Inna N. Kosheleva

The relevance of the problem under study is dictated by the conditions of humanizing the educational sphere at the current stage of societal development. The professional career of foreign language teachers goes beyond the key competences in the fields of pedagogy and linguistics, prioritizing the comprehensive development of students' personalities and unleashing their potential. The humanistic orientation of the educational process reflects the close interaction in the "teacher-student" relationship, which implies mutual respect and creating a positive learning environment. Accordingly, empathy is one of the important teachers' professional qualities that contributes to the effectiveness of the learning process. The article aims to comprehensively outline the concept of teacher empathy, as well as the ways to implement it in teaching English at a non-linguistic university. The research draws on a humanistic approach to foreign language teaching which involves the development of human values in students, awareness of other people's needs and sensitivity to their emotions. Apart from that, the study has been carried out in line with Stephen Krashen's affective filter hypothesis which determines the influence of affective factors on the effectiveness of material acquisition. Furthermore, we consider the theory of social constructivism highlighting the social nature of cognitive development. Study of the theoretical aspects of empathy has allowed us to identify the nature of teacher empathy and define it as one of the components of a teacher's social-emotional competence. Thus, teacher empathy is defined as a complex structure consisting of cognitive (based on observation), affective (based on experience), and behavioral empathy (reflected in actions). The theoretical significance of the research lies in the possibility of expanding knowledge in the study of the concept of empathy in teaching career allowing for a deeper understanding of its essence. The practical significance of the work is that some strategies for demonstrating teacher empathy in teaching English at a non-linguistic university can be applied in teaching other disciplines. Additionally, the outlined theoretical aspects of empathy can form the basis for both professional development courses for faculty members and programs aimed at optimizing learning in the context of secondary and higher education taking into account the diverse students' needs.

The relevance of the topic under research is determined by the necessity of the students' exposure to authentic materials with restricted contact with a foreign language, namely the English language. Taking into account the rapid growth in information technology and also the influence of multimedia on the learning process, the English TV series serve as a good aid in foreign language teaching. In this way they provide students with the opportunity to immerse themselves in the language environment, familiarize themselves with the sociocultural context of the target language country. The article aims to comprehensively outline the work on the audio-visual material as exemplified by the TV series reboot of ''Saved by the bell'' of 2020 at a non-linguistic university. The research is based on the tenets of R. Mayer's multimedia learning theory positing that information processing system includes two channels – auditory and visual, each of them has limited capacity and an active learning process implies reliance on the existing knowledge. Apart from that, the work reflects R. Schmidt's noticing hypothesis according to which language input becomes intake as long as it is noticed. The hypothesis of affective filter plays a significant role showing how the affective filters exert influence on the learning materials intake. The study of the practical aspects and approaches to the work on TV series made it possible to formulate a number of principles of appropriateness of TV series use in the English teaching practice. Hence, these principles are reflected in the fact that the input has to be processed in large quantities, has to be comprehensible, engaging, familiar and contextualized. Based on the highlighted principles the algorithm of work on the TV series ''Saved by the bell'' is showcased. Theoretical implication of the research lies in the fact that a comprehensive consideration of the TV series use in English language teaching makes it possible to re-evaluate their learning potential and also deeper understand the cognitive processes involved in TV series watching by students. Practical implication of the article comes down to the fact that the outlined set of tasks can be taken into account in other TV series course design in different learning contexts, therefore, providing going beyond the usual methods of engagement with authentic audiovisual materials.

The relevance of the topic under research is determined by the fact that creative thinking is a forerunner of innovations necessary for the development of society. Creative thinking fosters generating complex ideas, decision making, personal growth, also adaptation to the modern world requirements in the context of globalization and competition with artificial intelligence among professionals. Moreover, the digital era shifts focus from the transfer of knowledge to students to application of this knowledge in problem-solving. Foreign language classes, English classes in particular, open up an opportunity to unleash students' creative potential. Thus, the article aims to outline factors affecting positively the formation and development of creative skills in students in the English language classroom at a non-linguistic university. The research draws on the humanistic approach to teaching which underpins students' self-actualization. Apart from that, the work takes the tenets of the cognitivism theory as a starting point considering learners to be active participants of cognitive activity. An important role in the research is played by Vygotsky's sociocultural theory positing the value of students' interaction for acquisition of knowledge and skills. The findings of this study revealed specific features of creative thinking, its multidimensionality is shown. Theoretical knowledge about the nature of the concept under study enables to identify a number of factors ensuring activating creative thinking skills in foreign language teaching: teacher's personality and behavior, an effective learning environment, principles underpinning learning tasks. Theoretical implication of the article is due to a complex description of creative thinking that allows to deeper understand its nature and on this basis properly integrate it in English language teaching. Practical implication of the article lies in the fact that factors of activating creative thinking skills identified in the study can be applied in syllabuses and curricula design depending on the learning context, aims and learners' needs. The described principles underpinning the creative tasks allow to expand teacher's methods and maintain students' interest and motivation for learning English.

The significance of the problem refers to the demand for English writing skills among different specialists as well as for the ways of their effective development by means of increasing student engagement in learning process. Besides, insufficient coverage of the student writing engagement is noted. Consequently, the article aims at a full consideration of the concept of student engagement, its relation to motivation, as well as the description of its enhancement strategies when teaching English writing. The angle of the research is determined by the framework of the humanistic approach which takes into account students' interests, aspirations, expectations, therefore, the lessons are characterized by student centeredness and sustaining intrinsic motivation. The study is also carried out from the standpoint of the self-determination theory assuming that student involvement increases when the main students' psychological needs for autonomy, competence and relatedness are met. Also the tenets of sociocultural theory become relevant as they imply that learning happens in interaction with other people, where the exchange of ideas and discussion of the acquired knowledge matter. In addition, the work is based on the process approach to teaching writing. It comprises the following stages: prewriting, planning, writing of a first draft, its redrafting and revising, proofreading. The literature review made it possible to identify the components of student engagement such as: behavioral, emotional (affective), cognitive and social. The article provides the description of each component accompanied by a number of their development strategies. The theoretical significance of the research refers to a complex description of student engagement that expands the perspective on the motivation problem in teaching writing, as well as open up new opportunities for development and sustaining self-regulated learning in this field. The practical significance of the work lies in the fact that the findings can be used when designing programs in foreign language writing in different learning contexts taking into consideration the students' needs and goals. Implementation of the described strategies for increasing student engagement in teaching English writing lays the foundation for students’ positive attitude towards the learning process and fosters their motivation.

The relevance of the problem under consideration is determined by the fact that foreign language teaching, in particular, English language teaching, is inextricably connected with the development of social interaction skills that in turn fosters a more successful integration into the global community. The research aims at a comprehensive consideration of the concept of interactional competence, its relation to communicative and pragmatic competences as well as the ways of its formation in students of non-linguistic universities. The work is carried out within the framework of the communicative approach that highlights the development of interpersonal intercultural interaction as well as social skills. In addition, the practicability of the inductive approach to the acquisition of interactional resources (communication strategies) becomes relevant as it implies that learning process goes from particular facts, i.e. observed phenomena in live spontaneous speech to general reasoning, i.e. patterns of their use. The study also implements the tenets of the sociocultural theory implying that learning and thought processes are based on the principles of collaboration and communication between people. The research findings are supported by the tenets of conversation analysis allowing to observe the structure of the spoken language and mechanisms of social interaction. The analysis of the academic literature allowed to identify the components of interactional competence such as: topic management, turn management, interactive listening, non-verbal behaviour, breakdown repair. An example of work with some communication strategies within the framework of the inductive approach is provided. The theoretical significance of the study lies in the description of interactional competence expanding on the language nature and opening up new frontiers and opportunities in English language teaching. The practical significance of the work is determined by the possibility of using the findings when developing programs in different educational contexts – linguistic and non-linguistic universities taking into consideration the learners' needs and learning goals. Highlighting the language interactional aspects in curricula provides the opportunity of raising learners' awareness of structure and features of spoken language and lays the foundation for successful communication.