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The article is devoted to the problem of assessing career-oriented foreign language communicative competence among students of technical specialties of universities, the complexity of which is due to its multicomponent structure and the need to take into account various criteria for an objective assessment of its formation. In the course of the study, criteria are identified that ensure a qualitative assessment of career-oriented foreign language communicative competence among students of technical specialties. Theoretical and empirical methods were used: analysis of scientific literature on the research problem, synthesis, concretization, comparison, generalization, observation, pedagogical experiment. The scientific novelty of the study consists in the formulation and substantiation of criteria for the formation of components (subcompetencies) that are part of a career-oriented foreign language communicative competence: linguistic, socio-cultural, strategic (compensatory), discursive and professional. The practical significance of the research results lies in the revealed possibilities of assessing foreign language communicative competence of technical students.

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The authors analyze the approaches towards interpreting the notions of "foreign language competence", "foreign language communicative competence", and "professional foreign language communication". The professional foreign language competence of the specialist is regarded as a result of the integration of professional and foreign language communicative competence. The interrelation between the university graduate's general communicative competence and professional foreign language competence is scrutinized. The components of foreign language communicative competence of engineering students are analyzed. The structure of this competence is based on the analysis of requirements set for the graduates by the job market. Cognitive and operational-technological competences comprising the professional section of the specialized part of the social-professional foreign language competence of the trainee engineer are relevant to the special competences of the linguistic section staying in a dynamic interaction with them. The offered model was successfully tried out during the interconnected learning of engineering subjects and a foreign language at Zaporizhzhia Polytechnic National University. [ABSTRACT FROM AUTHOR]

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose. The article examines the question of the levels of foreign language communicative competence development of students for technical specialties. The characteristics of the corresponding levels are given. The tasks are to find out the essence of the concept «level of foreign language communicative competence»; to analyze classifications of foreign language proficiency levels; characterize the criteria for the levels of foreign language communicative competence development of students for technical specialties, based on the analysis. Methodology. Research methods are the analysis and summarization of relevant scientific materials for the purpose of collecting and presenting results, as well as coming to the conclusions. Results. The concept of the mastery level of a foreign language can be defined as a student's ability to formulate his foreign language statements in a grammatically correct and communicatively acceptable way to solve certain functional communication tasks, that implies the possession of a certain set of linguistic and sociocultural knowledge, skills. Many level systems are oriented (for practical purposes) to three main levels: elementary; medium (intermediate); advanced, they can be divided into sublevels depending on the purpose of level determining. As a result, six levels emerged, where each of the three main ones is divided into one more advanced and one less advanced, compared to the most basic level of foreign language proficiency. The system of levels of foreign language proficiency is closely related to the system of control, assessment and self-assessment of the level foreign language communicative competence development. Each type of foreign language communicative competence corresponds to its own level of learning, that differs in final target settings. The training level (planned result) is a projection of the goal on the content of training, it involves taking into account the training conditions. Taking into account the characteristics of the component composition of foreign language communicative competence, the experience of developing new control models, it is possible to single out the parameters and criteria necessary for assessing the level of foreign language communicative competence development of students. Namely, the purpose of the final control is to establish the correspondence between the level of foreign language communicative competence and the requirements of the English language curriculum for students of technical specialties. Conclusion. Thus, when considering issues related to the control of foreign language knowledge, skills (definition of goals, content, exam type, evaluation criteria), one should take into account both international standards of the level of foreign language proficiency and modern national requirements, they are submitted in educational programs and foreign language textbooks. In other words, all components of foreign language communicative competence should be the object of control. In particular, the pan-European system of language proficiency levels can be adapted to the goals of professional education and can serve as a basis for various diagnostic models that ensure the technologicalization of the competence approach in the process of foreign language training under the conditions of non-language higher education.

The article considers the didactic potential of the use of educational information technologies in the process of learning a foreign language for specific purposes by hospitality students. Based on the analysis of scientific works, the study proves the importance of introducing information and communication technologies in foreign language training of future specialists. With the help of a questionnaire and an interview clarifies the state of information and communication technologies in forming foreign language communicative competence of hospitality students. The paper specifies the peculiarities of foreign language communicative competence of hospitality students. Moreover, it highlights its components. The study presents the experience of introduction of information and communication technologies in foreign language training of future hospitality specialists. It proves that video hosting on YouTube, online presentations, mind maps, and educational blogs effectively influences the formation of students’ foreign language communicative competence. Thus it increases motivation to master foreign language material and develops analytical, creative, speaking, writing, listening, and reading skills. The article describes the didactic possibilities of the authors’ educational blog to organize independent work of students and partnership learning. Hence, it develops self-realization skills and improves foreign language communicative competence. Furthermore, the authors consider the didactic potential of mind maps in forming foreign language communicative competence and actualizing their mental activity. Finally, the paper experimentally tests the effectiveness of introducing information and communication technologies in learning a foreign language for specific purposes in hospitality students.

Pedagogy is currently a priority area of Russian higher education. The authors analyzed research publications, regulatory documents, and international foreign language assessment standards to determine professional competencies of a foreign language teacher. Pedagogical qualifications were studied in the context of pedagogical education as a structure. Any complete level of pedagogical education allows for professional activity; however, each level has a different pedagogical trajectory. Bachelor’s degree is the basic level of teacher education while Master’s degree provides a universal pedagogical trajectory for any education level. Competence is defined as a set of competencies that allow the teacher to organize an effective academic process. Pedagogical competence is a combination of professional and methodological competencies, which are of utmost importance for any teacher. The article introduces a number of ways to improve these competencies in line with formal and informal models. For a foreign language teacher, foreign language communication is the core competence. Its improvement is effective if it follows the system of international exams, e.g., the Common European Framework of Reference (CEFR) for Languages. Higher pedagogical education provides a foundation for continuous professional development in an informal learning model, i.e., advanced training programs based on international exams.

Purpose. The article examines the question of the levels of foreign language communicative competence development of students for technical specialties. The characteristics of the corresponding levels are given. The tasks are to find out the essence of the concept «level of foreign language communicative competence»; to analyze classifications of foreign language proficiency levels; characterize the criteria for the levels of foreign language communicative competence development of students for technical specialties, based on the analysis. Methodology. Research methods are the analysis and summarization of relevant scientific materials for the purpose of collecting and presenting results, as well as coming to the conclusions. Results. The concept of the mastery level of a foreign language can be defined as a student's ability to formulate his foreign language statements in a grammatically correct and communicatively acceptable way to solve certain functional communication tasks, that implies the possession of a certain set of linguistic and sociocultural knowledge, skills. Many level systems are oriented (for practical purposes) to three main levels: elementary; medium (intermediate); advanced, they can be divided into sublevels depending on the purpose of level determining. As a result, six levels emerged, where each of the three main ones is divided into one more advanced and one less advanced, compared to the most basic level of foreign language proficiency. The system of levels of foreign language proficiency is closely related to the system of control, assessment and self-assessment of the level foreign language communicative competence development. Each type of foreign language communicative competence corresponds to its own level of learning, that differs in final target settings. The training level (planned result) is a projection of the goal on the content of training, it involves taking into account the training conditions. Taking into account the characteristics of the component composition of foreign language communicative competence, the experience of developing new control models, it is possible to single out the parameters and criteria necessary for assessing the level of foreign language communicative competence development of students. Namely, the purpose of the final control is to establish the correspondence between the level of foreign language communicative competence and the requirements of the English language curriculum for students of technical specialties. Conclusion. Thus, when considering issues related to the control of foreign language knowledge, skills (definition of goals, content, exam type, evaluation criteria), one should take into account both international standards of the level of foreign language proficiency and modern national requirements, they are submitted in educational programs and foreign language textbooks. In other words, all components of foreign language communicative competence should be the object of control. In particular, the pan-European system of language proficiency levels can be adapted to the goals of professional education and can serve as a basis for various diagnostic models that ensure the technologicalization of the competence approach in the process of foreign language training under the conditions of non-language higher education. [ABSTRACT FROM AUTHOR]

The article examines strategies employed in foreign language learning which involve employment of Information and Communication Technologies (ICT) in the process of language acquisition in order to create, adapt, and efficiently utilize teaching resources that contribute to the formation of foreign language communicative competence of the future Ukrainian Armed Forces officers. It has been found that the proposed strategies increase the quality of education due to a high level of authenticity and informational relevance, form a stable positive motivation to master the language both in formal and informal settings, contribute to the creation of a situation of success. The findings of the research in introducing ICT in the system of officers language training are based on the experience of teaching the disciplines «Foreign Language» and «Foreign Language for Professional Purposes» during the bachelor's level of education to cadets of the 27 Automobile Transport Specialty at the Hetman Petro Sahaidachnyi National Army Academy. The sources analysis and the description of the empirical experience of the implementation of ICT tools into the course content are the main research methods employed in the article. The specifics of incorporating ICT in foreign language teaching are outlined in the article, specifying the didactic potential of the aforementioned technologies in increasing the intensity of the learning process, creation of more visual and interesting classes, ensuring instant feedback, enhancing motivation for learners’ cognitive activity, engaging more passive learners, activating learners’ mental abilities, fostering their abstract and logical thinking, and promoting individualization and intensification of learning through independent work with digital resources. Conclusion was made that due to personalization, accessibility, trust, flexibility, productivity, and interactivity, forming and active using of learners’ learning strategies utilizing various ICT in the process of language learning is favourable for acquisition of foreign language competence.

Relevance. In the context of increasing geopolitical tensions in the world the development of Russian cultural identity of students in foreign language classes is of particular importance. Modern Russian society needs competent, creative and active specialists, whose training will not be relevant and sufficient without acquiring knowledge not only about the culture of the countries of the language being studied, but also about their own culture. In the current situation, a foreign language has priority importance as a means of intercultural communication and generalization of the spiritual heritage of the countries and peoples of the studied and native languages.The Research problem: what are the principles of development of Russian cultural identity that contribute to the formation of foreign language communicative competence? The purpose of the research is to substantiate the implementation of the principles of development of Russian cultural identity of technical university students in foreign language classes that contribute to the formation of foreign language communicative competence. The research methods used include pedagogical observation, study of psychological and pedagogical literature, retrospective analysis of teaching activities, assessment, study of the work experience of teachers of higher educational institutions. The results of the research are the following: the role of a foreign language in the formation of Russian cultural identity of students has been determined; principles for the development of Russian cultural identity of students in foreign language classes at a university have been formulated and examples of their implementation given. Key conclusions: the principles of ethnocultural orientation of teaching and the use of PR technologies in foreign language classes, the purpose of which is the development of the Russian cultural identity of students at a technical university, contribute to the formation of foreign language communicative competence.

The article addresses the relevant topic for Ukraine of developing foreign language communicative competence in preschool and, specifically, middle preschool age. The research aims to analyze and summarize the experience of bilingual countries in the formation of communicative competence in minority languages, as well as to determine practical boundaries for its adoption in Ukrainian preschool pedagogy with the ultimate goal to develop effective methodologies for children of middle preschool age to acquire foreign language communicative competence. In the research process, theoretical methods, such as literature and documentation analysis, were used, along with a set of general theoretical methods: abstraction and concretization, analysis and synthesis, comparison, contrast, structuring, induction, and deduction. As a result of the research, the experience of forming language communicative competence in minority languages in countries, such as Finland, Canada, Malta, and Israel, was analyzed and summarized. The main effective methods for developing communicative competence in the language of minorities in children of middle preschool age were identified, including the method of total immersion, the method of partial immersion based on the principle of one educator - one language, and the method of partial immersion based on the principle of one educator - two languages.The widespread use of the translanguaging approach and language mixing in the process of forming communicative competence in minority languages in the context of bilingual countries has been identified. The main conditions, under which the formation of communicative competence in minority languages occurs in bilingual countries, have been summarized, a comparison with similar conditions for developing foreign language communicative competence in children of middle preschool age in Ukraine has been made.It has been identified that the main contextual difference in Ukraine is the extensive geographical distribution of a foreign language that influences children's understanding of its practical significance and the possibility of live communication with it. A conclusion has been drawn regarding the necessity of carefully transferring the experience of bilingual countries in using the translanguaging approach during the formation of foreign language communicative competence in Ukraine, since this caution is warranted because its application may result in a decrease in the motivation of children of middle preschool age to acquire a foreign language, given the possibility of achieving communication goals through their native language. The main assets of the studied bilingual countries that can be effectively borrowed by the preschool pedagogy of Ukraine in the process of developing methods for the formation of foreign language communicative competence in children of middle preschool age are highlighted, as a normative consolidation of the method of such formation, taking into account the greater effectiveness of early and total immersion in comparison with other forms of mastery of children of middle preschool age in a foreign language, managing groups of children with different levels of foreign language speaking competence and the practice of introducing children with an insignificant level of competence in a foreign language into groups with a higher level of foreign language communicative competence [ABSTRACT FROM AUTHOR]

The functioning of the Polish language in higher education institutions in the Donetsk region of South–Eastern Ukraine is the main focus of our research. The history of the study of Polish in the region is analysed, in particular at the Donbas State Pedagogical University, where Polish has been taught since 2020. The main problems facing the development of Polish language study in the region and higher education institutions are examined, and the prospects for promoting the development of Polish language study are outlined.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the use of authentic texts in teaching a foreign language in a technical university. The relevance of the research is associated with globalization and integration processes taking place in modern society, with the rapid development of science and advanced information technologies. In the context of expanding international contacts and establishing relations with foreign partners, training of highly qualified engineers requires the improvement of the methodology of professionally oriented foreign language teaching. The aim of the research is to justify the appropriateness of using non-adapted authentic texts as a necessary condition for professional and communicative foreign language competence formation of future specialists. Methods of observation, comparison, analysis have been used in the research. The author has analyzed various scientific approaches to the use of texts in the process of professional foreign language teaching; arguments regarding the inefficiency of using constructed and simplified authentic texts have been presented, advantages of working with non-adapted original sources at the first stage of the educational process have been noted. In the article the author shares his observations on increasing the motivation of students to master the language of a future profession, introduces personal experience in delivering texts and methods of working with them at various stages of education using the example of the Bachelor's course “Land Management and Cadastres”. The paper notes the results achieved by using non-adapted authentic texts to the educational process: overcoming the psychological language barrier, increasing linguistic and professional motivation, activating educational activities, and optimizing the learning process. The author comes to the conclusion that well-chosen and correctly used texts contribute to successful implementation of the goals of professionally-oriented teaching of a foreign language at a technical university.

The use of innovative technologies and Internet resources in foreign language classes makes it possible to speed up and facilitate the learning process and becomes an integral part of the successful development of foreign language communicative competence among undergraduate students.The problem of achieving the required level of formation of foreign language communicative competence of students is relevant for a number of reasons: the minimum number of classroom hours allocated to the discipline "Foreign Language"; predominance of traditional teaching methods and approaches; the unique characteristics and expectations of Gen Z students raised with digital technology.The research problem is what innovative technologies and Internet resources contribute to the formation of foreign language communicative competence in foreign language classes with economic students in a non-linguistic university?The purpose of the research is to present the experience of foreign language teachers of the Stary Oskol Institute of Technology in the use of innovative technologies in the process of forming foreign language communicative competence among economic students.The research methods used are analysis, generalization, forecasting, observation, evaluation.The results of the research are: the concept of "modeling of educational and speech situations" has been disclosed; a classification of professionally oriented educational and speech situations and examples of their use has been given; an example of the use of project-based learning technology has been presented; the experience of using forms of telecommunications, educational Internet resources and the MS Teams online platform in the educational process with students of economic specialties has been given.Key conclusions: the use of innovative technologies in foreign language classes involves purposeful systematic preparation of students of economic specialties for professional and business foreign language communication, thereby ensuring the formation of foreign language communicative competence.

The article analyses the basic principles underlying the modernisation of professional training of specialists. On the basis of the analysis, it is substantiated that the formation of the foreign language communicative competence of specialists in ship handling in the context of lifelong learning is a process, focused on the implementation of the tasks of developing a linguistic personality capable of carrying out independent communicative activities in an integrated multicultural environment, working with information in the system of foreign language linguistic culture and using it for personal and professional purposes. The process of formation is effective if the following principles of are observed: axiologisation (involves the development of skills to build speech behaviour adequate to the socio-cultural characteristics of the linguistic society); consistency and systematicity (ensured by methodologically and psychologically sound construction of programmes and manuals, as well as observance of the sequence of transition from simple to complex in the educational process); interdisciplinary integration (involves the formation of special knowledge, skills and abilities, taking into account interdisciplinary links, integration of teaching English and technical maritime disciplines); reflexivity (involves a conscious attitude to the learning process and mastering the techniques of self-assessment and building independent work); communicative (involves the formation of the foreign language communicative competence of specialists on the basis of transfer to the real environment); individualisation (taking into account the level of abilities, development of personal potential and individuality of cadets, understanding and response of the teacher to the needs of students); continuity (purposeful and gradual combination of individual stages of professional development). [ABSTRACT FROM AUTHOR]

A foreign language in a masters degree course is a tool for conducting research and development in certain problem areas determined by the educational program. The reasoning ability and the ability to report the main facts of the work done in a foreign language reflect the students communicative competence. The success of foreign language communication on professionally-oriented topics should be estimated by means of objective descriptors and in a form that allows the examinee to show his readiness for foreign language communication. The purpose of this paper is to identify the optimal forms of master students midterm assessment on Foreign Language in the sphere of Law. The author suggests discussing the practicability of using three forms of the exam: traditional and innovative with the use of two options for organizing interactive work of students in the masters program at the exam in the form of a presentation and discussion of advanced research directions related to criminology, criminal and penal law. The discussion can be conducted collectively or individually in the student teacher mode. The paper presents the evaluation system for masters midterm assessment, evaluation technique and the experience of conducting an exam using all three mentioned above organizational forms of work. The advantages and disadvantages of each midterm assessment form are outlined. Statistical methods (Mann-Whitney U-criterion) for evaluating the effectiveness of the exam indicate that it is advisable to use an interactive form such as an individual presentation of a scientific problem. At the same time, the qualitative characteristics of the results show that the collective discussion of scientific presentations makes it possible to check all the subcompetencies of the students communicative competence in the best and objective way, while the traditional form and the exam in the model of the individual presentation of a scientific problem allow assessing the examinees competence on its separate components partially. Thus, this paper makes the issues of the selection of measurable indicators for the foreign language competence of students actual and allows to intensify the discussion about the methodological component of the procedure for assessing master students ability to communicate.

The purpose of the paper is to substantiate and test practical-oriented interactive information and pedagogical technology, which involves the active role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities. The relevance of this problem is due to the process of globalization of the economy, the transition of the national economy to an innovative path of development and the demand in this regard for specialists with both a system of professional knowledge and the ability to communicate in a foreign language and on this basis successfully solve research tasks.Materials and methods. To achieve the goal, methods of comparative analysis of existing approaches to solving the problem were used, the general scientific system approach was also used to investigate the process of interaction between subjects and objects of educational activity at a university and the possibility of increasing the effectiveness of the educational process based on the use of digital tools, as well as the Moodle distance learning system. The developed technology was tested at the Minsk branch of Plekhanov Russian University of Economics in working with the first year students within the framework of academic disciplines “Business Informatics: 38.03.05”, profile of the program –“Digital Business Transformation”; “Management: 38.03.02”, profile of the program – “Marketing” and “Economics: 38.03.01”, profile of the program – “Business Statistics and Analytics”.Results. Within the framework of the study, a practical-oriented interactive information and pedagogical technology was developed and tested, based on the use by students of digital tools and the Moodle distance learning system in the formation and development of foreign-language communicative competence necessary for conducting research activities. The proposed information and pedagogical technology allows involving students in research activities already in the first year of their studies at the university. A study of students’ opinions indicates that they are satisfied with the process and outcome of study. The effectiveness of technology is also evidenced by the results of students’ participation of Plekhanov University (Minsk branch) in foreign-language international scientific forums and competitions.Conclusion. The proposed technology, based on the use of digital tools by students, harmoniously combines the best that is in the “live” and “virtual” interaction of subjects of the educational process, activates the role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities and allows this activity to be carried out already at the first stages of study at the university. Within the framework of the considered technology, the potential of the content of education in a foreign language is used and the personality-oriented pedagogical technology Dalton is used, as well as the “flipped class” method that has grown from this technology, which are options of blended learning and involve a combination of elements of traditional and e-learning.

Over the last few years, the global academic community has been wondering about the possibility and efficiency of using artificial intelligence technologies in the educational process in general, and in the process of teaching foreign languages in particular. Among the theorists and practitioners in the field of education there appeared both ardent supporters of the use of these technologies, and strong opponents of this idea. Our experimental study proved the efficiency of artificial intelligence technologies in the process of the formation of foreign language communicative competence of students of non-linguistic specialties of higher educational institutions. At the same time, we emphasize that the role of the teacher in the process of organizing the educational process remains fundamental, whereas his/her additional tasks in modern conditions include a careful selection of artificial intelligence technologies, creation of a set of exercises based on their application, which should contribute to the formation of professional competencies of students. [ABSTRACT FROM AUTHOR]

The functioning of the Polish language in higher education institutions in the Donetsk region of South-Eastern Ukraine is the main focus of our research. The history of the study of Polish in the region is analysed, in particular at the Donbas State Pedagogical University, where Polish has been taught since 2020. The main problems facing the development of Polish language study in the region and higher education institutions are examined, and the prospects for promoting the development of Polish language study are outlined. [ABSTRACT FROM AUTHOR]

The study aims to investigate the higher education students’ and teachers’ perception of using literary text in the foreign language course; to evaluate learners’ progress in the foreign language communicative competence throughout the experiment period; to outline the policies and strategies of using analytical reading in the English class, which lead to increasing motivation to learn foreign languages with a focus on literature. The study involves 85 Bachelor’s degree students and 35 teachers from linguistics and translation departments of three universities: Igor Sikorsky Kyiv Polytechnic Institute, National Aviation University, Kütahya Dumlupinar University during the spring term in the school year 2021/2022. The students from these universities were using analytical reading in foreign language learning during this term. The quantitative research method allowed us to assess the students’ progress in the development of their foreign language analytical reading skills, that included the understanding of the culture of foreign language, literary and aesthetic skills, vocabulary and foreign language skills, critical thinking and problem solving, inferential and interpretational skills. The qualitative research method was used to interpret the data of the experiment. Three questionnaires were employed as an instrument to assess teachers’ and learners’ perceptions of using literary texts in foreign language teaching/learning; to monitor the development of student’s skills in analytical reading. The students-philologists involved in the research increased their motivation to learn English as a foreign language through literary texts and showed progress in the development of analytical reading skills up to 16%. The results obtained can be implemented into the practice of foreign language teaching as literary texts enriched the language input in the classroom and stimulated language acquisition, and analytical reading involved students-philologists emotionally challenging their imagination and creativity.

An important aim of higher education intuitions of our country is creating of electronic educational system. Informatization of education has influenced all subjects, including foreign languages. The integration of digital technologies into the teaching process and production of multimedia electronic textbooks are the principal directions of modernization of language education. The paper aims to prove the high didactic potential of an electronic textbook on the subject “Foreign language” for development students’ communicative competence by means of analyzing of Russian and foreign authors’ scientific researches, development of electronic textbook and its use at foreign language classes. A detailed list of the lesson objective which can be solved by means of an electronic textbook on the subject “Foreign language” is given in the present article. The necessity of inclusion the digital products in the process of teaching foreign languages is also proved. The appropriateness of its use for development students’ communicative skills is justified. The list of speaking skills developed by means of electronic text book is. The examples of tasks for individual and group work are given too. The possibility of using the electronic textbook “French language for adjuncts” for the complex formation of speaking skills in oral and written communication is also shown. The necessity of its inclusion into the program of linguistic education at university is proved.

As an essential component of communicative culture, foreign language communicative competence is an integral part of student training. In this regard, the efforts of researchers are aimed at improving the efficiency of the process of formation of foreign language communicative competence, as well as the organization of successful speech interactions. The purpose of the study is to substantiate the conditions for the construction of foreign language communicative competence based on linguistic and sociocultural approaches, in particular the study of riddles. The essential ways of texting English riddles reflect the cognitive features of English linguistic culture and are reduced to the metabolization of the original values, the transformation of the perception of the object, recombination of its features, and replacement of its usual notation by non-standard. The riddle immediately contains a task, an obstacle. Guessing is an action aimed at demonstrating the overcoming of these difficulties. In situational contexts, guessing riddles pursues different goals, uses different ways of text creation to achieve them. The main strategies of a foreign language puzzle due to its functional purpose: heuristic, entertaining, and status. The usual techniques to create a game effect of ambiguity of a riddle are based on homophony, homomorphism and their combination, homographs, manipulation of stress and pause, an associative blending of units of different language levels, syntax reversal, as well as literalization of idioms. [ABSTRACT FROM AUTHOR]

The article deals with the problem of engineer’s professional ethics formation by teaching foreign language (at a technical university). The authors show some considerable disadvantages of the predominant approach presupposing the basic ethical principles translation in isolation from sociocultural specificity of the target-language country and offer a way to make the sociocultural aspect actual. The authors give a suggestion, that the engineer’s professional ethics should be conceptualized and represented as a phenomenon with nationally determined sociocultural distinguishing features, e.g. firstly as a part of professional culture of engineering community in the target-language country and secondly as a part of this country’s nationwide sociocultural experience. The elaborated approach lets include the fostering an attitude of social responsibility into the cross-cultural dialog which the modern communicative language teaching underlies. So this is more aligned with the targeting logic of the discipline by itself and can be more effective for pursuing its main goal - the development of foreign-language communicative competence. The elaborated approach is, also, more aligned with the logic of the engineering ethics, which like any other applied ethics should base on empiric material, e.g. on other people’s experience. The elaborated approach was realized in the two 2018 published study guides for civil engineering students, where the experience of Germany (as a target-language country) is to be analyzed and comprehended.

The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The process of modernization of the higher education system in Ukraine under conditions of its intensive development of socio-economic cooperation with other countries causes the actualization of the problems related to the quality of education, which implies the ability of future professionals to perform professional activities in the foreign language environment. Therefore, the training of master course students in foreign languages has become one of the important goals of the modern high school. The relevance of the paper is connected with the modern necessity to master university students’ skills to meet their communicative needs by means of a foreign language in order to compete in the global market. Our period of worldwide globalization has created the vital necessity in master course students who need to present profound skills and abilities in all foreign language activities, such as: listening, speaking, reading and writing. Modern higher education has to comply with new methods, approaches, assessment tools that cater to the English communicative goals of students. Taking into consideration the rate of modern foreign language learning actuality and necessity, we have conducted a scientific research which comprised three parts that dwelled on fulfilling the main purposes as well as the tasks of the survey: the first part dealt with the description of the term “communicative competence” and its components; the second part of the paper was dedicated to figuring out peculiarities of the foreign communicative competence; then the third part of the paper was grounded on the description of the most common set of activities that can be implemented in the contemporary educational process in the framework of higher education. Thus, the research findings have been claimed that the biggest advantages of the communicative foreign language teaching methodology are connected with: its appropriateness in finding the teaching materials as well as providing master course students with active language-based activities according to various forms of tasks given by a university teacher.

In the conditions of tendencies of development of education requirements to pupils of senior classes increase every year. Today, the study of foreign languages is an acute issue. Since high school students do not yet have a specific profile, teachers need to pay attention to the formation of foreign language communicative competence in the context of pre-professional education. This creates certain requirements for choosing the topic of lessons and methods of conducting them. The right combination of topics and methods will allow high school students to develop not only skills in foreign languages, but also to promote the disclosure of their personal natural talents, interest in studying certain issues. Therefore, based on this, the formation of monologue and dialogic speech in students is a topical issue. Based on the study, it can be argued that monologue and dialogic speech are key competencies for the formation of foreign language communicative competence in terms of preprofessional education. By developing such competencies, high school students form socio-cultural competencies in parallel, because foreign language lessons combine several cultures and many patterns of behavior. Since such training is conducted in non-formal education, it is possible to form a number of competencies in various fields by modeling them in foreign language lessons. [ABSTRACT FROM AUTHOR]

The article provides an analysis, theoretical justification and results of empirical approbation of using information and communication technologies as a tool to help future officers of the Ukrainian Armed Forces acquire foreign language communicative competence. A broad overview of the ICT employed in language teaching has been provided, as well as the rationale behind integrating ICT into cadets’ language learning process. In order to validate the effectiveness of ICT in military learning environment, a pedagogical experiment has been conducted; its findings have been described. It has proved the efficiency of using ICT in the process of language learning in a military higher education institution, resulting in the increase in cadets’ language proficiency, professional preparedness, and overall academic skills. Implementation of ICT was also instrumental in providing powerful motivation, having an effect on cadets’ attitude towards language learning and promoting their autonomy, creativeness and cognitive skills. Future officers found the ability to interact and maintain real-life contact with native speakers, counterparts or military experts and engagement in international projects through video chats and video calls to be a particularly inspiring and enjoyable experience. Another benefit of integrating ICT is the opportunity to present subject matter in different ways depending on the cadets’ individual learning style. Using visual aids such as pictures, videos, multimedia presentations, infographics, etc. motivated cadets to be engaged in reading, making texts easier for comprehension when illustrated with pictures, graphics, illustrations, audio and video. The technology gave the cadets a greater control over their learning progress and more freedom to collaborate in the classroom.

This article examines and analyzes the essence and content of the terms „intercultural competence? and „intercultural communication?, various methods of effective learning of a foreign language through the formation of knowledge and skills to communicate in an intercultural communication environment through information and communication technologies. This research also requires an increase in the number of publications on the study of problems that arise in substantiating intercultural competencies in language. There are also well-founded suggestions and recommendations for the perfect mastery of a foreign language. [ABSTRACT FROM AUTHOR]

The paper purpose is to reveal the problem of future managers teaching and to describe the developed model of the integrated teaching of management core courses and foreign languages using ICT. The following theoretical and empiric methods have been used in the research: critical analysis of resources, current programs, education regulations, manuals; method of observation, questioning of students and professors to reveal their attitude to different aspects of training for business communication in a foreign language at the higher school, systematic and synthesis methods, education experiment. The object of the study is the process of integrated teaching of professional management disciplines in English using ICT. The subject of the study is the technology of integrated building of professional and foreign language communicative competences using ICT. The topicality of our research is grounded on the urgency of resolving the above mentioned contradictions and the need in investigations dedicated to the implementation of ICT based integrated learning into the management degree program. The practical importance of using ICT in education is providing autonomy, mobilizing students’ learning abilities, creating conditions for individual learning and developing active position in learning activity. Using ICT in teaching subjects in English opens new methodological perspectives for developing both degree and subject programs for future managers. The analysis and comparison with the results of contemporary researches in the field of integrated learning using ICT and the own teaching experience at higher education institution prove the necessity of interactivity of the teaching process to provide communicative interrelation of all participants, self-control and self-correction. The second important characteristic of teaching disciplines in English using ICT is their technical characteristics and didactic opportunities for lectures, seminars, practical classes and individual work. The research has allowed generalizing the experience of implementation of contemporary innovative technologies in the integrated teaching of core courses and foreign languages. The use of ICT in didactic materials provides great opportunities for all participants of the education process, consequently leading to education quality improvement. The developed integrated model of the course programs “Corporate Social Responsibility” and “English for Professional Purposes” using ICT has proved the synergy effect allowing the effective acquisition of professional information on the one hand and the development of both professional and foreign language skills on the other hand, what ensures building the professional competence as a whole. The effectiveness of the model was experimentally proved after the processing of statistical data obtained in the course of the experiment. Considering the overall positive result of our experience we believe that negative factors are to be given a profound research and thorough analysis. In general efficient ICT using requires not only great efforts of the faculty in avoiding the negative factors but the development of the brand new complex approach to the ICT environment. As a conclusion the implementation perspectives of innovative technologies in the professionally training process of future managers are substantiated. The paper provides opportunities of developing the technology of integrated building of professional and foreign language competences using ICT. Such knowledge will help to improve the process of managers’ professional training in Ukrainian higher schools.

The article deals with the theory and practice of the development of the foreign language communicative competence of students of non-linguistic areas of training in the implementation of the current Federal state educational standard of higher education (bachelor's and master's levels), implemented in the educational process of educational organizations subordinated to the Ministry of foreign affairs of the Russian Federation, in order to clarify the pedagogical conditions of the development of that competence. The educational and methodical pedagogical conditions presented by the author are aimed at the comprehensive development of foreign language communicative competence (to know, to be able, to own) of students, in accordance with the results of training (competencies) indicated in the analyzed Federal state educational standard of higher education. The question of the relevance of non-native language proficiency of students and graduates of non-language universities and their competitiveness in the modern domestic and foreign labor market is touched upon. This fact actualizes the development of the readiness of students studying in non-linguistic areas of training to use a foreign language for self-education in the course of training at the Institute and in subsequent professional activities.The tasks and content of the developed educational and methodical pedagogical conditions are considered. The question of the importance of the development of the content of education adequate to requirements of the current time on a subject "Foreign language" is brought up. The author specifies the actual methods of teaching that meet the requirements of the Federal state educational standard of higher education and competence approach: communicative, method of cases, method of projects, audio-linguistic, audiovisual, method of "Openwork saw", etc. Moreover, the requirements to the teaching staff working in the declared direction, for example: confident possession of the computer, the Internet, as well as distance learning technologies are given. The importance and structure of the funds of evaluation tools for the discipline aimed at identifying the real level of foreign language proficiency of students is explained. Evaluation funds allow the teacher to properly organize the educational process, and students to understand the requirements of the teacher.

The importance of teaching a foreign language alogside with its culture, history and modern life has been universally acknowledged. The article focuses on integrating music and songs of Great Britain into the English language training program for MGIMO undergraduate students as a means of developing their foreign language communicative competence. Music and songs appear to be powerful incentives for enhancing students’ motivation to learn by positively impacting their emotions and creating a favorable learning environment. There are several examples of pieces of music, songs and tasks to follow that would arouse students’ interest and improve their language skills as well as their critical thinking, creativity and broaden their horizons. Another major issue dealt with in the article is the process of selecting songs for a particular age group of students with a focus on British Studies integrated into the English language training program. By highlighting the cultural component in the English language classroom, educators emphasize the signifcance of the communicative function of a foreign language that is particularly important for students specializing in international relations. Students will be able to access all supplementary learning materials, i.e. audio tracks, music video clips, creative task on MGIMO portal via their PCs and mobile devices.

The paper is devoted to the study of the principle of continuity implementation between preschool and primary education in the process of a child's foreign language communicative competence formation. The paper aims to analyze various aspects of the principle of continuity implementation in the process of foreign language learning in the preschool educational institution and primary school. The author considers different approaches to the interpretation of the category 'continuity.' The paper emphasizes that continuity is considered as a pedagogical principle, general pedagogical regularity, methodological principle, or didactic principle. The article analyzes the features of the various aspects of continuity implementation. The target aspect of continuity is realized in the definition of a common goal for children's foreign language communicative competence formation. It is proved that the principle of continuity in the target aspect of foreign language learning is observed in preschool educational institutions and primary school as the learning process, which is aimed at forming elements of preschool children's linguistic and speech competencies. It has been found that the semantic aspect of continuity is reflected in common topics for communication ('I, my family and friends,' 'Nature,' 'Holidays') and language inventory. The importance of play activities in teaching a foreign language to children of preschool and primary school age is revealed. It is stated that the pervasive nature of play activities in the process of learning a foreign language ensures the continuity of the child's foreign language communicative competence formation, as play is a leading activity in preschool and retains its importance along with learning activities in primary school. [ABSTRACT FROM AUTHOR]

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This article purpose is to concern the importance of applying a communicative approach to learning a foreign language by future interpreters and translators. The communicative approach creates situations that are as close as possible to the peculiarities of the real process of communication. Therefore, the object of this study can be considered the didactic process of communicative competence formation of future interpreters and translators. This approach is aimed at paying more attention to the functions of language, lexical and grammatical units, which contributes to the development of communicatively oriented mastery of educational material by future interpreters and translators. The author has established the fact that thanks to a communicative approach, future interpreters and translators will be able to master foreign language communicative competence, which is necessary for orientation in the cultural aspect of a foreign language. There was used the methodology of interdisciplinary research such as analysis of scientific sources and educational materials. It confirmed that a foreign language communicative competence includes a system of knowledge and skills necessary for the effective use for a foreign language in professional and intercultural spheres. It is especially important for interpreters and translators, who must always know the language situation and know the cultural specifics of a foreign nation. Therefore, the result of this study can be considered as the following. The most effective way to achieve this goal is audiovisual reproduction of the linguistic and cultural situation, because standards of foreign language samples can come to our mind and can stay in long-term memory only with audio and visual perception. In addition, image and visual support is important not only for the semantic understanding of individual words or expressions, but also for the correct transmission of all content. Conclusion: the audiovisual method of learning a foreign language is one of the most effective for the foreign language communicative competence formation for future interpreters and translators.

This paper aims at demonstrating the effectiveness of modern methods of formation of English language communicative competence of those students who study at non-language specialties. The experimental work was carried out at the Faculty of Pedagogy and Psychology, the Faculty of Physical Education and the Faculty of History of Ternopil National Pedagogical University named after Volodymyr Hnatyuk, Ukraine. The authors present their experience of conducting a three-year-long training using game technology, project-based technology, interactive technologies, tasks in the electronic system Moodle, etc. and discuss the benefits of using those means at university. The core question of the given study is whether these means are effective in the formation of students' foreign language communicative competence. The authors demonstrate the benefits of studying with the help of modern lingua-didactic and technical means. The results of the survey indicate that these tools are effective in their integrated application for the formation of English language skills. To conclude, the findings of the study can be applied while teaching English to the students of non-language specialties. [ABSTRACT FROM AUTHOR]

The paper covers problems related to the basic content of the definition of foreign language lexical competence (FLLC) and in particular the FLLC of middle school students. It surveys the history and the current state of the problem in recent foreign language (FL) teaching. The article is based on research studies and followed by the theoretical background. It presents in brief the process of defining communicative competence (CC) and lexical competence (LC) as its counterpart which started in the late 1960s. The paper describes the development of some linguistic findings on communicative language competence. Several important definitions and a framework of CC are presented. This paper contains the definitions of “competence,” “FL competence,” “FLCC,” “FLLC.” The proposed definition suggests that FLLC of a student of the middle educational level is defined as his or her cognitive, practical, motivational, reflexive-behavioral ability. FL lexical activity is based on the acquisition of a certain lexicon within the age period, adequate use of lexemes, the appropriate use of figurative expressions, phraseological units. The study concludes by highlighting the main features of the FLLC of students in the middle stage of learning a FL.

The topic of the study is the analysis of forms of extracurricular work that contribute to the formation of foreign language communication competence among engineering students. The main tasks of the research are to identify the levels of formation of components of foreign language communicative competence among engineering students, the desire to work on self-improvement outside the classroom workload. Theoretical, empirical, statistical and mathematical methods have been used to conduct the empirical study. The participants were 64 students of the Educational-Scientific Institute of Mechanical Engineering, Technology and Transport of Chernihiv National University of Technology. The most popular language for learning among students is English. The majority of respondents (52%) have a medium level of foreign language proficiency; almost half of the students (43%) stated elementary level and only 5% of respondents have a high level of foreign language knowledge. However, the cultural component of students' foreign language communication competence is even less developed. The results obtained have given the ground for searching new forms of extracurricular work with engineering students. The authors identified the prospect forms of extracurricular work with such category of students, particularly: English cinema club, English Board Games Club, student Cultural Center, student culinary studio, hand-made studio, theatre studio, art studio, studio of additive technologies, student international fraternity, etc. Further study requires experimental verification of the effectiveness of the suggested forms of extracurricular work.

The article deals with the concepts of “communicative competence” and “foreign language communicative competence”. The research is based on such methods as observation, analysis, and modeling method. The article presents the author’s interpretation of the concept of foreign language communicative competence of students from the position of competence and system approaches. The authors give the component composition of foreign language communicative competence from the point of view of various researchers, define its structural elements. On the basis of the analysis, the model of modular technology of foreign language training of technical university students is constructed, the characteristic of its structural components is given, and also the results of its implementation in the process of foreign language training technical university students are described. The use of modular technology in foreign language training of technical university students allows to obtain a high level of foreign language communicative competence. The model of modular technology of foreign language training of technical university students is developed. The results of the study can be applied to the foreign language training of students not only technical universities, but others as well.

The article differentiates the categories of professional competence, communicative competence and foreign language communicative competence on the basis of Ukrainian and foreign sources. According to the findings, professional competence depends on the specificity of organizational goals and professional functions. Communicative competence is described as the ability to engage into communication with the individual as well as within a group while choosing various tools of communication and ensuring transferring and understanding of the information. Foreign language communicative competence of future military officers is described as important instrument to carry out their professional duties by means of foreign language. The process of formation of foreign language communicative research at the higher military educational establishments has its own characteristics. First of all, the content of foreign language professional training should be related to professional activities and outline the functionality and social role of military officers. Also, effective syllabus and curricula should be objectively approximated to cadets’ and/or officers’ needs. The assessment of English language proficiency of the military officers is carried out in accordance with the NATO Standardization Agreement. The article analyses Language proficiency levels and didactic activities of those who study. They include receptive (reading and listening) and productive (speaking and writing) activities. The teacher’s professionalism plays the significant role in the learning process but the analysis of foreign experience provides the description of special methodology oriented towards improvement of four language skills (listening, reading, speaking, and writing) at the higher military educational establishment. Additionally, the article outlines the guidelines to improve foreign language training designed according to the STANAG 6001 and to reach level 2 by future military officers in Ukrainian military educational establishments. [ABSTRACT FROM AUTHOR]

This article examines the communicative competence, its essence and component composition, which includes a number of competencies such as linguistic, strategic, discursive, sociocultural, linguistic, as well as distinguishing between the concepts of “competence” and “competence”. there is a goal in teaching a foreign language, namely to teach reading literature in a foreign language, and the most important aspects of learning a foreign language were learning grammar rules and the ability to analyze the text. Despite the significant shortcomings, this method has long dominated the domestic language didactics, partially remaining in the education system until the late 90’s of XX century. The basic definitions of terms by domestic and foreign authors, such as M. Vyatyutnev, N. Gez, N. Mykytenko, L. Bachman, and others, were determined. The model of S. Savignon and the components of the division of communicative competence of M. Kenal and M. Swain are considered, namely into grammatical, sociolinguistic, strategic. As well as three components of NI Gez and the division of communicative competence of VV Safonova. After analyzing domestic and foreign literature, we can conclude that communicative competence is a complex phenomenon in the methodology of teaching foreign languages and requires new approaches to solving the problem of its essence and variable component composition. Many scholars agree on the presence in the structure of foreign language communicative competence of such key components as language (linguistic), sociocultural, sociolinguistic, pragmatic, strategic, professional subcompetence. [ABSTRACT FROM AUTHOR]

Fluency in a foreign language, professional knowledge, skills, and abilities is becoming the essential qualities of modern journalists. This paper discusses the notion of English professional communicative competence of future journalists. The purpose of the research is to analyze the components of professional, and foreign communicative competence of future journalists. Also, it aims to determine the role of mass media developing professional English communicative competence. The process of research data is based on the developed technology of using mass media products in English classes. It proved the effectiveness of printed, audio-visual, audio, and electronic materials. According to this technology, levels of professional English communicative competence consisted of high, sufficient, average, and low. Experimental work confirms the significance and effectiveness of applied technology in achieving a high level of the research question. Obtained data proved that using mass media materials as learning tools made journalism education flexible, dynamic, exciting, and productive. It was more effective and provided better results in comparison with the traditional ones. The problem of using mass media in professional English communicative competence of journalists, subject matter specificity, and criteria for choosing media texts, forms, and training methods need further studies. [ABSTRACT FROM AUTHOR]

The paper investigates the processes of development of students’ foreign language communicative competence at universities under the conditions of informatisation and internationalisation. The hypotheses of our research: 1) in the conditions of internationalisation of higher education, the level of students' knowledge of foreign languages influences the intensity of their participation in international educational projects; 2) internationalisation of higher education creates effective motivators for more thorough study of foreign languages; 3) informatisation is a powerful tool for improving the quality in foreign language teaching at universities. The authors developed a questionnaire including 11 questions (closed and open). Respondents were 245 fourth-year students of Chernihiv National University of Technology (Ukraine) of humanitarian and technical specialities. The majority of respondents (89%) expressed their desire to participate in international educational projects with trips abroad; 44% of respondents identified the unsatisfactory level of foreign language skills as the main barrier to participation in such projects; 67% noted that the latest methods of teaching foreign languages should be introduced at their institution. On the basis of the results of the research, the authors suggest a set of innovative interactive teaching methods using information and communication technologies. The research results will allow increasing the students’ level of interest and motivation to study foreign languages and, accordingly; will provide the improvement of existing pedagogical approaches to the development of foreign language communicative competence of future specialists at universities.

The article deals with the specifics of the methodology of forming foreign language communicative competence of intending primary school teachers. The specific characteristics of the developed methodology are determined in the work: interactivity, communicativeness, dialogicity, creativity, informativeness, urgency, modelling character, and criticality. The use developed methodology was based on the following basic principles of the educational process organization: general didactic, principles of professional training of intending primary school teachers and the principles of language and methodological orientation. The implementation of the developed methodology during the experiment was realized in three stages: adaptive, basic and innovative. At the adaptive stage, precommunicative preparatory exercises were used: reproductive and active. The basic stage involved the use of educational and communicative exercises: interactive (dialogue) and productive (monologue). At the innovative stage, creative exercises were introduced: real-communicative and creative. The process of forming foreign language communicative competence of intending primary school teachers was implemented in accordance with the previously identified components of the studied quality: value-motivational, cognitive, communicative-activity and reflexive. Among the ways to intensify the process of forming foreign language communicative competence is the use of forms, methods, tools, means, techniques that enhance the educational and cognitive activities of intending primary school teachers, stimulating learning. Most of them are aimed at overcoming the problems of higher education: the need to develop critical thinking, cognitive activity, emotional and personal context of professional activity. [ABSTRACT FROM AUTHOR]

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 elearning 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. [ABSTRACT FROM AUTHOR]