Keyword: «heuristic tools»

The actual task of modern educational technologies and pedagogy lies in the development of students' creative thinking, communication skills and research competences. They are the necessary condition for the training of a competent specialist in the modern world, especially for language training. In this regard, the research conducted by the author is relevant as it shows how the use of heuristic tools in teaching English at universities makes it possible to accomplish this task. It reflects the relevance of the research on the use of heuristic tools in teaching English at universities. This article provides an overview of the features of the eight main heuristic tools, as well as examples of tasks that were assigned to second- and third-year students of MGIMO University by the author of the article. The purpose of the study is to analyze skills and competences that students can acquire if the professor uses heuristic tools. The implementation of this goal was carried out based on the provisions of systematic, competence-based, personality-oriented approach. The author used such methods of theoretical research as the analysis of scientific pedagogical literature, terminological analysis, comparison, systematization and generalization of scientific positions and ideas of modern domestic and foreign researchers. When analyzing the literature, the author identified the most common heuristic tools used in the language training of specialists at universities. In the practical part of the study, the case study method was applied in several groups of third-year students. Using the method of included observation and referring to the conclusions drawn during the systematic monitoring of students' progress over two semesters in 2023-2024, the author evaluates the results obtained. The conducted research showed that students began to show greater interest in classes. Moreover, the author notes a significant decrease in the number of mistakes made by students during discussions as well as the activation of students' oral speech. The theoretical significance of the study consists in clarifying the essence of heuristic tools used in teaching English at universities. The practical significance lies in the determination of the effectiveness of the use of heuristic tools in the language training of students at universities. Further research on the potential of using heuristic tools in the process of teaching English at universities is required.