Olga A. Abramova

The article is devoted to the topical issue of preparing future psychologists for professional activity, where foreign language proficiency is an essential tool. The relevance of the research is due to the growing need for specialists who are able to communicate freely with foreign colleagues, study foreign scientific literature and participate in international projects. The aim of this work is to develop and test an effective foreign language teaching methodology for future psychologists based on the LSP course, aimed at building up professionally-oriented language competence. The theoretical basis of the study was provided by practice-oriented approaches, such as the communicative approach, which focuses on the development of communication skills in a professional environment; the professionally-oriented approach, which provides for the integration of language knowledge and skills with professional knowledge; and the competence-based approach, aimed at forming a set of competences necessary for the successful work of a psychologist. Various methods were used in the study: comparative-analytical method, analysis of regulatory documents, educational programs. The theoretical significance of the study lies in the development of a foreign language teaching model adapted to the needs of future psychologists, taking into account the specifics of their professional activities and aimed at developing linguistic, sociocultural, and professional competences. The practical significance of the study lies in possible applying the developed materials in the educational process to improve the level of foreign language proficiency among future psychologists. The results of the study are expected to be used in the development of curricula and methodological materials for foreign language courses in psychological universities, as well as for the organization of advanced training courses for practicing psychologists. The developed materials can be adapted for different levels of language proficiency and types of educational institutions. In addition, the research results can be used to develop online courses and other digital resources that promote independent work by students and increase the effectiveness of learning.

The relevance of the study is conditioned by modern changes in the system of higher education aimed at the transition from traditional knowledge transfer to competence-oriented approach. There is an increase in the requirements for training specialists in the field of Psychology with not only deep theoretical knowledge, but also practical skills, critical thinking, communication skills and the ability to independently solve professional problems in English-speaking countries. This approach ensures the adaptation of graduates to rapidly changing conditions of professional activity and contributes to their competitiveness in the labour market. The aim of the article is to analyse the peculiarities of the competence-oriented approach in the system of training psychologists in English-speaking countries, to identify effective educational strategies and methods that contribute to the development of professional competences, as well as to determine the prospects for further improvement of curricula. The article examines the systems and competence approaches, which allow us to consider the training of psychologists as a complex process of acquiring the necessary knowledge, skills and personal qualities. The comparative-analytical method is used to compare different models and practices of training in leading universities of English-speaking countries. The research methods include the analysis of normative documents, educational programmes, as well as interviews with teachers and students, which allows us to get a comprehensive view of the implemented approaches. Theoretical significance of the study lies in the systematisation of modern knowledge about competence-based learning in Psychology and the development of conceptual foundations for its implementation in professional training. Practical significance is determined by the possibility of using the results to improve training programmes, improve the quality of training and adapt the educational process to the requirements of the professional environment. The results obtained can be applied by educational institutions for the development and implementation of competence-oriented training programmes for psychologists, as well as for improving the effectiveness of pedagogical practices and student motivation. This contributes to the formation of future psychologists' key competences necessary for successful professional activity in modern society.