Keyword: «foreign language competence»

The article examines professionally oriented foreign language competence in continuing education, presents the experience of the Department of Foreign Languages of the Faculty of History and International Rela-tions, Russian State University named for S.A. Yesenin, the problem of the formation of humanities special-ists’ professional competencies according to the requirements of professional standards and Higher Educa-tion Standard.

Every year the number of foreign students studying in higher educational institutions of the Russian Federation has been growing. The criteria for evaluating the work of a higher education institution during its certification include four types of activities: educational, international, scientific and financial. Since the quality of foreign students' education directly depends on their level of the Russian language proficiency, the problem of the comprehensive teaching them Russian language as a foreign one is of particular importance. The article focuses on the psychological aspect of the language use in the processes of individual speech activity and speech communication, forms of the language use for communication, some aspects of speech perception, characteristics and properties of the language personality. The purpose of the study is to improve the efficiency of teaching Russian as a foreign language for University entrants at the preparatory courses. Research methods included: ascertaining and forming experiments; methods of qualitative and quantitative analysis of the obtained data. The main result of the work is conducting research on a complex ratio of the Russian language and psychology to create innovative integrative systems of teaching the Russian language for university entrants at the preparatory courses, which intensifies the process of scientific research and the practical implementation of scientific results. The theoretical significance of the work is in developing an effectiveness model of teaching Russian as a foreign language for university entrants at the preparatory courses; practical significance lies in the use of theoretical aspects of the research in the development of foreign students’ speech (skills in working with language material for interpersonal communication; communication skills; logical, critical, symbolic, figurative, subject thinking skills) in the process of teaching the Russian language at Russian universities.

This article discusses how active forms of extracurricular activities contribute to the process of forming foreign language communicative competence. For this, the author conducted a study to identify the most effective forms of vigorous activity in extracurricular work. Based on this study, the author revealed that the staging, role-playing game; quest game; literary and musical living rooms are key. Also, the author developed a lesson with elements of dramatization, which shows all the advantages of active forms in extracurricular work.

The article deals with the current problem of using digital tools to assess the level of professional foreign language competence of university students studying in the field of training "Pedagogical Education". The author notes that the use of computers for knowledge assessment, mainly in a test format, has long been firmly established in pedagogical practice. However, at present, educators are faced with the task of assessing the results of educational activities on the competence approach basis, which require the use of new forms, methods and means of assessment, including the use of digital tools. After having analyzed previously published research works, digital educational tools, their functional and didactic potential, as well as systematized and generalized the practical experience of using these tools in the process of future English teachers’ professional foreign language competence level assessment, it can be concluded that the use of digital tools is possible, and in some situations is more effective and appropriate if certain rules and regulations are observed, such as differentiation between the resources used depending on the competence component being tested and the stage of language learning, the type of device used, the level of development of the platform or service, the ability to establish an examinee’s identity and proctoring in the assessment process, both synchronous and asynchronous, as well as the number of examinees. Successfully selected digital tools can make the assessment process more objective, reliable and visual.

The article examines the problems of teaching the subject “Foreign Language” at a technical university. Some ways of solving the problems are proposed, including participating of native speakers or foreign students speaking English (German) fluently at the development of communication skills in class and in extracurricular activities.