Professional Foreign Language Research Articles

KEY FEATURES OF PROFESSIONAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF ENGINEERS

The authors analyze the approaches towards interpreting the notions of “foreign language competence”, “foreign language communicative competence”, and “professional foreign language communication”. The professional foreign language competence of the specialist is regarded as a result of the integration of professional and foreign language communicative competence. The interrelation between the university graduate's general communicative competence and professional foreign language competence is scrutinized. The components of foreign language communicative competence of engineering students are analyzed. The structure of this competence is based on the analysis of requirements set for the graduates by the job market. Cognitive and operational-technological competences comprising the professional section of the specialized part of the social-professional foreign language competence of the trainee engineer are relevant to the special competences of the linguistic section staying in a dynamic interaction with them. The offered model was successfully tried out during the interconnected learning of engineering subjects and a foreign language at Zaporizhzhia Polytechnic National University.

ISSUES OF FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF STUDENTS IN THE CONTEXT OF CONVERGENCE OF FORMAL AND NON-FORMAL EDUCATION

This article considers the peculiarities of theformation of students' professional foreign language competence in the conditions of convergence of formal and non-formal education. The necessity of integration of formal and non-formal education in foreign language education is substantiated. The role and significance of formal education provided by educational institutions and non-formal education carried out outside educational institutions in the formation of students' professional foreign language competence is analyzed. Special attention is paid to the interaction of these two forms of education and their influence on the development of students' linguistic and communicative skills. One of the main objectives of the study is to identify the educational needs of students in the conditions of formation of their professional foreign language competence. As aresult of the study, the authors made conclusions that the majority of students consider it appropriate to integrate formal and non-formal education, as it will allow them to master additional competencies and increase their motivation for learning. Thus,in conclusion, the authors of the article summarise the results of the study and draw conclusions about the significance of theinteraction between formal and non-formal education for the formation and improvement of students' professional foreign language competence.

Formation of professionally oriented lexical competence among students of non-linguistic universities in the training program «Technosphere Safety»: a case study of the English language course

Modern methods of teaching foreign languages in non-linguistic universities are determined by the need to effectively combine language and professional training that meets the requirements of the Federal State Educational Standard of Higher Education (FSES HE). The key goal of this system is to develop students’ skills in understanding professionally-oriented information and developing the competence to communicate in a foreign language in professional situations.The article discusses issues related to the formation of professionally oriented lexical competence among students of the Federal State Budgetary Educational Institution of Higher Education «Maikop State Technological University» in the training program «Technosphere Safety». The study emphasizes the relevance of the topic, since when studying a professional foreign language it is impossible to develop lexical competence without the ability to work with thesaurus in one’s professional field.The goal of the research is to clarify the methods of developing professionally-oriented lexical competence among students of non-linguistic universities in the training program 20.03.01 «Technosphere Safety» in the process of reading texts in the specialty in English. The extent to which it is necessary to select lexical material and compile an individual thesaurus with a professional focus is assessed, which allows students to better understand professional texts, expand their vocabulary and accurately use professional terminology.Professionally oriented texts were the research material; linguistic and lexical units were analyzed, the skill of developing lexical competence among students was practiced.The research is based on complex research methods, consisting of theoretical methods (deductive analysis, method of statistical work with lexical material, comparative analysis) and empirical methods (observation method and data analysis).As a result of the research, a strategy for working on vocabulary when reading professionally oriented texts has been proposed, and the most effective exercises for developing lexical competence among students in the training program «Technosphere Safety» have been identified.Key conclusions: the formation of professionally oriented lexical competence among students of non-linguistic universities when working with foreign language texts on the topic «Technosphere Security» helps to analyze the information received and to form lexical competence and the skill of using an individual terminological thesaurus in the professional field, expanding the vocabulary in the specialty.

THE USE OF THE CLIL METHOD IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES

Learning a foreign language in the modern world is an undeniably important component of training specialists in various branches of the economy. A specialist who speaks a foreign language should also know professional terminology in both languages for more efficient work. Thus, there is a need to learn a foreign language in the relevant professional field. Scientists have studied this problem and have developed and implemented a new method in foreign language learning ‒ CLIL (Content and Language Integrated Learning). The purpose of the research is to determine the concept and effectiveness of the CLIL method in forming the professional foreign language communicative competence of students of higher education institutions. The article defines CLIL based on research by many scientists. On this basis, a proper definition of this concept is proposed. It has been demonstrated that CLIL is a harmonious combination of teaching a foreign language and a professional subject by a teacher of a foreign language or a professional subject. It is shown that in order to use the CLIL method in a non-linguistic university, teachers must meet two essential criteria: knowledge of a foreign language at a level suitable for teaching and knowledge of a professional subject at the appropriate level for teaching. Preparation for implementing the CLIL method in HEIs is a very complex and time-consuming process. The importance of understanding the concept and working principles of this method by the teacher himself should be emphasized, as well as what needs to be done for this. In addition, cooperation between the teacher of a foreign language and a professional subject is essential. An experimental study was also conducted to determine the feedback of students regarding the use of the CLIL method in the process of learning a foreign language. The survey showed that all students were satisfied with the CLIL teaching method. The surveyed students emphasized the effectiveness of duplicating topics from professional subjects and a foreign language using the CLIL method and increasing motivation to study.

PECULIARITIES OF FORMING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE IN HIGHER TECHNICAL EDUCATION STUDENTS /LEARNERS

In an increasingly globalized world, the development of professional foreign language skills is crucial for technical university students, but the actual level of teaching is frequently insufficient. This highlights the need for specialized foreign language teaching adapted to authentic work contexts. The paper explores the principles and methods for enhancing professional foreign language instruction, allowing for the creation of a teaching system customized to meet the future needs of students. The objective of this article is to examine the principles and methodologies for developing professional foreign language competence tailored to students specializing in technical specialties, with a focus on their future needs. This analysis draws on applied linguistics, discourse analysis, and language education theory. Main approaches involve utilizing corpus analysis and genre studies to identify target language usage, applying needs assessment and a competency model in curriculum design, and incorporating real-life technical tasks and texts to contextualize learning. The emphasis is placed on a multidimensional set of competencies, comprising communicative skills, analytical abilities, intercultural expertise, and strategic skills. Interactive project-based methods are provided to involve students in hands-on activities. Ongoing program evaluation is implemented to maintain relevance and ensure accountability. This research-driven strategy reshapes foreign language education into specialized training tailored for the international medium. The article offers useful insights on designing curricula, teaching strategies, and assessment methods with essential professional language competencies in focus. This approach can improve learning outcomes and better prepare future specialists for working in multicultural and multilingual settings. Additional applied research is necessary to refine this integrated system through job analyses, pedagogical oversight, and monitoring of prolonged learning upshots. The theoretical significance involves broadening and advancing existing research on language education principles, needs analysis, and communicative competence development, thereby providing a comprehensive framework for creating an optimized approach to professional language teaching. The practical relevance is found in offering guidance to curriculum developers, program coordinators, and educators aiming to enhance language competence outcomes and equip learners for the intricate demands of internationalizing professional careers.

Psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach

Importance. Proficiency in a professional foreign language at the present stage is one of the key requirements determining competitiveness in the labor market. The formation of professional foreign-language communicative competence of medical specialists gives them access to specialized research and journals, since most of them are published exclusively in English. However, in practice, when receiving medical education in residency, the main attention is paid to the study of natural sciences, while learning a foreign language is of secondary importance. Using an integrated approach to learning, it becomes possible to organize a more effective educational process through a comprehensive study of a subject discipline and a foreign language in a single educational space. The purpose of this work is to identify the psychological and pedagogical conditions of training residents of foreign language professional communication based on an integrated approach.Research Methods. The study was conducted using theoretical and empirical methods that allow to study and analyze scientific and methodological literature on the organization of foreign language teaching based on an integrated subject-language approach. The analysis of the literature revealed certain patterns that actualize the need to comply with a number of psychological and pedagogical conditions when teaching residents of foreign language professional communication based on an integrated approach. Based on the available research, the external and internal factors underlying the psychological and pedagogical conditions aimed at optimizing the educational process were summarized.Results and Discussion. In the course of the conducted research, the following psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach were identified: 1) motivation of residents to study professional English; 2) possession of professional foreign language competence by residents at the Advanced Mid level on the ACTFL scale; 3) formation of an integrated course of professional foreign language communicative competence and competence in the field of professional communication by the teacher; 4) the methodological dominant in the educational process are professionally oriented cases.Conclusion. The process of teaching residents of foreign language professional communication is not an axiomatic phenomenon, therefore it is directly dependent on a number of psychological and pedagogical conditions. The identified psychological and pedagogical conditions are of a recommendatory nature and act as a starting point for teaching residents of foreign language professional communication based on an integrated approach. The results of the study can be used in the methodology of teaching foreign languages to medical students and residents.

PROBLEM-BASED LEARNING TASKS FOR INTERPRETING A MULTIMODAL TEXT WHEN DELIVERING UNIVERSITY FL EDUCATION DEGREE PROGRAMMES

We discuss theoretical issues connected with methodological construction of problem-solving tasks for development of polycode competence in the system of language tertiary education. As one of the salient genres of polycode texts we take British and American political cartoon and the process of its interpretation. Yet another object of discussion is formed by particular difficulties when we try to include this format into text analysis. It gives us grounds to single out key features of polycode texts, which make them different from traditional text format. Here we include lack of precise genre typology, combination of various semiotic codes, lacunas presence, clip character, specific nature of intertextual chains. We single out several stages in the process of polycode competence formation and development. In particular, problem-solving tasks aimed at identification and primary decoding of certain elements typical for any polycode text; problem-solving tasks aimed at interpretation of verbal and visual components; carrying out group project/group projects of scientific educational or scientific research, of cultural and discourse character; participation in culturally-oriented discussions; assessment of the level of student’s polycode competence formation when interpreting a certain genre of polycode text. In this article, we focus upon possible problem-solving tasks of the first two stages. As one of possible solutions, we suggest conceptual cognitive metaphor modelling and oppositions. The oppositions in this case are built on basic sociocultural values while metaphor modelling includes structural, orientational and ontological concepts, which can be further found out in various types of polycode texts. As possible advantages of this approach, we consider it giving ground for interdisciplinary connections in the course of professional foreign language training. It also enables to widen the scope of questions and topics discussed with students as well as introduce certain linguocultural and sociocultural phenomena. All this assists in building professional competence of a would-be specialist as far as foreign media and multimodal environment is concerned, including its destructive practices. We also describe results of the experimental work. As part of the experiment, we assessed student’s ability to recognise images, symbols, archetypes, linguocultural subjects and meanings, precedent phenomena, continuity of forms and structures, conceptual metaphors and models, conceptual oppositions, basic and transferred meanings, connotations.

Development of a method of teaching trainee doctors foreign language professional communication based on an integrated approach

Introduction. The integrated approach, being one of the innovative approaches in teaching a foreign language for professional communication, contributes to the parallel development of both students’ foreign language communication skills and their professional competencies within a single academic course. To attain effective outcomes in the dual objective of training, it is crucial not only to meticulously choose the integrated course content, considering its subject-thematic focus, but also to devise a practical training method that mirrors the specifics of future medical specialists' professional activities. The aim of this research is to develop a method of teaching trainee doctors foreign language professional communication based on an integrated approach. Materials and methods. First year trainee doctors of the Clinical Laboratory Diagnostics specialty of Derzhavin Tambov State University (Russian Federation) were the participants of the experimental study. In the control group (N = 20), students studied the language for special purposes, and in the experimental group (N = 20) students studied using an integrated approach. Evaluation of students’ progress was based on seven criteria. The Student's statistical t-test method was used for the results process. Results. The integrated approach effectiveness was confirmed during experimental study, which reflected the mastery of the professional thesaurus by trainee doctors (t=3.19 at p≤0.05), in the development of writing (t=4.8 at p≤0.05), speaking skills (t=4.8 at p≤0.05) and solving professional cases on the studied language (t=2.17 at p≤0.05). However, the study did not confirm the integrated approach advantages in the grammatical speech skills formation of trainee doctors (t=1.45 at p>0.05), in the development of listening skills (t=1 at p>0.05) and reading skills (t=1.45 at p>0.05). The results obtained can be explained by the fact that by the beginning of experimental work, students had already developed the following language and speech skills at a high level (B1-B2). Conclusion. The novelty of the study is in the development of a method for teaching trainee doctors professional foreign language during an integrated course. The prospects for the work are to further study the potential of the integrated approach in teaching students who speak the language at level A2-B1. It is anticipated that the effectiveness of the integrated learning method will be evaluated on a group of students with a foreign language communicative competence level of A2-B1. Additionally, the methodology is of research interest as it aims to identify the speech skills of foreign language interaction, categorized by types of speech activity, in a specific professional field of communication.

Integrating transmedia into the process of teaching foreign languages: opportunities and challenges

The article is focused on the study of ways of using transmedia technologies in foreign language classes. The issues of engaging students in the learning process in a distance format, maintaining their interest and motivation to learn require answers and the search for new opportunities. This is what stipulates the relevance of this study. The purpose of the study is to determine the specifics of using transmedia technologies for teaching a professional foreign language in a higher education institution. The object of the study is the phenomenon of transmediation and relevant technologies in education, and the subject is the methods and techniques of using transmedia technologies in English language classes. A thorough analysis of the use of modern media technologies by educators from different countries shows that there are few developed methods of teaching foreign languages based on transmedia technologies. The article studies the advantages of using transmedia in the educational process and their impact on learning outcomes. Examples of transmedia tasks and projects that can be used in foreign language classes prove that the effectiveness of transmedia is due to the various opportunities for improving students’ reading, speaking, listening and writing skills, as well as developing their communicative competences through transmedia. The authors, however, emphasise certain challenges, mainly related to the lack of transmedia literacy of teachers. Improving digital skills beyond basic knowledge is a prerequisite for the effective implementation of transmedia technologies.

The formation of students’ flexible communication skills in teaching а foreign language for professional purposes

The study is devoted to the problem of forming flexible communication skills of higher education students in teaching a foreign language for professional purposes. Based on the thorough review of scientific publications, the authors prove that in the conditions of the modern labor market, communicative flexibility and adaptability of specialists are the keys to their competitiveness. The article provides a theoretical analysis of “flexible communication skills” and emphasizes the structural components necessary for professional foreign language communication. The authors highlight that teaching a foreign language for professional purposes has its peculiarities related to the specific needs and requirements of professional activity (specific aspects of language material; a clear focus on the development of practical business communication skills that will help future specialists to communicate effectively with colleagues, clients, and partners in a professional environment; taking into account the possibilities of forming intercultural competence of future specialists, which will contribute to a better understanding of representatives of different cultures and establishing network. Based on the survey results, the authors outline the main difficulties in developing the communicative flexibility of future specialists, including studying specialized vocabulary, adapting theoretical knowledge to practical situations, acquiring mutual understanding in an intercultural environment, and overcoming psychological barriers. The study scientifically substantiates effective methods and structured interactive strategies based on the practical application of the language, derivation of terms, and performance of conditional speech tasks that allow for achieving successful results and unlocking students’ potential in learning a foreign language and interacting with native speakers in a professional environment. The article emphasizes promising directions for further scientific research, namely the use of artificial intelligence capabilities and effective methods of assessing flexible communication skills in ESP classes.

ANALYSIS OF SCIENTIFIC APPROACHES TO THE DEVELOPMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

The purpose of this study is to investigate a number of concepts about the development of professional communication abilities in foreign languages for future teachers by comparing and contrasting the many restrictions that may be included in these theories. Canale, Bachman, Vygotskiy, Kramsch, Willis & Willis, Dornyei, Albert Bandura, Edward Deci, and Richard Ryan are some of the writers whose scientific ideas served as the foundation for this study. In the course of the research, a number of different approaches to the development of communication competence will be discussed. These approaches include cognitive, communicative, socio-cultural, project, and integrative approaches. According to the findings, some theories concentrate on certain areas of communication, whilst others take a more comprehensive approach to the subject. According to some theories, certain instructional strategies are prescribed, while others provide general principles for successful communication. Other theories, on the other hand, have certain drawbacks, such as a lack of clear recommendations, a restricted attention to learner motivation and task completion, difficulties in big classes, and the possibility of restrictions in responding to unique learner requirements. Keywords: communicative competence, professional foreign language, scientific techniques, principles, motivation, English language teaching.

ОСНОВНІ НАПРЯМИ ОСВІТНЬОЇ ПОЛІТИКИ ЕСТОНІЇ

The purpose of the article is to analyze the main documents on the educational policy of the Republic of Estonia and their impact on foreign language training in this country. The main Estonian legislative documents in the field of education, such as the Education Act, the Higher Education Act, and legislative documents on foreign language policy, such as: Education Strategy 2021-2035 and the Estonian Language Development Plan 2021-2035. Their functioning and impact on professional foreign language training in the country are described. It is planned to switch to Estonian as the language of instruction in all educational institutions by 2030. A language inspectorate will be involved to monitor language learning and the language of instruction. By the end of school, students will be expected to reach the level of independent user of at least two foreign languages. Professional foreign language training (ESP) is limited to certain academic fields, and the number of specialized foreign language courses is constantly growing in line with the needs of the state. The qualification framework of Estonia is described. There are two types of higher education institutions in Estonia: universities and higher vocational education institutions. Methodology. Аnalysis is used to describe the impact of russification on the state of language policy in the historical context. During the Soviet era, repressions were used against Estonian education and language, and the Russian-speaking population was resettled to Estonian lands, just as it is now in the temporarily occupied Mariupol. The comparative method of research was used, which made it possible to identify the characteristic features of the formation of the education system in this country and to draw a comparison. On the basis of theoretical generalization, conclusions are drawn about the effectiveness and progressiveness of Estonian educational policy. Results. The analysis and systematization of information in this paper is the basis for further research in the field of comparative educational policy. It can be used to find possible ways to adapt some approaches of the Ukrainian educational space. Key words: education, training, Estonia, European integration, language teaching.

The content of teaching law students to compile international legal documents during the integrated course

Importance. The integrated approach (subject-language integrated learning) creates methodological conditions for the formation of students in non-linguistic areas of training within the framework of an integrated course of two types of competencies simultaneously: foreign language communicative competence and professional competencies. The content of teaching foreign-language oral and written speech to law students is traditionally focused on Russian legislation. At the same time, graduates of the state legal profile in the course of their professional activities face the need to compile international legal documents. However, the selection of the content of teaching law students to compile international legal documents during the integrated course in a professional foreign language is not the subject of a separate study. In this regard, the purpose of the study is to select the content of teaching law students to compile international legal documents.Research Methods. The research is conducted on the basis of studying and summarizing materials of methodological works on the use of a foreign language for special purposes and subject-language integrated learning in teaching students of the field of Law, published in scientific journals of the Higher Attestation Commission of the Russian Federation’s list (K1, K2), as well as other scientific sources: monographs and textbooks on legal English.Results and Discussion. The content of teaching law students to compile international legal documents has been developed, including: a) claims and complaints to international organizations; b) bilateral agreements between two states; c) cooperation agreements between a state body of the Russian Federation and a state body of a foreign state; d) statements of claim, claims and petitions in protecting the interests of an organization (or public legal entities) in foreign courts; e) agreements on cooperation between domestic and foreign legal entities; f) purchase and sale and lease agreements with non-residents of foreign countries; g) import contracts.Conclusions. The relevance of the research lies in the content selection of teaching law students to compile international legal documents. The results obtained can be used in the development of curricula and educational materials for an integrated course for law students.

Translation as a Learning Strategy Utilized by the Chinese Students in the English as a Foreign Language (EFL) Class

The purpose of this study is to explore the learning situation and attitude of Chinese students in using translation in foreign language learning, hoping to guide students to use translation scientifically and learn foreign language knowledge well. During the study, 250 junior students from a comprehensive University and a professional foreign language University in Hebei Province were investigated and studied by means of questionnaire survey, interview method and case analysis method, so as to clarify the basic data such as the strategies and frequency of using translation in the process of foreign language learning, and analyze the students' learning attitude and translation skills based on the data feedback. The final research results show that students' use of translation in foreign language learning has a certain relationship with knowledge reserve, learning ability and learning depth. They should be rational when using translation, and should not over-rely on translation, otherwise it will have the opposite effect.

Methodical ways of studying proper names in professional discourse while teaching a foreign language to the students of agrarian universities

This article considers the effectiveness of using proper names in teaching a professional foreign language English for Specific Purposes (ESP) to students of various agricultural specialties. In modern studying programs, almost no attention is paid to the study of the proper name, which occupies an essential place in the vocabulary of any language, reflecting important aspects of its history and culture development. Onomastics as a specific branch of linguistics has been formed at the cross point of several fields. The achievements of the regional onomastics determine the source of information relevant for foreign language teachers at the agrarian Universities. The study of writing and culture relicts, data from etymological dictionaries, local history and literature, research of groups of zoonyms, toponyms and anthroponyms determine the necessity of developing and applying new methodological techniques and technologies. All of the above determines the relevance of this article’s topic and defines its goals: to consider the effectiveness of using proper names when learning a foreign language applicable in professional activities; to present effective methodological techniques that contribute to the development of professional competencies. In preparing this article, such methods of scientific analysis and generalization were applied as descriptive, methods of etymological analysis, as well as elements of comparative and typological analysis.

Exploration of the Reform of French Language Instruction as a Second Foreign Language in Application-Oriented Colleges and Universities

The evolution of educational philosophies and shifting demands in talent development have exposed the limitations of traditional French language instruction as a second foreign language. To remain relevant and prepare graduates for the evolving needs of society, reforming French teaching in applied colleges and universities is crucial. This paper examines the current challenges faced by French instruction and argues for necessary reforms. It proposes practical pathways for achieving this aim in the context of applied colleges and universities. The proposal emphasizes striking a balance between teaching language knowledge and fostering language practice skills. Cultivating students’ robust practice awareness and abilities can equip them to become competent applied foreign language professionals who can confidently navigate the demands of the new era.

Research on cultivating applied foreign language talents under the background of the Belt and Road

Starting from the opportunities and challenges brought by the Belt and Road, this paper analyzes the current problems in cultivating international foreign language talents, and puts forward the strategies to improve the training of applied talents with high English proficiency, aiming to cultivate high-quality foreign language professionals with international vision, patriotism, and innovative spirit.

Improving pre-service English teachers’ native cultural knowledge and English language knowledge of native culture in a PBL classroom

ABSTRACT Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedagogy training on not only linguistic, but also intercultural dimensions. However, the development of PSETs' home-country cultural knowledge (HCK) and English language knowledge of home-country culture (ELKHC) has been overlooked. Given the wide application of project-based learning (PBL), this study aims to enhance Chinese PSETs' HCK and ELKHC via group projects. Top of Form Bottom of Form. Design: The study was conducted within a PSET training course involving 43 participants at a Chinese university. An intervention comprising four group projects was implemented, which required participants to utilize various technologies to showcase Chinese culture via the English language. The instructor's evaluation, students' self-evaluation, and reflective journals were collected. Findings: Quantitative analysis of the students' self-evaluations and the course instructor's evaluations demonstrated that the PSETs made significant progress in HCK and ELKHC. Qualitative analysis of students' reflective journals showed their learning experiences, gains, challenges, and solutions. Originality/value: This study highlights how PBL affords authentic learning experiences and stimulates learning motivation and autonomy. Strategies for helping learners make more progress in HCK and ELKHC via PBL are also discussed. Ultimately, we believe this study offers insights into the training and development of foreign language professionals.

Cуть та структура іншомовної професійної компетентності студентів технічних спеціальностей

The article examines the fact that in modern state standards of higher education, from a number of areas of training of students of technical specialties, mastering a foreign language is presented at once in two competences. At the same time, if previously the goal of foreign language learning in higher education institutions was the formation of foreign language communicative competence and all components in the social, everyday and sociocultural spheres of communication, then modern state standards of higher education also emphasize the formation of communicative competence in the professional sphere of communication. It was found that such an expansion of the spheres of using a foreign language as a means of communication contributed to the designation of the formation of professional foreign language communicative competence as one of the main goals of teaching a professional foreign language to students of technical specialties. At the same time, scientists have not yet reached a consensus regarding the structure and component composition of professional foreign language communicative competence. The history of the issue is considered, the structure and component composition of the professional foreign language communicative competence of students of technical specialties is proposed. Structurally, students' professional foreign language communicative competence includes two components: foreign language communicative and professional. Foreign language communicative consists of five sub-competencies: linguistic, language, socio-cultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific field of professional activity and professional activities of specialists in a specific field of training. It has been investigated that this component will largely determine the content of training components of foreign language communicative competence, adding professionally-oriented subject content to the training process, which reflects the specialty of specialists in the technical field. In addition, it was established that as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The content of these components is described in detail in the work.

Methods of using interactive technologies in technical university

The article is devoted to the theoretical justification of the necessity of using forms of interactive foreign language teaching in higher education institutions on the example of students of “Logopaedics”, as well as to the experimental verification of the necessary pedagogical conditions for it. Methods of interactive learning are rarely used in pedagogical practice, because most programmes are rather conservative and do not provide for active work of students. The following pedagogical conditions are proposed for the implementation of interactive foreign language teaching: activation of the students’ educational and professional activity by increasing their motivation for professional foreign language activity, change of the teacher’s position from the leader to the dual position of the organiser-participant of the joint educational activity, use of interactive methods and forms of conducting training sessions, development of the content of the academic discipline in the direction of interactive learning.