Keyword: «foreign language teaching»

Objective of the article is to prove the usefulness of the lexical approach when working with professionally-oriented text at non-linguistic university. The article considers the basic principles of the lexical approach in foreign language teaching. A list of exercises to work with collocations is presented. The author provides lexical approach usage advice and describes peculiarities of non-linguistic students’ language teaching.

The new era evokes more questions to the whole mankind. There are such among them as covid pandemic, climate change, migration problems, digital and computer development. They state the lack of mutual understanding between the peoples. UN support the idea of sustainable development of the civilization. It fits the goals of foreign language teaching and should be used as a basis for the education.

The relevance of the study is conditioned by the search for new technologies that can provide a comprehensive education and development of the students’ personality, as well as such methods of foreign languages teaching that could generate high motivation, reveal a complex picture of the world and human relationships to the younger generation, while contributing to the formation of axiological values, characteristic of a particular linguistic and cultural environment, especially during periods of the axiosphere transformation, when many political, social, national, cultural, geographical and other aspects acquire new meanings. At the same time, there are no accepted methods of working with the text today that touch on axiological issues. Therefore, having set the purpose of the study ‒ to work out the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts within the framework of foreign languages teaching, the authors consider the role of a teacher in organizing learning based on the axiological approach. They give the definition of the interdisciplinary concept of "axiological field" within the framework of methods of foreign languages teaching. The theoretical significance of the study is in developing the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts, presented in the form of a technological process consisting of four stages (preliminary / pre-text, communicative, creative-and-developing and analytical), determining the essence of the axiological field of educational material based on analysis and comparison of a number of synonymous lexical units taken out from modern media texts in a foreign language. The teacher's potential in the formation of students' axiological values in the process of foreign languages teaching are demonstrated. The proposed recommendations can be useful for teachers of foreign languages, as they demonstrate possible forms of integration of upbringing activities with educational work to form the civic-patriotic qualities of students, their sustainable life position in an ever-changing world.

The development of soft skills is a priority in the modern era of mass communications. The presence of mass communication mechanisms: social networks, makes it possible to exchange information, teach, promote a personal brand and provide various services. These circumstances place significant demands on the availability of soft skills. Such requirements are valid for students not only of humanities, but also of engineering specialties since full provision of information about their activities will improve the position of the speaker and achieve consistently high communication skills. The concept of soft skills is quite broad and can be interpreted by students through the prism of everyday experience rather than academic experience. This circumstance can lead to an incorrect perception of the soft skills requirements that the industry and possible employers place on graduates of engineering universities. This study is aimed at identifying the level of awareness of engineering students about soft skills. Also, one of the goals of the study was to identify the role of teaching materials and the use of such materials by students in practice in assessing the main components of soft skills. As a research method, a survey method was used, which was aimed at identifying the most important components of soft skills in the opinion of students. Next, as a training component, we chose the TED talks resource, which clearly illustrates the successful use of soft skills. After studying the training material and group discussion, the students were given the task of preparing a public speech as a team. Soft-skills components from the training materials were selected as evaluation criteria. After completing the task, students were asked to take the survey again and adjust their assessments of the important components of the soft skills considering the experience gained. Data from the two surveys were analyzed and compared. The results of the study can contribute to the formation of soft skills and will improve the quality of the educational process for non-humanitarian students.

This article raises the topic of the feasibility of the integrated formation of foreign language skills and speaking skills when teaching a foreign language. The integrated approach is considered as the basis method for teaching speaking in a foreign language. The author offers a number of arguments and highlights obvious advantages for justifying the integrated acquisition of language operations and speech actions.