THE ROLE OF WEB-QUEST PROJECT ACTIVITIES

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 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 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.

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 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.

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 article analyzes the criteria of assessing the effectiveness of pedagogical model of forming foreign language communicative competence of future pedagogue. The subject of experimental research is pedagogical model of forming foreign language communicative competence and its occurrence in the educational process. The pedagogical model is considered to be effective under certain criteria and its indicator. The author proposed to examine the structure of foreign language communicative competence and to describe the main elements of the structural-functional model of formation of foreign language communicative competence. The main competencies of the structure and evaluation criteria of efficiency of pedagogical model are distinguished and described. A detailed analysis of the criteria is presented, which include gnostic, axiological and praxeological components. The results of the study can be applied in the pedagogical process of future teachers training. The quality of the higher professional education depends on the level of language training at the University.

The article describes the possible aspects of the organization of the methodology of teaching mathematics in primary classes through digital educational resources, content. The theoretical analysis is carried out and the content analysis of the conceptual and categorical apparatus of digital education in the concepts of "information competence, information technologies", "digital resource" is presented. The possibilities of "digital education" in primary classes are characterized generically in all the main subjects. There will also be samples of digital content prepared for the section "learning in parts" in the 4th grade according to the methodology of teaching mathematics in primary classes. In the section Research results, the article presents an algorithm for preparing digital resources. It is explained that the preparation of digital educational resources consists of text-based annimations, multimedia components (video clips, synthesizing images), and sound objects. A scenario for the preparation of digital content will be developed. The advantages of using digital resources in teaching mathematics in primary classes in the development of students ' cognitive abilities are analyzed. For example, the advantages of accessibility of education, personality-oriented learning, creation of an information educational environment, the possibility of choosing an individual trajectory, creative activity, motivational breakthrough, demonstration situation, etc. are described.

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.

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 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 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.

Today, knowledge of foreign languages is required to avoid barriers to communication between people around the world. Thus, learning foreign languages is relevant at almost any age.The purpose of this article is to consider the generally accepted methods and determine the effectiveness of each of them during training. To achieve fluency in a foreign language, it is necessary to divide foreign language communicative competence into a number of components and develop them both individually and in combination. Each of the models is a separate and independent method that can be used to improve certain components of foreign language communicative competence. The main components include: the development of speech, writing, reading, and the study of vocabulary. There is no single approach in the scientific literature to determine the structure of foreign language communicative competence, as the general form of this competence can be presented in a set of components such as linguistic, sociolinguistic and pragmatic competence. Therefore, it is not possible to dwell on a specific method as ideal for the formation of competence, as each of them has its disadvantages and advantages. The formation of foreign language communicative competence requires a long and careful study of the material offered by a teacher who uses a certain method.

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.

The purpose of this study is to justify the feasibility of elaborating a typology of exercises based on digital educational resources, adapted to the specifics of teaching English to chemistry students and aimed at forming professional foreign language communicative competence. The article analyzes modern requirements for graduates of chemistry specialties and highlights the distinctive characteristics of foreign language training for chemistry students compared to students of other specialties. The scientific novelty of the research lies in the fact that it identifies a type of exercise for teaching a foreign language to chemistry students, such as productive-creative exercises, and that digital educational resources and artificial intelligence-based platforms are integrated into the development of tasks for the formation of foreign language professional communicative competence in chemistry students. The study found that the developed typology of tasks ensures the effectiveness of teaching foreign languages to chemistry students and increases their engagement in the educational process. Exercises within the proposed author’s typology allow students to solve communicative-problem tasks similar to those they will encounter in real life, and the use of digital educational resources provides access to relevant materials and significantly increases student motivation.