Keyword: «коммуникативная компетенция»

The article addresses the problem of developing critical listening skills in pedagogical students. Critical listening is defined as the ability not only to comprehend the content of a foreign-language utterance but also to analyze the speaker’s communicative strategies, identify persuasive techniques, and evaluate the argumentative validity of the message. Based on experimental work conducted at Ryazan State University named after S.A. Yesenin, the article describes a methodology for developing these skills using English-language political speeches as didactic material. A three-stage system of tasks is presented, including guided analysis, group analytical work, and independent comprehensive analysis. The results of the experimental verification demonstrate positive dynamics in the development of cognitive and operational-activity components of communicative competence in future teachers.

The article examines modern approaches to developing students’ listening skills in the context of digital transformation of education. The pedagogical potential of authentic podcasts and short video materials is substantiated as effective tools for improving listening comprehension. Special attention is paid to the cognitive characteristics of modern adolescents, whose perception of information is shaped by digital media and short-format content. The study describes a three-stage model of working with audiovisual materials, including pre-listening, while-listening, and post-listening stages. The results of a pedagogical experiment conducted in the 9th-grade classroom are presented. A comparative analysis of traditional audio materials, podcasts, and short videos is carried out in terms of their impact on students’ motivation, engagement, and speech activity. The findings confirm that the integration of authentic audiovisual content enhances listening comprehension and stimulates communicative competence development.

The article is examined the opportunity of using the regional component at the English lessons as a way of formation of pupils’ sociocultural competence. Education is perceived like a creative and interesting process what increases students’ motivation to learn a language. The article is presented a lesson plan, aimed at studying S.A. Esenin’s biography and works. It can be used in the process of learning English.

This article examines the possibilities of applying interactive immersive learning technologies at English language lessons in secondary school. It analyzes such technologies as virtual and augmented reality, artificial intelligence, as well as game-based and role-playing learning methods. The interconnection between these approaches and traditional pedagogical practices is substantiated. The main advantages of immersive learning are identified. The attention is focused on a positive impact on student motivation, development of communicative skills, and formation of intercultural competence. The challenges of implementation related to technical and methodological aspects are highlighted. Recommendations for the effective use of these technologies in the educational process are presented.