FORMATION OF FOREIGN LANGUAGE PROFESSIONAL-COMMUNICATION ADAPTABILITY AMONG STUDENTS OF TECHNICAL UNIVERSITIES BASED ON A DIFFERENTIATED METHOD OF TEACHING

UDC 372.881.111.1

DOI: http://dx.doi.org/10.36871/2306_8329_2024_94_2_30.

Authors

Rostomyan Lusine A.,
senior Lecturer, Department of Foreign Languages RTU MIREA Moscow, Russian Federation

Abstract

The article covers the issue of developing foreign language professional and communicative adaptability among students of technical universities based on a differentiated teaching method. In modern realities, just mastering a foreign language as a means of communication is not enough to conduct professional activities. The results of students’ successful mastery of a foreign language is considered to be their foreign language professional and communicative adaptability.
Purpose. The purpose of the article is to identify the prerequisites for the formation of foreign language professional and communicative adaptability, namely to analyze a multilevel approach as a fundamental method of adaptive learning.
Methodology and Methods. In this article, we consider adaptive learning of a foreign language on the basis of the differentiated approach. The use of this method helps to adapt the educational process to the interests, abilities and individual characteristics of each student.
Scientific novelty. Adaptive learning contributes to the formation of a picture of the world adequate to the modern level of knowledge, which is an integral part of the modern educational process.
Practical significance. We present adaptive foreign language teaching in the form of the teacher’s adaptation to students with an individual approach taking into account the needs of each student, as well as their abilities to adapt to the use of a foreign language in typical professional situations.

Keywords

professional and communicative adaptability, differentiated approach, adaptive foreign language learning, adaptive content, adaptive consistency, adaptive assessment.