Keyword: «professional and communicative competence»

The article addresses the problem of defining the structure of universal skills within the modern foreign language teacher’s professional and communicative competence. The relevance of the study is due to the increased requirements for a language teacher's professional competence, as expressed in the new educational standards for higher education, the professional standard for teachers, the competence map for teachers of foreign languages at schools and universities, as well as the Common European Framework of Reference for Languages. Existing regulatory and recommendation documents emphasize the need to master not only subject- and language-related skills, but also universal skills. However, the problem of structuring the nomenclature of these skills remains insufficiently studied in both domestic and foreign language teaching methodology, and therefore requires further consideration. The aim of the article is to determine a list of universal skills and subskills that constitute the core of the modern foreign language teacher’s professional and communicative competence. The leading approach to the research problem is a theoretical analysis of domestic and foreign literature on the research topic, as well as an analysis of regulatory and recommendation documents governing language education in higher studies, in order to systematize universal skills as a component of foreign language professional and communicative competence. The main results of the article include a detailed nomenclature of universal skills, synthesizing the requirements of Russian educational standards as well as the can-do statements of the Common European Framework of Reference for Languages. The theoretical significance of the article lies in the systematization of the components of universal skills in the structure of linguodidactics students’ professional and communicative competence, which expands scientific ideas about the content of professional training for preservice teachers of foreign languages. The practical significance consists in the possibility of using the proposed nomenclature as criteria for assessing the level of teachers’ foreign language professional and communicative competence. The research results can also be used in the development of educational programs, syllabi of disciplines and training modules, methodological recommendations, assessment tools, language teacher professional development programs, and further scientific research in the field of language teaching methodology.

The article is devoted to the development of a conceptual design for the technology of multilevel teaching of foreign languages to future engineers at a technical university based on an individual and differentiated approach. The relevance of the study is due to the socio-economic changes in Russia aimed at ensuring technological sovereignty through the education of highly qualified personnel. Federal legislation requires a transition to personalized strategies. However, teaching foreign languages at technical universities is associated with the problems of students’ low entry-level and the lack of division into subgroups, which makes it difficult to achieve high-quality results. The aim of the study is to provide a theoretical justification for the potential of an individual-differentiated approach, and to develop a concept and technology for teaching future engineers foreign languages at a technical university. The methodological basis is an individual and differentiated approach. The key principles are the zone of proximal development, variability of content and process, and an adaptive educational environment. The leading approaches include an analysis of domestic and foreign experience, which revealed a contradiction between the need for individualization and the lack of a systematic concept for a technical university. The main results include the development of a multi-level learning technology using Electronic Educational Modules in the LMS system. The structure of the EEM includes 11 sections that ensure comprehensive language training. The testing at the National Research University "Moscow Institute of Electronic Technology" (2022-2024) demonstrated the effectiveness of the approach. A comparative analysis of the groups revealed that students using the EEM showed an average increase in their language proficiency of 32%, which is 22% higher than the traditional methodology. A survey of 1,463 students confirmed an increase in motivation (86.5%) and work convenience (92.3%). The theoretical significance lies in the systematization of the principles of an individual-differentiated approach and the creation of a holistic pedagogical model that combines the target, content, procedural, and evaluative components. The practical significance is determined by the possibility of using the technology to improve the quality of engineering education and the development of universal competences. The implementation of the concept contributes to the training of engineers who are proficient in foreign languages as a tool for professional activities, which is in line with the strategic objectives of national development. The introduction of the technology optimizes the educational process by effectively combining independent student work using digital technologies with classroom activities.