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Background. There is a problem of the time lack used to control students' oral acquisition of professional terms in foreign language classes at universities. The use of the methodological technique of peer questioning can contribute to more effective and quick control of vocabulary acquisition. Purpose. Analyze the effectiveness of the methodological technique of peer questioning in foreign language classes with university students. Materials and methods. The methods of study, theoretically analysis and summarizing literature and documents devoted to active methods and techniques for developing students' professional competencies was used. The methods of scientific observation and comparison of the quantitative results of the experiment were used. The quantitative indicators obtained during the experiment and the questionnaire were collected, synthesized and analyzed. Quantitative data obtained by calculating the arithmetic mean values ​​of the assessment on a five-point scale and the questionnaire were used to confirm the effectiveness of using the mutual questioning technique in foreign language classes at the university. Results. Active teaching methods and techniques play vital role in increasing the efficiency of the learning process, improving the psychological climate in the classroom, and increasing motivation to learn a foreign language. It was confirmed that the use of the peer questioning technique in foreign language classes at universities reduces the time allocated for lexical material revision and is more effective than using a general questioning. According to the results obtained, the peer questioning technique is positively accepted by the students and promotes the creation of a friendly psychological atmosphere in the group, positive motivation to learn a foreign language, and the development of cooperation skills of the students.

The relevance of the study is predetermined by the insufficiency of the number of foreign language classes in a non-language university for the effective acquiring of communicative competences by students and the fulfillment of educational and profession orientation goals in the classroom. Our hypothesis is that the creation of a language environment by organizing extracurricular activities of cultural, educational and professional value is an effective way of organizing the learning process, corresponding to the theory of natural language acquisition by «exposure to comprehensibleand compelling input». The aim of the study is to describe a model of organizing such a language environment and its advantages in the framework of Stephen Krashen's hypotheses. In our research we use the methods of monitoring, literature analysis, synthesis and deduction. As a result of our work, we have come to the conclusion that a diverse language environment created by organizing various additional activities is an excellent means of forming communicative competences of students throughout the period of study at the university, it contributes to the formation of professional motivation and background knowledge, as well as to the upbringing of a citizen who is not only proud of his country but is also able to present it decently at the international level.

The article presents the results of a study of the language training of specialists in the field of Customs affairs in Russia and several of foreign countries. The described international experience in the language training of customs affairs specialists in Australia, vietnam, Germany, China, Moldova, the United States of America allows to indicate its specificity, namely, a bias towards the development of bilingual competence, since a multicultural customs space requires a specialist to have the ability to conduct a dialogue, to know the cultural realities of a native and foreign language, to be able to realize this knowledge in direct communication with international partners.Russian experience of the language training of customs specialists is characterized, on the one hand, by the lack of regionalization and filling in the content of a foreign language on the basis of interdisciplinary integration with the content of the professional cycle disciplines, and on the other, by the widespread use of active teaching methods, information and communication technologies in teaching a foreign language, which positively affects the formation of readiness for professional intercultural communication.The authors conclude that a deeper study of the international experience of language training on the basis of comparative analysis is necessary in order to improve Russian training of a qualified customs specialist who is able to conduct effective professional activities in a foreign language environment.

ICT and blogging, in particular, are the tools that are not fully described in the scientific and pedagogical literature on foreign language learning. Due to the need for competent technical university graduates it is important to increase the quality of foreign language training in a technical university. To do this, it is necessary to solve the problem of stimulating students‘ independent work. This study suggests that blogging as an ICT tool is especially useful in addressing this challenge. Based on the past and present academic research we have developed the model focused on organizing students‘ independent work via blogging and forming their professional foreign language competence, i.e. their ability to communicate on a professional topic using a foreign language. This model involves a number of well-known methodological approaches, such as competence-based, learner-focused and thesaurus approaches; to evaluate the results of students‘ independent work the method of group expert evaluation is used. In order to test the efficiency of the model in question, a pedagogical experiment was conducted with second-year students of M.T. Kalashnikov ISTU. The results of this experiment indicate the effectiveness of the applied model. The recommendations on how to apply this model in a technical university, possible challenges with its use and the ways to address them are provided. [ABSTRACT FROM AUTHOR]

The author addresses the problem of professional foreign language competence and researches its structure and components in engineering students.Different positions and points of view on the stated problem are analized to provide the structural analysis of the research results. Taking into account some positions and issues on this problem several conclusions on the professional foreign language competence in different kinds of future specialists activity were made.As a result of scanning this problem, the structure and components of professional foreign language competence were revealed for engineering students of technical universities. In accordance with this structure, the process of forming foreign language competence is implemented for engineering students.In the frames of modern nuclear power development in the Space the mentioned consideration of the problem is supposed to be very important and actual nowadays.