Use of the student-centered approach to foreign language learning in a non-linguistic college

It is shown that the use of a student-centered approach to teaching a foreign language in a non-linguistic university is becoming especially relevant in connection with the growing role of intercultural communication in the professional activities of specialists. It is emphasized that the transition of the higher education system to personality-oriented technologies associated with active teaching methods makes it possible to activate the educational process. It is noted that personality-oriented, or student-centered learning is the main principle of the Bologna reforms, providing for the transition from teacher-oriented education to student-oriented education. Thanks to the shift in emphasis on learning outcomes, the student becomes the central figure in the educational process, and his/her interests and educational needs become the basis for the formation of a professional educational program. The technology of training in cooperation (cooperative learning) is presented, the advantages of structuring joint learning in a foreign language learning environment are shown. On the basis of the conclusion that student-centered learning contributes to self-development of the individual and the development of a professional.