Modern approach to the foreign language

In the 21st century, there was a steady trend towards a reorientation of the higher education system to new values, where the humanization of the pedagogical process and the democratization of interpersonal relations became the main focus. Today, graduates should be competitive, in demand on the labor market, which a priori assumes a high level of its overall development, possession of information and communication competence, high professionalism, the ability to make independent decisions, non-standard thinking and productive adaptation to changing conditions. All this leads to the fact that at present pedagogical activity should be innovative, which is one of the essential factors for the successful educational activity of any educational institution. The reality is that it is the innovative activity that, on the one hand, creates the basis for creating the competitiveness of an institution in the market of educational services, on the other hand it determines the directions for the professional growth of pedagogical personnel, the creative search for each teacher that actually promotes the personal growth of students.

In this regard, in recent years, the use of information technologies in the university has become more and more widespread, representing not only modern technical means, but also new approaches to the learning process. This is due to the main goal of teaching foreign languages: the formation and development of the communicative culture of students, the practical mastery of them by a foreign language. The task of the university teacher is to create all conditions for the practical mastery of the language by each student. This presupposes the choice of such methods of instruction that would allow him to show his activity and his creativity. This is the aim of modern innovative technologies related to the use of various information technologies and Internet resources.

Analysis of the activities of universities shows that today they are betting on the principle of variability, which contributes to the construction of the pedagogical process for any educational model. Against the backdrop of the development of various options for the content of education, we see the birth of all new ideas, as well as the introduction of the concept of pedagogical technology into the philosophy of education. Among a large number of definitions of this concept, we will cite the interpretation of pedagogical technology proposed by the domestic researcher B.T. Likhachev: this is a set of psychological and pedagogical attitudes determining a special set and layout of forms, methods, methods, methods of teaching, educational tools that form the organizational and methodological tools of the pedagogical process. Proceeding from this, among the list of various pedagogical technologies the following have most confidently passed the test of time:

• •    multilevel training;

• •    co-operative learning;

• •    individual and differentiated approach to training;

• •    method of projects. All of them contribute to the development of innovations in education, involving the improvement of pedagogical technologies and related methods, methods and means of teaching that develop in students the ability to motivate actions and to independently orient themselves in the information received; the formation of their creative thinking and the disclosure of their natural abilities[1].

Today, as you know, the priority in the search for information is increasingly given to the Internet, which provides a wide choice of sources of information, so necessary in the educational process. This includes basic information located on the Web and FTP-servers of the network; operational information sent by e-mail; various databases of various information centers; information about books and magazines distributed through Internet shops, etc. Hence the information resources of the Internet are organically integrated into the educational process, helping to solve various didactic tasks in foreign language classes, for example, such as:

• •    formation of reading skills;

• •    Replenishment of your vocabulary in the studied language;

• •    Improvement of writing skills, for example, when writing responses to their communication partners;

• •    Improvement of listening on the basis of original sound texts of the Internet;

• •    Acquaintance with culture, speech etiquette, features of speech behavior of the country of the studied language;

• •    improving the ability to monologic and dialogical utterances;

• •    the formation of motivation for speaking in a foreign language and the knowledge of the specifics of academic writing.

Continuing the question of the importance of the development of communicative competence in teaching a foreign language, we note the authors and considered innovative "method of communicative tasks" [2], the basic principle of which is the performance of students in various forms, and using variable types of interaction to solve communicative tasks. Thus, due to the presence of a problem question, there is a search for its solution and in the process of search there is an analogue of the situation of real interaction in which communication takes place in a foreign language. As noted, this method is not fully developed and requires systematization of forms of educational activities in which it can be carried out. Nevertheless, in our opinion, this innovative technique is very effective, as the students have a direct formation of foreign language communicative competence.

Another technology is the technology of multi-level (differentiated) learning or the technology of individualization of learning, which directly implements a personality-oriented approach, taking into account the individual characteristics, capabilities and needs of students. Thus, there is a focus on the features of each student individually, which allows to reveal their potential and contributes to a more successful formation of "multicultural linguistic personality, able to communicate with speakers of other cultures" [2].

Based on the fact that innovations depend on people and are created by people, it is possible to determine another way of innovative development in the field of education in General, and in the field of teaching foreign languages. This approach is focused on the development of the potential of the teacher, as the key to teaching a foreign language is the personality of the teacher, which, on the one hand, is already formed, but, on the other hand, has unlimited opportunities for self-development and improvement. Hence the need for continuous and continuous education of the teacher in the process of his teaching activities, the creation and implementation of new technologies, creative approaches to learning activities. Accordingly, the position of the teacher changes- "the teacher becomes an accomplice of research, creative cognitive process, mentor, consultant, organizer of independent activity of students" [3].

Modern reality makes ever higher demands on the level of practical knowledge of a foreign language. In this regard, the use of innovative educational technologies provides enormous opportunities for increasing the effectiveness of the learning process.