МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ІНШОМОВНОГО ПРОФЕСІЙНО ОРІЄНТОВАНОГО СПІЛКУВАННЯ МАЙБУТНІХ ФАХІВЦІВ

The article analyzes the issue of the formation of foreign language communicative competence among students of higher education in non-linguistic specialties. The author considers the experience of learning a foreign language for specific purposes by veterinary students. The educational discipline “Foreign Language for Specific Purposes” has its own specifics of teaching. Since its priority task is the training of specialists with a high professional level, able to work in a foreign language environment. The problem of learning a foreign language by students of higher education for various professional fields is of interest to many scientists, methodologists and teachers. The purpose of this work is to study the problem of the formation of foreign language communicative competence as a necessary component of the professional development of students of the “Veterinary Medicine” specialty. Within the framework of the study, the concepts of “communicative competence”, “foreign language communicative competence”, “method” are considered. The main attention is paid to the analysis of effective methods in the study of foreign languages by veterinary students. These are a mind map, a play role, a project method. A mind map is a relatively new technology for the formation of foreign language competence, a method of convenient recording and systematization of information. A play role is defined as a way of simulating a situation with simulation of professional activity by playing according to previously announced rules. The project method provides a combination of theoretical knowledge and their practical implementation, it is the act of making a creative product, a special type of intellectual activity aimed at practical research. The development of students’ professional foreign language competence is a priority direction of the learning process at non-language faculties, which requires the development of an effective method of teaching a foreign language in higher education institutions.

The article deals with the necessity and peculiarities of implementing a practical component during binary classes on the discipline “Foreign language for professional purposes” with practical police officers and native-speakers of a foreign language, which contributes to the formation of foreign language communicative competence of future police officers. The aim of the article is to determine the didactic and methodical conditions under which the organization and conduct of binary classes in the discipline “Foreign language for professional purposes” will be effective and will contribute to the formation of foreign language communicative competence of future police officers and their readiness to communicate in a foreign language during the performance of official duties. Possessing a culture of professional communication is an integral factor in the successful professional realization of an employee of the national lwa enforcement bodies, a prerequisite for his/her identification and full functioning in a certain professional environment. Professional language is an important tool of professional communication. Various situations of communication with representatives of other languages and cultures cause a significant expansion of the communicative sphere of law enforcement officers activity. One of the factors stimulating cadets' interest in studing a foreign language is conducting binary classes with employees of law enforcement bodies. During the binary classes, the cadets studied professional vocabulary better and acquired foreign language communication skills by profession. A similar practice should be used in further work with cadets to maintain their constant interest in studing foreign languages. The experience of conducting similar classes with cadets of the Donetsk State University of Internal Affairs is presented and their effectiveness is analyzed. The work defines didactic and methodical conditions under which the organization and conduct of binary classes in the discipline "Foreign language for professional purposes" will be effective.

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

The aim of this study is to examine the effectiveness of the integrated teaching method in preparing specialists with a strong professional and communicative language focus, well-developed critical thinking skills, and creative potential. This article discusses the importance of forming a foreign language communicative competence, which is a component of the professional competence of a modern specialist, and the issues of forming a foreign language professional communicative competence (FLPCC) of non-linguistic university students. The definitions of the concept of "communicative competence" and “effectiveness of integrated learning in the development of FLPCC” have been described. From integrated learning, the CLIL approach (Content and Language Integrated Learning) was chosen, and its theoretical background was described. Moreover, the article defines the main components of the FLPCC, outlines the structure of a set of exercises designed to develop foreign language speaking skills for fluent communication in a professional context, and provides an example of such exercises. The research work shows the results of experimental work and analysis. This helped to determine the necessity and importance of using a set of exercises aimed at enhancing students’ professional communication skills and qualifications in teaching their subject in English through integrated instruction. These exercises not only contributed to the development of professional competence, but also promoted the improvement of subject-specific language proficiency. The research materials may be useful for teachers teaching chemistry in English to effectively use CLIL in practice and for researchers studying issues within the framework of CLIL.

The methodical bases of exercises and tasks for the organization of situational communication of pupils of 5-6 classes in the conditions of competenceoriented teaching of foreign languages system creation are characterized in the article. It is determined that the components of a modern foreign language lesson are speech situations - communicative tasks that model various life circumstances which involve students in various types of speech activities. Approaches are characterized as a methodological category of methods of teaching foreign languages which determines the theoretical foundations of developing a system of exercises and tasks for organizing situational communication of students in grades 5-6 for the formation of key competences. Since competence, personality-oriented and activity approaches are the methodological principles of teaching any school subject they are classified as conceptual, general didactic. Competence approach is defined as a general didactic approach aimed at developing the key competences of students in the process of mastering a foreign language. The use of the competence approach determines the selection of information aimed at the development of a key competence of education seekers. Methodical approaches to the development of a system of exercises and tasks for the organization of situational communication in foreign language lessons are described in detail, notably competence, communicative-activity, reflective and culture level. The article proposes the topic of situational tasks for students of grades 5-6 which should be used in foreign language lessons to form such competences as communication in foreign languages, basic competences in science and technology, social and civic competences, awareness and self-expression in the field of culture, environmental literacy and healthy living, mathematical competence, initiative and entrepreneurship, etc.

The formation of digital pedagogy in conditions of global digitalization leads to a rethinking of educational paradigm and development and implementation of new methods of educational process organizing. These changes primarily concern higher pedagogical education, as the development of digital technologies changes the approaches to the training of future teachers and improving its quality. Blended learning, which has become a traditional way of organizing the educational process in higher educational institutions during the pandemic, has highlighted the problem of finding effective tools to motivate students to learn, the formation of academic self-regulation in combined educational environments. One of such innovative tools that changes the approaches to the organization of mixed courses is formative assessment.
 The research defines the essence and empirically generalizes the didactic potential of formative assessment as a tool of professional training of future physical culture teachers in conditions of blended learning. It is emphasized that formative assessment is an interactive and informal assessment of the level of academic achievements of students. The purpose of using formative assessment in professional education is to ensure scientific and reflexive independence of students, prevention and elimination of gaps in their mastering of knowledge, skills and abilities.
 The characteristics of modelling and designing the educational and professional experience of future physical culture teachers in conditions of blended learning through the algorithms of planning, monitoring and reflection are generalized. The didactic potential of formative evaluation in the process of professional training of future physical culture teachers in conditions of blended learning is determined: constructive and automated feedback (both for the teacher and for the student); timely and accurate description of the student's strengths and weaknesses, as well as suggestions for further activities that will support student development; differentiation and adaptation of the educational process to the needs of students, the development of their reflexive and evaluative skills of self-control, self-evaluation and mutual evaluation; increasing of cognitive activity, formation of academic independence, the ability to make informed educational choices and ways of professional development; formation of communicative competencies and skills of interpersonal communication.

The integration of national and cultural characteristics into the foreign language learning process plays a pivotal role in developing students’ intercultural competence within the context of educational globalisation. The article analysed theoretical and practical aspects of incorporating Kyrgyzstan’s cultural heritage, traditions, and value orientations into the educational process in higher education institutions. The aim of the research was to identify and experimentally substantiate pedagogical conditions facilitating the effective integration of national and cultural components into foreign language teaching, as well as to assess their impact on the development of students’ intercultural competence. The methodological foundation comprised comparative analysis of scholarly literature, observation of educational practices, and pedagogical experimentation. The study involved 120 students from language and pedagogical specialities, divided into experimental and control groups. During the formative stage, special pedagogical conditions were implemented in the experimental group, including culturally marked texts, interculturally oriented tasks, project-based work, and role-playing exercises. The effectiveness of integration was evaluated using language tests, intercultural communicative competence questionnaires, and adapted cultural intelligence tests. The empirical results obtained demonstrated statistically significant progress in the experimental group. The average level of intercultural competence in this group increased from 28% to 74% (compared to 31% to 36% in the control group). It was established that the use of national and cultural components contributed to enhanced motivation, development of critical thinking, and formation of sustainable value orientations based on the dialogue of cultures. Thus, the research confirmed that systematic integration of national and cultural specificity into foreign language teaching constitutes an effective factor in preparing students for meaningful dialogue in multicultural environments. The data obtained may be applied in curriculum development, creation of methodological materials, and improvement of teacher training, which corresponds to contemporary global trends in language education

The article analyses the definitions of ‘pedagogical conditions’ and ‘foreign language communicative competence’. It is noted that European integration processes, the spread of multicultural education and Ukraine's active participation in international educational programs have led to an increase in the requirements for the level of foreign language proficiency among students for higher and professional higher education. The relevance of the study is due to globalisation processes that put forward new requirements for the training of specialists and foreign language proficiency is becoming an integral part of professional activities in the field of information technology. The scientific novelty of the study is to substantiate the pedagogical conditions for the development of foreign language communicative competence, taking into account the specifics of training specialists in the field of information technology. It has been determined that the successful formation of foreign language communicative competence in information technology students depends on a set of pedagogical conditions. The first pedagogical condition is the formation of motivation for future IT specialists to learn foreign languages; the second pedagogical condition is the systematic use of digital interactive technologies as a means of forming foreign-language pedagogical competencies; the third pedagogical condition is the creation of professionally directed educational and methodological support (workbooks in English for professional purposes for each semester) for foreign language training of future IT specialists in institutions of professional higher education; the fourth pedagogical condition is the readiness of foreign language teachers to use professionally directed educational and methodological support. As a result of the study, recommendations have been developed for the implementation of effective foreign language teaching strategies that will help improve the level of foreign language communicative competence of future specialists in Industry 12 – Information Technology. The recommendations cover such aspects as the selection of teaching materials, the use of interactive teaching methods, the development of workbooks, the use of digital technologies, the organisation of the educational process and the assessment of learning outcomes.

У статті висвітлено проблемні питання формування та розвитку міжкультурної комунікативної компетентності у майбутніх фахівців технічного та гуманітарного профілю у контексті глобалізації освітнього простору. На підставі узагальнення основних наукових понятійно-категоріальних ознак досліджуваного феномену, міжкультурну комунікативну компетентність майбутнього фахівця технічного та гуманітарного профілю трактовано як інтегративну, динамічну, здатну до саморозвитку професійно-особистісну якість, що забезпечує успіх у розв’язанні завдань міжкультурної комунікації, адаптацію та самореалізацію фахівців технічного та гуманітарного профілю в іншомовному суспільстві. Розглянуто поняття «міжкультурна комунікативна компетентність», означено її структуру та основні складові, що мають бути закладені в основу її формування. Розкрито сутнісні характеристики структурних складових міжкультурної комунікативної компетентності та її компоненти як інтегративної якості особистості майбутнього фахівця. Обґрунтовано особливості формування міжкультурної комунікативної компетентності у майбутніх фахівців у процесі вивчення іноземних мов та визначено педагогічні технології, що забезпечують ефективне її формування.

This article is devoted to innovative aspects of enhancement of management processes in a higher educational institution on the basis of application of modern information and communication technologies. Research purpose is development of theoretical provisions and practical recommendations about enhancement of management processes in higher education institution on the basis of application of information and communication technologies. This purpose has determined statement and the solution of the following tasks: to research theoretical essence and concept of corporate management of higher education institution; to determine the directions and forms of corporate management in higher education institution; to reveal feature of corporate management processes in higher education institutions; to determine the factors constraining implementation of the corporate principles of management of higher education institution; to develop technology of use of corporate mail of higher education institution on the basis of application of the program MS Outlook complex and a security system of Kerio Control. In the course of research methods of the economic, historical and logical analysis, system approach, a method of analogies, methods of generalization, method of expert evaluations, SWOT analysis, etc. were applied. Applied researches on this problem, and also practical experience of the Tashkent state economic university are used. During writing of article the results containing elements of scientifi c novelty are received: author’s defi nition «corporate management in higher education institution» on macro and microlevels is given. At the macrolevel – this state regulation, support and assistance of processes of implementation, transformation and adaptation of methods, models and the best practices (practice) of corporate management to the sphere of the higher education, increase of degree of autonomy of higher education institutions and sale of mechanisms of public-private partnership for the purpose of increase of social effi ciency and responsibility of the parties. At the microlevel – this use of the mechanisms of effective corporate management providing coordination of interests of the entities and organizations and creation of the conditions for long-term cooperation about business by community promoting a performance of the mission of higher education institution and maintenance of the academic values of the higher education; the directions of corporate management in higher education institution are determined; the features of corporate management processes consisting in ambivalence of their influence on the high school environment both with positive, and from negative sides are revealed; the factors constraining processes of forming of corporate management in higher education institution at various stages which elimination creates bases for search of new allowances of successful functioning of higher education institutions in the conditions of the increasing complexity, uncertainty and dynamism of external environment are determined. Zones of tripartite interests of the state, business and higher education institution in the course of integration of education, science and innovations are revealed. This research is directed to systematization and development of theoretical bases of the concept of corporate management in higher education institution. The received results can be used in activities of governing bodies, business by structures, professional and higher educational institutions as a basis for development of recommendations about development and enhancement of management processes based on application of information and communication technologies.

Modern specialists must have not only professional skills and abilities based on special knowledge, but also a high level of professional qualification, which includes critical thinking, knowledge of a foreign language and the ability to use theoretical knowledge in their practice. To ensure the competitiveness of graduates of higher education institutions in the labor market, it is important to form their translation competence. The purpose of the article is to study the content of translation competence and the order of its formation in students majoring in "Economics", "Computer Science", "Information Systems and Technologies". The content of the categories "competence" and "translation competence" is analyzed. Innovative methods of teaching a foreign language used to form students' translation competence, types of tasks that have proven to be the most effective in the learning process, the main types of translation transformations are considered. Emphasis is placed on the expediency of using the method of case studies for the development of students' translation competence in the process of learning a foreign language in higher education institutions. It is established that the work on text translation includes separate stages, at each of which students develop the following skills: recognition of optimal translation units in the translated text, use of adequate translation transformations, finding the most successful equivalents of native language translation units, critical evaluation of translation and adjust it if necessary. It is emphasized that after studying a foreign language, students majoring in "Economics", "Computer Science", "Information Systems and Technologies" must know grammar to the extent that it provides practical translation skills, special terminological vocabulary, have a vocabulary within subject-oriented program, be able to convey the content of the read material in a foreign language; to conduct oral and written communication, business conversation, write a resume, organize business negotiations, write a scientific article, etc. Further scientific research in this direction is seen in the study of the factors of formation of professional communicative competence of future translators in the process of professional training.

The article is devoted to the issue of efficiency checking of the formation of intercultural communicative competence of students in the context of the project for the export of education. It presupposes the development of new forms of joint educational programs, which entails the creation of opportunities for the implementation of intercultural communication and cooperation in an international cultural environment. Intercultural communicative competence is considered in this research as a complex personal education that contributes to the professional development of students, their ability to interact and cooperate with representatives of other cultures and languages in the process of interpersonal communication. Taking into account large number of representatives of foreign countries studying in the Saratov State Agrarian University, the effective formation of this competence is an integral part of a successful personally and socially integrated result of educational process. The analysis of the existing practice of the formation of intercultural communicative competence of students of several universities in Saratov revealed that the formation of this competence is carried out mainly by traditional pedagogical means. The use of modern technologies, which in this study are information technologies, can significantly improve the efficiency of the formation and development of intercultural communicative competence.

The article deals with using mobile applications and online services for teaching foreign languages, which is becoming more and more widespread in the educational process of higher education institutions. There is a wide range of paid and free applications that are constantly being updated and developed. However, in the context of using such applications in higher education, selection and control become important tasks for a foreign language teacher. A survey of students from two universities reveals that the majority of students have experience of using mobile language learning apps, but only 67.9% recognise the positive impact on their level of knowledge. Among the disadvantages of their use are the monotony of tasks, loss of motivation, insufficient quantity and quality of information, and problems with performance stability. The analysis of the weaknesses of using mobile applications and online services for foreign language teaching points to important criteria for selecting resources for higher education teachers. First, given the different focus and functionality of applications, it is important to clearly understand the purpose and possibilities of using them as an additional teaching tool. Next, it is important to evaluate the autonomy of the app and take into account its affordability for students. Another important criterion is the ability to check assignments and track progress. The survey of students confirms a positive attitude towards the use of mobile applications, and the advantages they pointed out, such as convenience and accessibility, make these tools important for improving the process of learning foreign languages in higher education. Further research is needed to experimentally test the effectiveness of using certain mobile applications and online resources for teaching various aspects of a foreign language in the context of higher education

One of the most important components of professional competence of a modern competitive specialist is a high level of foreign language communicative competence, which leads to the search for the most optimal ways of teaching foreign languages. The article deals with the linguistic and didactic potential of social advertising texts as an effective means of formation of intercultural communicative competence of students in teaching French as a foreign language. The importance and expediency of the use of social advertising in the classroom for the practice of speech and linguistic studies in the language University is being proved. Being an authentic resource, it contributes to the immersion of students in the socio-cultural reality of the country of the studied language and can act as an auxiliary tool in mastering the skills of listening, speaking and writing and the formation of intercultural communication. In the course of the study it was found that social advertising materials are not only one of the effective means of formation of foreign language communicative competence, information, analytical and creative skills of students, but also contribute to the formation of value orientations and behavioral models of modern students in accordance with specific social norms and ideals through polycode advertising text. Thus, it can be stated that social advertising is a means of moral and cultural enrichment of the individual.

The purpose of the study is to theoretically substantiate and experimentally prove the effectiveness of using the forms and means of museum pedagogy for the formation of foreign language communicative competence in English lessons in grade 5 in secondary schools in the context of the implementation of the Federal State Educational Standard. The article analyzes and substantiates the possibilities of using the forms and means of museum pedagogy to achieve the key objective result of the educational subject “Foreign language” – the formation of foreign language communicative competence of students in accordance with the requirements of the Federal State Educational Standard. The scientific novelty of the research lies in clarifying the essence of museum pedagogy in teaching a foreign language, in analyzing and systematizing the forms, methods and means of museum pedagogy in the process of teaching a foreign language. As a result, it is proved that the use of forms and means of museum pedagogy in English lessons makes it possible to form all the sub-competences of foreign language communicative competence.