TEACHING FOREIGN LANGUAGE TO STUDENTS IN MULTILEVEL GROUPS

Abstract

The article is devoted to the methods of teaching a foreign language to students in multilevel groups of non-language specialties in higher education institutions.

Article’s purpose. Methodological strategies of multilevel teaching have been identified and substantiated, which will promote the effective formation of professional communicative competence in applicants for higher education and optimize the process of learning a foreign language in groups with different levels of speech training. It was found that one of the ways to solve this problem is to use a differentiated approach to teaching a foreign language, which takes into account the individual characteristics of higher education.

Methodology. The psychological-pedagogical and methodical literature on the researched topic has been studied and analyzed; empirical methods have been applied: purposeful observation of the educational process; questionnaires and interviews, comparisons.

Scientific novelty. Domestic and foreign experience of differentiation of education in multilevel groups has been studied; the content of the concept of multilevel approach to foreign language teaching has been determined; the difficulties of teaching a foreign language for professional purposes in groups with different levels of training have been clarified; methodical strategies of the organization of work in multilevel groups on the basis of the differentiated approach have been offered.

Conclusions. It has been concluded that the features of the technology of differentiated learning and the system of evaluation of its results require the development of special methods of control over educational and cognitive activities of higher education students and testing of acquired knowledge, skills and abilities. Prospective areas of further research include the study of the shortcomings of the application of a multilevel approach to teachers and the negative aspects of learning for higher education and solving the problem of assessing professionally oriented foreign language communicative competence of non-language graduates.