Keyword: «university foreign language education»

The article highlights one of the techniques of developing the students` foreign language dialogic skills in the pre-service foreign language teacher education. The author proposes an algorithm which provides a gradual learner transition from partly prepared speaking to spontaneous student reactions in the foreign language classroom. The article uncovers its positive contribution to the development of foreign language dialogic skills as well as to the professional pre-service teacher development.

The article describes special tasks that are intended to the listeners of the group-mate`s oral presentation in the university foreign language classroom. The author proposes a few groups of such tasks based on the student activities and highlights conditions which enhance the teaching and learning classroom outcomes. These tasks are especially important in the context of pre-service foreign language teacher education.

The article is aimed at specifying the goals, objectives, and stages of enhancing university student foreign language public speaking skills. The author highlights the idea of incorporating the target skills into the holistic educational frame of interconnected competence development. Three stages with varied focus suggested in the article map a possible student route on the way to the advanced level of foreign language public speaking skills.

The article describes the process of designing university foreign language classrooms. The author propos-es a chain of the teacher`s steps and didactic tools that can be applied in compliance with current require-ments and trends of university foreign language education.

Didactic and methodological research highlights a wide range of issues related to education efficiency. Still, both researchers and teachers note insufficient implementation of research outcomes in the classroom practices. The purpose of the article is to identify and analyze at an empirical level those ideas that have been proposed in university foreign language education studies and their relevance to everyday teaching and learning practices. The authors studied relevant literature on the leading approaches to foreign language education and, based on the method of meaningful integration, singled out the domineering assumptions that must guide teachers in designing their classrooms. Then, university foreign language teachers were questioned. The aim of the questionnaire was to find out if their practical decisions complied with the theoretical trends in the field. The study showed that more than half of the respondents combine coursebooks as the backbone of their curriculum with additional materials and didactic tools. In doing so, they aim at enhancing the efficiency of their classrooms by taking into account their students` characteristics, trying to engage them in classroom communication and thinking. In choosing content and didactic tools, they consider a few guidelines such as providing rational diversity in the classroom (variety of content, of student activities and didactic tools) to culturally amplify the learning environment and expand opportunities for student meaningful foreign language interactions. The study outcomes show that the majority of the university teachers questioned are familiar with the leading ideas of modern foreign language education. They are aware of the need to implement them in their practices. They tend to be autonomous and creative in designing their classrooms, keeping in mind the significance of student motivation and engagement in learning. It is also evident which theoretical assumptions need to be backed up by more detailed practical guidelines and which aspects of theory-classroom practices correlations need more attention in in-service university foreign language teacher education.