Keyword: «английский язык»

The article focuses on the problems of developing the skills of professional communication in the English language when teaching students of marketing. The research is based on the four-year practical experience of using textbook “Marketing 4.0” when working with first and second years students. The author offers approaches to organizing classroom and independent work of students and gives examples of tasks based on authentic texts. The author states that it is due to authentic materials that students get the necessary information and professional terminology as well as communicative patterns essential for professional communication in the foreign language. Another aid for students when making their own utterances is a system scaffolding, that is logical means of cohesion and grammar and vocabulary support. All that helps prevent possible mistakes and ensures language and communicative skills development.

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 article deals with the notion of lexico-grammatical skills. The author has made an attempt to elaborate criteria and levels to assess the lexico-grammatical skills of Air Force Academy cadets. As a result, three levels of development have been proposed (with sets of lexical units, grammatical categories and skills for each level).