Interactive questioning technique as an element of tutoring activities in the methodology of foreign language teaching in higher education within the communicative approach

The article considers the prospects of improving the methodology of foreign language teaching at higher education institutions by means of including the elements of tutor activities, namely the technique of interactive questioning. The authors suggest and substantiate the hypothesis that the use of this technique by foreign language teachers at higher education institutions both as a stimulation method for communication and as a way to motivate students to reflection of the educational process leads to boosting the efficacy of foreign language learning and transformation of teacher-student interaction into a more content-based creative process of professional «selfness» development. The research presents the results of the analysis of the foreign language class stages within the communicative approach, where questioning in various forms is applied, and outlines the potential and expedience of substituting regular questioning with the interactive one in a number of cases. The paper also provides examples of foreign language classes at higher education institutions to illustrate the practice of interactive questioning.