Educational technologies of cadets’ communicative competence formation in non-linguistic educational organization

Introduction. The article is devoted to the current problem, that is, application of educational technologies used in teaching cadets in order to form communicative competence in the process of learning a foreign language. Foreign language plays an important part in training specialists for the Ministry of Internal Affairs as mastering a foreign language is a compulsory element of professional competence of a modern law enforcement officer. Materials and Methods. The employed methods include: 1) theoretical - study and analysis of pedagogical and methodical literature devoted to the problem under consideration; summarizing and streamlining, comparison of theoretical views and evaluations of the present and future systems of learning; analysis and summarizing of pedagogical experience in teaching a foreign language at educational organizations of higher education via learning technologies; 2) empirical - observation (direct perception of teaching a foreign language at a particular educational organization and indirect perception through description of learning at other educational institutions); testing as the means to control the quality of education; pedagogical experiments concerning the validity of theoretical provisions of the research and reasons for their practical usage; questionnaire; interview; expert assessment method. Results and Discussion. The authors focus on the choice of learning technologies, which are based on the process of cadets’ transformation. The characteristic features of traditional technology, adaptive learning, information technology, game technology, pedagogy in cooperation are identified and described. Special attention is paid to the technology of cadets' knowledge control technology, which contributes to more effective teaching through the use of productive control over the final product obtained during the application of all these technologies. The article provides examples of employing these technologies in foreign language classes. Conclusions. The authors conclude that the main task of complex usage of learning technologies is to improve the effectiveness and efficiency of the educational process.