Modern pedagogical tools for the foreign languages teaching to non-linguistic students: drama competition
The article is devoted to the problem of non-linguistic students foreign language communicative competence shaping. The aim of the article is to describe the practical experience of a drama competition in a foreign language as one of the pedagogical means of forming this competence among students of non-linguistic specialties. The article analyzes the advantages of different approaches to foreign language teaching and makes a conclusion about the necessity of combining them in order to achieve the goals of teaching. The article highlights the importance of searching for the most effective means of foreign language communication competence building, which would increase students' motivation for learning foreign languages. The possibilities of student-centered approach to foreign language teaching are identified and the classification of personality-centered concepts is given. The relevance and effectiveness of the model based on the combination of this approach with the technologies of project and problem-based learning are noted. The methodological basis of foreign languages teaching in higher education is the concept of expanding the boundaries of a small social group; students go beyond the limited number of interlocutors in communication and create a new language community, the conditions of which simulate as close to real professional or academic life situations. The practical significance of the conducted research lies in the description of the teaching model with a drama competition in a foreign language. The stages of students' work are presented; the potential and multidimensionality of their activities content are shown. The role of students' independent work in preparing a drama project is highlighted. The data obtained in the course of many years of using this pedagogical tool in teaching students allows the authors to make a conclusion about its effectiveness in forming foreign language communicative competence. It is noted that this pedagogical tool allows students who show poor results in learning activities in practical classes to find themselves in a situation of success.