Keyword: «competence-based approach»

This article discusses professionally oriented foreign language training of foreign military personnel, the formation of their communication skills and abilities in the social and everyday, educational and scientific spheres, as well as within the framework of the studied specialty. The author pays attention to the concept of «professional communication», notes the inextricable connection with the speech training of students, and also focuses on the features of teaching dialogic and monologue speech.

The article examines the methodology for designing engineering educational programs, which is based on an invariant component – the «core» of engineering training. Two basic approaches that determine the structure and content of the core are considered – competence-based, focused on the learning outcome, and disciplinary, focused on the educational process. A comparative analysis of the «core» of engineering programs implemented at the Physics and Mathematics Department of Smolensk State University and the «core» project developed within the framework of a pilot project to update the higher education system are given.

The article considers «language portfolio» as a modern and effective tool of assessing and self-assessing foreign language proficiency. The essence of the concept is revealed, the main types and functions of the language portfolio are described, and its potential for personalizing learning and forming learner autonomy is demonstrated. It is emphasized that, unlike traditional forms of assessment, the language portfolio involves the student in the assessment process, developing reflection, responsibility and motivation. The language portfolio allows comprehensive monitoring of a student's language development dynamics, combining quantitative and qualitative criteria, and captures not only academic achievements, but also personal growth of the student. In conclusion, the article outlines the perspectives for developing differentiated portfolio models for various age groups and integrating them into the national education system.