Keyword: «language of professional communication»

The relevance of the study is substantiated by the social demand expressed in domestic and foreign legal documents related to the development of professional, communicative competences, improving the quality of education through student-centered learning technologies and, as a result, the development of the possibility of citizens' participation in lifelong education. The purpose of the experiment was to study the effectiveness of the development of a foreign language communicative competence of a teacher through the use of the technology of quasi-professional activity. The study was based on competence-based and student-oriented approaches, the theory of content-language integrated learning (CLIL), the technology of quasi-professional activity, which is part of the theory of contextual learning by A. A. Verbitsky, and also reflects the ideas of a foreign approach to education based on simulation (simulation-based learning). The experiment can be classified as natural, for excluding the experimental course, all groups that had been participating in it received same curriculum, subjects and amount of class work hours. The program of the subject was compiled on the basis of students' requests and diagnostic work based on the structure of professional foreign language communicative competence in the context of pedagogical education. The verification of the objectivity of the conclusions was made using the calculation of the Mann-Whitney U-test. The results of the study confirmed the hypothesis of the effective development of this competence through the use of the technology of quasi-professional activity. In addition, the influence of subjective factors on the results of quasi-professional activities was found. These include: the desire to acquire Master’s degree, assessment of the quality of education at the university, self-assessment of the level of development of the competence components. Students, who wish to continue their education acquiring Master’s degree, as well as those who rated the above factors more highly, demonstrated higher achievements according to the results of the control assessment. The results of the article can be used for further study of subjective factors affecting the effectiveness of quasi-professional activities. The model of the development of the competence, reflected in this and previous articles of the author, can be applied in teaching bachelors and also in advanced training courses.