Received 10.02.2022
Revised 13.04.2022
Accepted 29.05.2022
Retrieved from Vol. 25, No. 1, 2022
Pages 54 -59
Abstract
Based on analysis of the fundamental pedagogical, philological, philosophical, psychological works (A. Vitsyuk, O. Kovalenko, Y. Lavrysh, R. Lozanov, O. Osova, Y. Passov, etc.) the theoretical and methodological principles of using innovative technologies for training future specialists for professionally oriented foreign language communication are substantiated. The author describes the main approaches, principles and didactic possibilities of technological innovations in the training future specialists’ field for professionally oriented foreign language communication. The study found that future specialists` preparation for professionally oriented foreign language communication with the use of innovative pedagogical technologies has a fundamental and interdisciplinary nature; іt is studied by a wide range of scientific research areas. At the same time, it should be noted that the methodological and didactic aspects of the problem need further improvement. It was found that the preparation of future specialists for professionally oriented foreign language communication is a holistic, dynamic process of subject-subject interaction aimed at forming students’ readiness to use technological innovations in future professional activities that integrate learning, language and innovation competencies. Technological innovations in the field of training future specialists for professionally oriented foreign language communication are treated as a set of new methods, techniques, tools, forms of education, specially organized and aimed at implementing an innovative pedagogical process that provides foreign language communicative competence. As a result of studying the problem, the peculiarities of the use of innovative technologies of training future specialists for professionally oriented foreign language communication were revealed. This is reflected in the shift of emphasis: the teacher performs the mission of moderator, coach, tutor, facilitator in the learning process. A characteristic feature of the implementation of innovative technologies for training future specialists for professionally oriented foreign language communication in higher education institutions is their orientation towards the implementation of subject-subject educational activities of teachers and students, intensification of foreign language activities based on cooperation and co-creation strategies
Keywords:
innovative technologies; professionally oriented foreign language communication; students; foreign language competence; professional training[1] Aronson, E., & Osherow, N. (1980). Cooperation, prosocial behavior, and academic performance: Experiments in the desegregated classroom. Applied Social Psychology Annual, 1, 163-196.
[2] Jonson, D., Jonson, R., & Smith, K. (1990). Cooperative Learning: An active learning strategy for the college classroom. Baylor.
[3] Lazarowitz, R., Hertz-Lazarowitz, R., & Baird J.H. (1994). Learning science in a cooperative settling: Academic achievement and affective outcome. Journal of Research in Science Teaching, 31(10), 1121-1131. doi: 10.1002/tea.3660311006.
[4] Losanov, G. (1978). Suggestology and suggestopedy: Theory and practice. Sofia.
[5] Lozanov, R. (1977). Essence, history and experimental perspectives of the Suggestopedic system in foreign language teaching. Methods of Intensive Foreign Language Teaching, 2, 7-16.
[6] Mateva, G.K. (1982). Formation of cultural competence among pupils under conditions of Suggestopedic teaching. Sofia.
[7] Nisimchuk, A.S., Padalka, O.S., & Shpak, O.T. (2000). Modern pedagogical technologies. Kyiv: Prosvita.
[8] Osova, O.O. (2017). Theoretical and methodological bases of implementation of innovative technologies for teaching foreign languages in higher pedagogical educational institutions. Kharkiv.
[9] Passov, E.I. (1989). Fundamentals of communicative methodology of teaching foreign language communication. Moscow.
[10] Peterson, M. (1997). Language teaching and networking. System, 25(1), 29-39. doi: 10.1016/S0346-251X(96)00058-9.
[11] Shakhina, I.Y. (2012). To the question of multimedia technologies. Problems and Prospects of Formation of the National Humanitarian and Technical Elite, 32/33, 184-192.
[12] Vitsiuk, A.A. (2011). Formation and development of the main provisions of the methodology of intensive foreign language teaching: Main ideas and principles. Bulletin of LNPU named after Taras Shevchenko, 10(221), 178-186.