance teaching of dialogic speech as a means of adaptation of non-linguistic students to intergroup communication in the digital environment. Such research methods as the experiment, observation, and the method of open and closed-ended questionnaires were used. The statistical significance of the obtained data was tested with the help of the student’s paired t-test and the Fisher test. The article describes the experimental distance teaching of communication in a virtual environment simulating professional intercultural interaction. The organizational and methodological approaches elaborated by the authors give an opportunity to form an educational foreign language environment, which trains non-linguistic students in intergroup communication with remote partners. The pedagogical tools tested in practice contribute to the effectiveness of teaching students with a low level of foreign language proficiency. The materials presented in the article allow us to create new technologies of foreign language distance teaching and will be in demand by specialists in the field of higher education pedagogies.

INTERNATIONALIZATION OF HIGHER EDUCATION: INTERNATIONAL VECTORS OF UNIVERSITY DEVELOPMENT STRATEGY

Internationalization of higher education is entering a new phase. There is a shift from external internationalization with a strong focus on a small elite of mobile students, faculty, and programs to internal internationalization open to all members of the academic community. The purpose of the work is to determine the current trends in the internationalization of higher education in European countries, to examine in detail the aspects of the University of Bologna's activities in the development and implementation of the internationalization strategy, and to identify factors that contribute to its successful implementation OR restrain this process. The article examines the peculiarities of the implementation of the policy of internationalization of higher education in Germany, Great Britain, Italy, and Poland. The European experience of implementing internationalization strategies is considered using the example of the University of Economics and Humanities in Warsaw (AEH) (Poland). The main documents regulating the process of internationalization at the interstate level have been analyzed. The author substantiated concepts that determine the internationalization of higher education in various discourses and the concept of internationalization in the field of higher education in international practice. The mechanism of internationalization of higher education is determined, the prerequisites for its implementation are revealed. Particular attention is paid to the consideration of the specifics of implementing internationalization of higher education in the EU countries (including Poland) in the context of globalization. In the course of the work, the main changes in the process of internationalization in Europe that took place in recent decades were highlighted and described. It was concluded that the process of internationalization, the main goal of which is to improve the quality of education and research activities, is becoming a strategic direction of higher education institutions; close attention begins to be paid to ensuring the conditions for the formation of intercultural competences in all students. The results of the empirical research indicate that the key directions of the university's activity regarding the development of this process are the development of academic mobility of students, the opening of joint educational programs with foreign universities, the development of international research activities. One of the factors stimulating these processes is the development and monitoring of implementing the internationalization strategy. Difficulties in the implementation of this strategy, as before, are of a financial nature, and are also associated with a low level of foreign language proficiency and insufficient motivation of both students and teachers to participate in academic mobility programs and international research projects. The material presented in the article can be useful to employees of international departments of higher education institutions and persons engaged in theoretical and practical research in the field of internationalization development. The results of the study can become the basis for the development and implementation of the strategy of internationalization in domestic universities.

Фоссилизация как билингвальный феномен овладения иностранным языком у студентов неязыкового вуза

The research aims to substantiate the need to increase the level of bilingualism among students of non-linguistic universities in order to improve their communication skills. The paper analyses the phenomenon of language fossilisation, namely the ingraining of errors and their transformation into a stable speech habit of a student; presents the essence of bilingualism; characterises its types; determines the level of formation of the three types of bilingualism among students of a non-linguistic university: subordinate bilingualism, medial (mixed) bilingualism and coordinate bilingualism. Scientific novelty of the research lies in developing criteria for determining the types of bilingualism among students of non-linguistic universities. As a result, it has been proved that the level of foreign language proficiency for the majority of the students, despite their having spent a long time learning the language (8-10 years), has stopped at the phase of medial (mixed) bilingualism. Thus, the process of language fossilisation is observed, which means that there is a need to integrate foreign language teaching methodologies into the educational process contributing to the blocking of fossilisation and formation of a linguistic personality freely participating in foreign language communication.

Executive Functions and Foreign Language Learning.

Executive functions (EFs) serve as an umbrella term to describe a set of higher-order cognitive abilities that include working memory, inhibitory control, cognitive flexibility, planning, reasoning, and problem-solving. Various studies suggest that foreign language learning likely promotes executive functions, but others suggest that executive functions could improve foreign language learning. The aim of this study is to investigate the relationship between executive functions and foreign language learning and how these processes could interact. The sample included 64 children from kindergarten, aged 4-5 years, with no documented neuropsychiatric disorders, and from the middle-high literacy group. They were divided into three groups based on the level of their knowledge of the foreign language. A significant effect of the group on the executive tasks is shown in the comparison of the groups. Children who belonged to a group that had advanced foreign language proficiency had better results in executive tasks. Our results suggest that the higher the level of foreign language proficiency, the higher the performance of the executive tasks. However, we do not know if there is a causal effect between these variables.

TEACHING EAP TO DIGITAL GENERATION LEARNERS: DEVELOPING A GENERATION-SPECIFIC TEACHING STRATEGY

The article focuses on developing an English language teaching course for the students of the digital generation in non-linguistic specialties. To develop the course, a theoretical analysis of the scholarly literature on the digital generation student characteristics and their attitude to online and blended learning environments was conducted. In addition, the empirical data obtained through pre/post-tests and a survey of the students who enrolled in an English for Academic Purposes (EAP) course was analysed. The experimental groups were offered an EAP course specially designed for digital generation students and the control groups were offered a traditional EAP course. The pre-instructional questionnaire was developed to identify the behaviour of the digital generation students in the context of foreign language learning. The end-course survey was used to analyse whether the participants’ perception of foreign language learning changed after completing the course. The pre-instructional and post-study language proficiency scores were compared across the experimental and control groups. The research findings indicated that the experimental groups showed a significant advantage over the control groups and expressed more positive attitudes to learning EAP. Practical implications suggest that tailoring foreign language teaching to the basic characteristics of digital generation learners can significantly improve its efficiency, resulting in a higher level of foreign language proficiency and leading to increased motivation to study a foreign language.

Методическая система подготовки сотрудников университета по иностранным языкам для обеспечения экспорта образования

The paper presents Tomsk polytechnic university experience in the field of forming and realization the methodology system of in-house training of university staff in foreign languages for education export. Under discussion are the formed by foreign languages professional competences of the main categories of university staff —research and teaching staff; administrative staff including heads of departments and divisions and university top-managers. These groups of competences serve for sustaining professional performance — teaching, research, managerial work, verbal and written communication in foreign language. The complete cycle of in-house training of university staff in foreign languages is presented; it embraces the university demand in trained staff up to integration of training results into professional performance and feedback provision. Didactic principles of teaching and learning process organization are formulated. There is described the portfolio of programs for various staff categories taking into consideration the levels of foreign language proficiency and goals of training. The characteristics of the professional enhancement programs portfolio are discussed; they allow for continuous training and free access to the required level of proficiency. Among the main characteristics of the system is the outcome-based approach which is discussed taking the example of final attestation paper and language portfolio of university staff — the participants of programs. There are formulated the perspective goals for development of the system of professional enhancement in foreign languages.