MODERN APPROACHES TO TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE COMMUNICATION IN HIGHER EDUCATION INSTITUTIONS

Abstract

The key approaches to teaching a foreign language for professional and communicative purposes in institutions of higher education have been defined and theoretically substantiated. It has been established that the formation of professional foreign language communicative competence is one of the leading tasks of higher education pedagogy, grounded in the requirements of contemporary science and the challenges of the labor market. The peculiarities of interpreting this concept in the context of the Common European Framework of Reference for Languages (CEFR), national pedagogical thought, and the modern competence- based system of a specialist have been examined. The main components of professional foreign language communicative competence have been characterized – linguisticlinguistic, social, and communicative − and their role in effective interpersonal, academic, and professional interaction in a foreign language has been determined. It has been found that professional foreign language communicative competence is an integrated system of knowledge, skills, abilities, and professional qualities acquired during training, which ensures the ability to effectively conduct oral and written interpersonal, professional, and intercultural communication in a foreign language, apply professional terminology, critically interpret professional information, and adapt to the specifics of foreign-language academic and professional environments. The aim and objectives of the course “Foreign Language for Professional and Communicative Purposes” have been outlined. Three main scientifically grounded approaches to the study of a foreign language for professional and communicative purposes have been analyzed: the competence-based, integrated, and communicative approaches. The essence of the competence-based approach has been studied, which ensures systematic development of professional skills among students, engagement with relevant educational technologies, and a focus on the practical use of a foreign language in professional and academic situations. The integrated approach has been described, which involves the combination of interdisciplinary links, active implementation of multisensory learning, project-based activities, information technologies, and various forms of interpersonal cooperation. Key features of the communicative approach have been highlighted, aimed at developing skills in conducting dialogue, participating in group and pair work, analyzing authentic materials, and fostering contextually oriented speech competence.