Model of Bilingual Mathematics Teaching at a Technical University

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 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 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.

The aim of this study is to develop and substantiate a structural and content model for the formation of foreign language communicative competence (FLCC) in students of natural science specialties within the context of professionally oriented education. The research identifies the key components of FLCC, including linguistic, sociocultural, pragmatic, and strategic elements, alongside essential subcompetencies crucial for effective communication in both scientific and professional contexts. The study utilizes a blend of professional-competence, professional-personality-oriented, professional-interactive, and subject-professional approaches to ensure alignment with modern professional standards and to address the individual learning needs of students. It also outlines the necessary linguodidactic conditions for the successful implementation of the model, emphasizing the integration of foreign language training with specialized scientific disciplines, the promotion of active communicative practices, the enhancement of students’ academic autonomy, and the modular structuring of content. The results demonstrate the effectiveness of this approach in systematically developing students’ capacity for professional and scientific communication in a foreign language. This study contributes to the field of language education by offering a comprehensive framework for developing FLCC in line with the demands of the international academic and professional environments.

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 foreign language communicative competence of high school students is formed within the framework of an interdisciplinary educational approach, the main principle of which is the principle of integration. The methodological justification for solving the research problem is the interaction of sociocultural, communicative-activity, personality-oriented, cognitive approaches with the dominance of an interdisciplinary approach. This research defines the importance of developing foreign language communicative competence among high school students on the basis of an interdisciplinary approach, presents pedagogical conditions that contribute to the process of forming a foreign language communicative competence of high school students based on an interdisciplinary approach, identifies criteria and determines the levels of development of foreign language communicative competence among high school students based on an interdisciplinary approach. approach. The results obtained in the form of lesson plans and conclusions regarding the effectiveness of the interdisciplinary approach in English lessons in a general education school, aimed at the formation of foreign language communicative competence, can serve as the basis for identifying the level of formation of foreign language communicative competence of students, as well as creating teaching aids based on interdisciplinary approach in teaching foreign languages. We describe the effectiveness of integrated lessons, the stages of work for developing a lesson, the essence of which is the implementation of interdisciplinary connections.

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

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.

Modern educational standards implementation requires the development of new learning process strategies. Introduction of innovative methods and technologies in the educational process allows to increase the efficiency of students learning activity and to choose an individual trajectory in an open educational environment. The study substantiates the necessity of development linguacultural competence of higher school students in the process of learning a foreign language. The authors identify the basic principles and distinctive features of language training; analyze the system and approaches to form students’ foreign language communicative competence. The paper discusses the advantages of using online platforms of virtual museums for the purpose of the development of student’s linguistic-country competence in higher educational institutions. Broad educational potential of virtual museums as an innovative resource that complements the curriculum and expands the traditional learning system, offering students knowledge of culture in the context of various activities is taken into account. The research represents a brief description of the virtual museum application for classroom tours in the process of teaching students and the developed and tested model of the formation of linguistic-country competence.

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.

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.

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.

The new context of changes in labour-market requirements calls for development of foreign language communication competence and use of technologies that promote professional life-long learning. Individual characteristics necessary for a professional to integrate into the international socio-cultural environment have recently been challenged particularly because of growing demands to the ability to communicate, be autonomous and responsible for the achieved learning outcomes. A switch of the European higher education content to the competence-based learning contributes to the development of the mentioned characteristics and competence. Further, the National Qualifications Framework of Ukraine (7 Level, Second cycle (Master)) envisages mastering foreign language communicative competence in professional activities. This research addresses the issue of ICT tools application in the development of foreign language communicative competence of law students during individual study. We focus on blended learning model, which is combination of traditional and distance learning approaches. To conduct the research, focus groups were defined and examined; relevant authentic material (the VOTA, HUDOC database, and CURIA case-law database) analysed; and the most appropriate ICT tools established. The department of foreign languages of the National University "Odessa Academy of Law" designed, tested, piloted and uploaded the on-line dictionary "gLAWssary"; developed and recorded the video course "Legal English in Use" which is offered on the university website. The results indicate that the on-line dictionary and video course supplemented by the workbook are powerful tools to promote professional life-long learning and that individual study skills are central to this task. This finding suggests that a thoroughly elaborated course with the relevant ICT tools could be the basis for building foreign language communicative competence of future lawyers.

The purpose of this study is to disclose the leading role of a business game as a form of quasi-professional activity used in foreign language training in order to achieve a sufficient level of air traffic controllers’ communicative competence. The educational value, stages of the conducting business games and an example of the business game are represented. The idea of contextual learning, the content of which is the subject matter of future air traffic controllers’ professional activity, is highlighted in the paper. It goes without saying that an important factor in the effectiveness of the educational process in Aviation English studying is an active involvement of applicants for higher education to quasi-professional activities. Key words: Aviation English, aviation specialist, business game, communicative activity, contextual learning, foreign language competence