TECHNOLOGICAL APPROACH IN FOREIGN LANGUAGE EDUCATION OF FUTURE MASTERS OF PHILOLOGICAL SPECIALTIES

Abstract

The article justifies the expediency of using a technological approach in teaching English to masters of philological specialties in higher education institutions of Ukraine. It is stated that their training is carried out according to two levels of higher education – bachelor (first) and master (second) in the conditions of modernization of education, making changes in its structure and content, improving existing programs, preparing new courses, using modern mechanisms to determine the quality of education in the context of integration in the European educational space. The formation of special professional competencies provides the study of normative disciplines («Practical course of foreign (English) language», «Business English», «Methods of teaching a foreign language in secondary and higher school», «The second foreign language», etc.) and disciplines of students’ free choice «Theory and History of Linguistics», «Fundamentals of Germanistics» etc. It has been that the most effective technological approaches in teaching English include the use of information and telecommunication technologies, work with educational computer programs, distance learning of foreign languages, creating presentations in the software environment Open Office Impress, Microsoft Power Point, the use of World Wide Web. The algorithm of using a communicatively oriented complex of multimedia technologies in teaching speaking skills has been highlighted. It has been found that the main types of work that contribute to learning English and speech development include: discussion, role play, reproduction of insufficient information, completion of the story, report, story by picture (pictures). It was found that the modern teacher in the educational process is the organizer of independent, active, cognitive activities of students, their consultant and assistant in learning a foreign language. Modern technologies allow to expand the boundaries of the lesson, make it interesting and rich, which undoubtedly increases the motivation of future teachers of philology to learn a foreign language.