FOREIGN LANGUAGE TEACHING USING INTERACTIVE TECHNOLOGIES AT HIGHER EDUCATION ESTABLISHMENTS

Introduction. The article deals with the problem of the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. The formation of professional foreign language communicative competence is one of the essential aspects of professional training of modern specialists. Among the education techniques, interactive methods based on a person-oriented approach to the student are given special attention, aimed at developing not just learner’s creativeness, but also the ability to think and react quickly, thus improving communication skills. In this case interactive learning technologies are regarded as the means of developing a foreign language competence of undergraduates at higher education establishments. The purpose of the article is to study the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. Methods. The given paper involves the theoretical analysis of scientific sources on the topic, comparison and systematization of the collected material and the empirical method of pedagogical observation and a questionnaire to comprehend the trends of the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. Results. The research consists of three stages: the analysis of publications relating to the issue of our research; the analysis of the concepts (communicative competence, interactive model of teaching, interactive learning technology), relating to the topic of the research; the empirical monitoring of the effectiveness of the application of interactive technologies in the process of teaching foreign languages for specific purposes to undergraduate students of non-linguistic specialties. Originality. The monitoring of the educational process and the conducted survey found that the use of interactive technologies during practical classes stimulates interest, encourages students to learn foreign languages, and contributes to the formation of a communicative and pragmatic approach. Conclusion. Interactive technologies include learning outcomes that are clearly defined; interactive methods, tools, and forms that stimulate students’ learning, cognitive and mental environments, and procedures to accomplish the desired results. The use of interactive technologies is a way of providing the required conditions for communicatively effective learning. It supports personal cooperation and self-development, improves not only foreign language communication but also personal qualities.