Intensive Method of Teaching English Language in Language Courses

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 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.

Abstract. The article suggests a comprehensive study of the problem of implementing modern methods of students’ foreign language communicative competence development in foreign language classes. It is proven that at the current stage, the emphasis in education is shifting towards the need to form a system of professional competences in the future specialists, which will help them to perform their professional duties efficiently. The authors consider foreign language communicative competence as an integrative personality formation, which has a complex structure and acts as an interaction and interpenetration of linguistic, sociocultural and communicative competencies. It is emphasized that forming foreign language communicative competence for future specialists at the current stage of world community development should be considered as a mandatory component of general professional training. It is stressed out that to ensure the effectiveness of the process of foreign language communicative competence development, it is necessary to apply new methodological approaches and determine the pedagogical conditions for their implementation. The authors characterize the structure of foreign language communicative competence of students of non-language specialties. In the context of foreign language learning for students of higher education institutions, the concepts of “general competency” and “communicative competency” are distinguished and their components are analysed. It is demonstrated that for the effective development of foreign language communicative competence, a foreign language teacher must use the latest teaching methods that combine communicative and cognitive goals. The article also proves the need to take into account the specifics of professional interests within the specialty, i.e., specialized content (special terminology, typical communication situations and genre specifics of professional language), contextual language study of grammatical phenomena, focusing attention on practical language use, etc.

The successful development and strengthening of Ukraine’s international and intercultural relations with other states leading to the global expansion of social and economic integration requires future International Relations specialists to communicate professionally in foreign language. In this context, there is a need to take new approach to foreign language teaching in institutions of higher education. The present study proves that one of the most promising directions in education development in the modern world is blended learning as it combines the strengths of traditional educational methods and benefits of online learning technologies. The article states that e-learning course is a major means of blended learning implementation in the process of foreign language communicative competence training for future International Relations specialists. The e-learning course structure for students of the first year in specialty 055 «International relations, public communications and regional studios» based on the MOODLE 3 platform has been described. The results of the experiment at the National University of Life and Environmental Sciences of Ukraine demonstrate that using the MOODLE platform forms and improves the future International Relations specialists’ foreign language communicative competence and ensures the main educational process requirements (openness, accessibility, interactivity, and instrumentality) have positive effects for both teachers and students.

Abstract. This article examines the theoretical aspects of foreign language communicative competence in students of higher medical education. The study analyses the concepts of «communication», «linguistic communication», «foreign language professional communication», and «foreign language communicative competence». It is emphasized that the development of medicine and national healthcare systems requires the application of advancements in medicine from other countries. In this context, proficiency in a foreign language and the ability to communicate with international specialists play a crucial role. Therefore, foreign language communicative competence is an essential component of the professional competence of future medical practitioners. Foreign language communicative competence is defined as an integrative personal and professional quality that determines a specialist’s ability and readiness to creatively address practice-oriented and communicative tasks within their professional activity and foreign language professional communication. The foundation of foreign language communicative competence is foreign language professional communication, understood as a system of communicative norms, skills, and strategies that enables effective use of a foreign language for professional communicative activities, participation in international projects, continuation of studies abroad, and engagement in scientific research. Teaching foreign languages for professional purposes at higher medical education institutions ensures the development of the necessary communicative capacity in both oral and written forms of professional communication. It equips students with practical language skills across various types of speech activity to the extent required by professional needs and facilitates access to the latest professional information through foreign language sources.

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

Over the past decade there has been an increasing attempt to explore the potential of computer games in order to engage students’ towards foreign language learning. However, literature review has shown that there are still few attempts to provide empiric evidence of the educational potential of computer games, whereas the present study aims to address this lack. The purpose of our paper is to explore the possibilities of using a highly interactive 3D online game, we previously designed according to our student needs, in order to reinforce their foreign language acquisition and communicative competence. The target groups are students of a German foreign language course from the A1 level (CEFR). For our project we designed a 3D online-game that is based on a role-play, in which students need to cooperate in order to complete the game successfully. The game is built upon the OpenSim platform, and cooperation is conducted through game chats. Game chat interactions are being registered in a log file that is later processed. Furthermore, by analyzing different indicators we are able to obtain initial evidences to assess students’ proficiency regarding their communicative competence in the target language. We include some examples from a pilot study we did with students of a German foreign language course (A1).KeywordsCooperative learningvirtual worldscomputer-supported language learning

THE reinstatement and/or strengthening of the for eign language component of the undergraduate cur riculum offers an exciting challenge to foreign lan guage faculty.1 Awareness of the findings of the President's Commission on Foreign Language and International Study, as well as growing concern over students' literacy levels, may encourage building a program in language and literature or even restoring a foreign language requirement in many institu tions. While administrators, colleagues, and perhaps students and their parents will all be involved in deliberating these issues, we, as the faculty, bear a special responsibility for leadership. Our leadership will benefit from our preparedness to meet the questions and concerns of these con stituencies. Clearly each institution has its own needs, and each foreign language department will develop its own method of reassessing the role of foreign language and literature study. The strategies suggested below are designed to support the process of strengthening the foreign language program, whether or not language requirements are at issue. The process includes gathering information, es tablishing a rationale, clarifying needs, developing resources, and sometimes changing institutional pol icy. The order of the suggestions below does not suggest a fixed modus operandi. In some situa tions, for instance where there are only two foreign language teachers, securing outside help in the form of a consultant might precede collection of relevant data on foreign language study in the college. In other circumstances, when student enrollment and faculty staffing patterns permit, a department chair man might offer a faculty team released time to develop the statistics, bibliography, and other rele vant data needed to support the reassessment pro cess. Where nearby institutions have particularly successful foreign language programs, a college con sidering reinstatement of foreign language require ments might regard visits to these departments as a sensible first step in reassessment. Each department should develop its own plan. The logic of steps within this plan will, of course, be determined by internal departmental and institutional factors.

Statement of the problem. The article deals with the problem of developing foreign language communicative competence among high school students in a foreign language lesson in the context of a content and language integrated learning (CLIL). The authors of the article give recommendations for the development and practical testing of an integrative course, including elements of the CLIL methodology. As an example, the course on the development of foreign language communicative competence among the 10–11th grade students implemented in the Krasnoyarsk Secondary School № 6 is taken. The purpose of the article is to present the authors, recommendations on the introduction of CLIL elements in the program of foreign language education in high school in the context of introduction of new Federal State Educational Standards that involve the formation of interdisciplinary connections. The methodology consists in studying the results of interdisciplinary studies of Russian and foreign scientists devoted to the use of CLIL; analysis and generalization of the authors, experience in the process of forming interdisciplinary connections for the development of foreign language communicative competence among high school students in a foreign language lesson. Results. Authors, recommendations on the introduction of CLIL elements in the foreign language education program of high school approved in practice are developed. Conclusion. Analyzing the results of approved recommendations, the authors come to the conclusion that use of the CLIL elements in foreign language classes in high school leads not only to reinforcement of interdisciplinary connections, but also to horizon,s expanding and development of students, foreign language communicative competence.

Importance. Artificial intelligence technologies can significantly expand the opportunities for students to form professional competencies during the study in higher education. At the same time, the effectiveness of teaching methods depends on a number of conditions. The purpose of the article is to identify and substantiate the list of organizational and pedagogical conditions of training law students to legal drafting in a foreign language through artificial intelligence tools. Materials and Methods. The research is conducted on the basis of analyzing scientific literature on psychology, pedagogy and methods of teaching foreign languages. The sample of sources included domestic scientific journals of the Higher Attestation Commission of the Russian Federation list (category 1 and 2), as well as other modern sources: monographs and educational and methodical works. Results and Discussion. The author’s list of organizational and pedagogical conditions for training law students to legal drafting in a foreign language through artificial intelligence tools is identified and substantiated: a) the level of foreign language communicative competence – from Intermediate Mid to Advanced Mid; b) differentiation of law students’ study groups at the classes on foreign language; c) taking into account the peculiarities of specialist’s professional competence in the field of jurisprudence; d) the use of legal document constructors; e) the use of exercises system and tasks based on the following criteria. Conclusion. The novelty of the research consists in the development and substantiation of organizational and pedagogical conditions list of training law students to legal drafting in a foreign language through artificial intelligence tools. The obtained results can be used in the methods designing of teaching students of non-linguistic training direction in the development of professional competences based on the use of artificial intelligence technologies.

Introduction. The system of continued professional education in modern Russia is aimed at raising the level of professional workers’ ability for competition at the global vocational market. Among the most required competences we put an emphasis on the ability for efficient communication in the native and foreign languages pursuing social, cultural and professional interaction. The practical experience proves that students of various courses of study within the system of continued professional education have difficulties while communicating in a foreign language because of a low level of their foreign language communication competence that is based on ability for decoding and producing a discourse. Aim. The article considers the factors to develop students’ ability for decoding and producing a discourse in the format of reflexive positional discussion. Methodology and research methods. Development of the advanced and high level of foreign language competence is possible via introduction of institutional discursive practices into the educational process. Development of foreign language competence in the system of continued professional education is being discussed from the point of synergy of pedagogical science and applied linguistics. System-synergetic, communicative-activity, discursive and technological approaches have been chosen as the methodological base to develop the system of criteria of students’ preparedness and ability to communicate in a foreign language. Methods of analysis and synthesis have been used during the work as well. Results and scientific novelty. The materials presented in the publication make a contribution to the theory and methodology of continued professional education regarding effective experts’ foreign language mastering, and skills acquisition for the most productive interpersonal and professional-oriented communication. Methodologically-based definition and description of the components of subject and structure of the concept of discursive foreign language competence are given. The educational technique that makes it possible to realize a wide range of discursive practices invariants has been developed. The algorithm for advanced and high level of discursive competence development has been described. The criteria of students’ preparedness and ability to communicate in a foreign language have been described as well as the marks related to the levels of developed discursive foreign language competence. Practical significance. The author's proposed technology enables to realize a wide range of invariants of the discursive practices and considerably increases the possibilities of effective foreign language training for specialists of various branches of economy and production, and pupils of different levels of training. The presented research results can be used when developing educational and methodical complexes in the systems of professional development and continued professional education.

One of the results of international cooperation and competitiveness is the need to remove the language barrier between its participants. In accordance with this, ensuring the mastery of a foreign language for free communication is the most important task of the education system at the present stage of development. In the proposed article, dialogical speech activity is considered as a necessary component for the formation of students ' foreign language communicative competence, which is one of the main goals of teaching a foreign language in a modern university. The article considers the characteristics and features of dialogical speech activity, the importance of speaking as a type of speech activity. The relevance of the research is related to the use of two types of teaching dialogical speech activity: deductive and inductive. Teaching foreign language dialogical speech activities should be systematic, purposeful, as close as possible to the conditions of real reality, which contributes to achieving a positive result in teaching a foreign language. The article provides a theoretical analysis of the application of the method of dialogical speech activity in teaching a foreign language at the present stage, taking into account trends towards international intercultural interaction.

The article highlights issues related to the implementation of bilingual education in Ukrainian technical universities. The study of this problem contributes to the training of engineering specialists who are able to carry out professional activities in the conditions of a foreign-language multicultural environment. The model and levels of implementation of bilingual higher mathematics teaching/learning for students of engineering and technical specialties is considered. It is noted that the system of bilingual education should be integrated into the general model of the organization of training engineering personnel in a specific specialty. The formation of a certain level of students' foreign language communicative competence is considered as a criterion for the allocation of training stages. The following stages of bilingual mathematics teaching/learning in technical university are distinguished: preparatory, transitional, actual bilingual. Each stage of bilingual teaching/learning is analyzed in detail from the following points: 1) direction of content (socio-cultural, mathematical, scientific), main unit of content (bilingual didactic element, bilingual subject-thematic module, discipline in a foreign language); 2) organizational forms and methods of training (integrated lectures and practical classes; conversation; project activity; information technologies; traditional, developing learning methods; elective course, special course or optional classes; text information activity; solving language tasks; methods of active learning; soft immersion; problem-based learning, independent work with educational and scientific literature); 3) the ratio of native and foreign languages (duplicative model, additive model, parity model and displacing model). The designed model of bilingual mathematics teaching/learning ensures the formation of bilingual subject competence in mathematics and provides an interdisciplinary synthesis of subject, linguistic, general technical (engineering) and cultural components.

The article concentrates on identifying the role of web-quest project activities in the formation of foreign language communicative competence, finding out how web-quest and other digital resources contribute to the extending of students’ vocabulary, the assimilation of speech skills and abilities in another language, and contribute to the development of students’ creative and socio-cultural activities. In this regard, the purpose of the article is to study the role of the web-quest project activities in the formation of students’ foreign language communicative competence. To achieve the goal, the experimental work was carried out, during which the level of students’ foreign language communicative competence was diagnosed, creative activities to prepare the students to the web quest project were carried out, the results were summarized, problem-based and competency-based methods were used.In the course of the study, the following results were obtained: the effectiveness of the web-quest project activities in increasing the level of foreign language communicative competence was established; the possibility to enrich students’ vocabulary through the use of interactive platforms (Quizlet, Kahoot, etc.) has been proved; the possibilities of using digital resources in the process of developing speech skills (monologue messages, participation in dialogue, listening, etc., with the help of Zunal.com sites, Zunal-web are shown. The scientific novelty of the research lies in the description of the methodology for the use of digital web-quest resources in the process of forming students’ foreign language communicative competence. Keywords: communicative competence, digital resources, web-quest, competency-based methods, project activities

Background. This article studies the strategy of training foreign language communicative competences among students of non-linguistic institutes on the basis of building the English-speaking environment (close to the natural one). The article describes the experience of the КрасWorld project, which was implemented by SibFU students as a part of the Твой Ход Russian Student Project on the basis of SibFU as well as the participation of SibFU students in the Eurasia Global International Youth Forum in terms of motivation for learning the English language as an intermediary language. The article offers student feedbacks on these projects, which reveal a positive impact of such events on the development of students' foreign language communicative competences and motivation to further study of the English language.Purpose. To identify the contribution of project activities (international projects) for increase of motivation to a foreign language learning (English) among students of non-linguistic universities.Materials and methods. The article is based on the experience of SibFU students in project management activity: the КрасWorld project, implemented as a part of the Твой Ход Russian Student Project and the Eurasia Global International Youth Forum. The results of the КрасWorld project were presented within the framework of the Твой Ход-2024 Russian Student Project. The comments on the КрасWorld project were posted on the social networks of the project (КрасWorld Telegram-channel; КрасWorld VK). The direct sampling method was used to select the comments related to the training of foreign language communicative competences.Results. International projects create the need for communication between representatives of different countries, thereby creating an environment close to a natural English-speaking environment that encourages students to communicate formally and informally in English. It contributes to effective receptive (reading, listening skills) and productive (speaking, writing skills) training.