Keyword: «foreign language teaching»

The article presents the problems that may arise in the process of forming grammatical competence in teaching a foreign language, and also presents some ways to solve them. The article also presents typical grammatical errors that students make and analyzes the reasons that cause them.

The article is devoted to the study of methods of developing motivation in a foreign language lesson, taking into account the implementation of federal educational standards. The article examines the cognitive and social motives of students, reveals the concepts of “a situation of success” and “edutainment”, provides various forms and types of lessons aimed at increasing the motivation of students in learning a foreign language.

The article highlights such concepts as ‘integrational’’, ‘integrative’, ‘integrated’ in the context of foreign language teaching, justifies the integrative character of foreign language as a subject, taking into consideration its specific feature of being both the goal and the means of educational process, and the potential of foreign language as a subject to form metadisciplinary and universal competence. The examples of successful integration of foreign language and other subjects aimed at forming students’ communicative competence and developing them as a personality are given.

Teaching a foreign language to university students of non-linguistic profiles is regarded as professionally oriented. An integral part of foreign language proficiency as a means of professional activity is translation competence. The author gives a brief overview of the works of various researchers, that describe the stages of formation and development of professionally oriented translation competence of non-linguistic students, and also shares her own experience.

The relevance of the research is due to the need to develop modern educational technologies for teaching foreign languages at a technical university. There is an obvious objective necessity to update the content, methods and principles of foreign language teaching, their orientation to the development of socially and professionally important skills in a dynamically changing world. Such interpersonal, communicative and analytical skills are commonly called "soft skills" in modern scientific and pedagogical literature; in the context of this research, "soft skills" are interpreted and defined as "flexible skills". As a result of the work carried out, the purpose of the research was realized – to study and interpret the concepts, definitions, content of the term "soft skills" (flexible skills), to determine the methodological justification and the potentials of their integration into the structure of students' universal communicative foreign language competence in the process of implementing educational "flexible skills" (soft skills) development technology into foreign language teaching at a technical university. The structure and principles of educational technology are described, taking into account the psychological and didactic, organizational and methodological, evaluative and reflexive peculiarities of "flexible skills" (soft skills) development in the given article. The scientific and methodological potential of the issue under research in the framework of the discipline "Foreign language" in a technical university is determined. The theoretical significance of the article is related to the author's interpretation of the term "soft skills" (flexible skills) as a complex of supra-professional skills, they guarantee a comfortable interpersonal interaction, they are responsible for successful academic results, obviously increase life comfort, and ensure the effective students' career development. The leading research methods: the case method and the project method are used in a new combination. It has been scientifically proved that their joint use application as the case-project method provides a synergetic educational effect by involving students in research activities in the process of studying specific cases together with successful situation examples of implementing flexible skills (soft skills). At the same time, the foreign language communicative skills are improving during the project implementation. The practical significance of the research is provided by the results of the article, which are presented in various formats corresponding to the pedagogical, psychological and methodological goals of integrating the soft skills (flexible skills) development technology into the educational process of teaching foreign languages at a technical university.