Keyword: «иностранный язык»

The article is devoted to the topical issue of preparing future psychologists for professional activity, where foreign language proficiency is an essential tool. The relevance of the research is due to the growing need for specialists who are able to communicate freely with foreign colleagues, study foreign scientific literature and participate in international projects. The aim of this work is to develop and test an effective foreign language teaching methodology for future psychologists based on the LSP course, aimed at building up professionally-oriented language competence. The theoretical basis of the study was provided by practice-oriented approaches, such as the communicative approach, which focuses on the development of communication skills in a professional environment; the professionally-oriented approach, which provides for the integration of language knowledge and skills with professional knowledge; and the competence-based approach, aimed at forming a set of competences necessary for the successful work of a psychologist. Various methods were used in the study: comparative-analytical method, analysis of regulatory documents, educational programs. The theoretical significance of the study lies in the development of a foreign language teaching model adapted to the needs of future psychologists, taking into account the specifics of their professional activities and aimed at developing linguistic, sociocultural, and professional competences. The practical significance of the study lies in possible applying the developed materials in the educational process to improve the level of foreign language proficiency among future psychologists. The results of the study are expected to be used in the development of curricula and methodological materials for foreign language courses in psychological universities, as well as for the organization of advanced training courses for practicing psychologists. The developed materials can be adapted for different levels of language proficiency and types of educational institutions. In addition, the research results can be used to develop online courses and other digital resources that promote independent work by students and increase the effectiveness of learning.

Modern foreign language education faces the need to increase the efficiency of developing lexical competence in students who exhibit clip thinking, multitasking, and focus on quick results, under conditions of limited time and intensive academic workload. The relevance of the research is due to the need to systematize microlearning techniques aimed at optimizing the process of forming lexical competence in linguistics students. The aim of the work is to develop and experimentally verify the effectiveness of a system of microlearning techniques in the formation of lexical competence. The methodological foundation consists of competency-based, communicative, and system-activity approaches, the concept of microlearning, the theory of communicative teaching, and the theory of step-by-step formation of mental actions. The empirical part was implemented through a pedagogical experiment involving 112 linguistics students, divided into control and experimental groups with an equivalent initial level of lexical skills. As a result of the research, a system of microlearning techniques was developed and theoretically substantiated, including four interconnected blocks: semantization, activation, automation, and integration of lexical units. The system-forming factors of this system are technological integration, methodological continuity, adaptability, and interval learning, implemented through a unified digital ecosystem. The experiment confirmed a statistically significant advantage of the experimental group in all key parameters of lexical competence (p<0.01), including the volume of active vocabulary, accuracy of lexical material usage, speed of vocabulary actualization, and stability of formed skills. Additionally, increased student motivation, reduced language anxiety, and optimization of time spending for both students and teachers were noted. The theoretical significance lies in expanding scientific understanding of the mechanisms of lexical competence formation in a digital educational environment and detailing the psycholinguistic aspects of microlearning. The practical significance consists in the development of specific techniques and algorithms for their integration into the higher education process, which can be adapted for various educational contexts.