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The present article is devoted to creating an effective form of communication strategy within the process of teaching a foreign language (FL) and providing a means of stimulating cognitive interest, motivation, as well as cognitive-practical independence among students in the process of mastering an FL. On the basis of the given analysis, it is concluded that communicative learning strategies can develop critical thinking in students by reason of the problematic nature of educational tasks and consequently create a basis for their linguistic self-organization and creativity. Thus, effective communication can meet established trends in modern education in order to strengthen the practical component of learning process for a more effective form of professional and professional-applied competencies of future graduates of higher education institutions. Within the framework of FL teaching, it also allows students to develop abilities to adapt to different linguistic situations, both domestic and professional, and have great prospects for their applications in the field of education due to their focus on further creative development and self-education in students.

The article is devoted to the problem of developing professional competences of future teachers of foreign languages during the pedagogical internship while studying at the university. In connection with a constant rise in qualification requirements for the teaching staff of educational institutions of various levels, it is necessary to develop an efficient model for training future specialists in the educational field, enabling high-quality training for the sound solution of modern professional problems. The main professional educational program is focused not only on the quality and volume of acquired knowledge, skills and abilities, but also the level of competency development. All educational disciplines are aimed at developing both general and professional competences; however, it is the pedagogical internship organized during the study at the university that allows evaluating the level of their development in the context of professional activity, to identify possible gaps in professional and pedagogical knowledge, skills and abilities, to identify ways to overcome them. The aim of the research is to develop an efficient model for building professional competences of future specialists in the field of teaching foreign languages during pedagogical internship. The study revealed that such a model should include determining the aims of internship, developing its work program containing all the necessary information about the internship, holding an introductory conference with students, a detailed analysis of all the points of an intern’s individual assignment, explaining the requirements for reporting documentation, methodological support and controlling students during the internship, stocktaking exercise with a clear assessment procedure. The key indicator of the success of pedagogical internship is the level of development of professional competences of future specialists.

This article is devoted to didactic and methodological aspects of using information technologies for the development of foreign language communicative competence and assessing the degree of its formation among students. The aim of the study was to determine the didactic conditions for the use of the video conferencing mode as one of the methodological tools to improve the effectiveness of teaching foreign languages at the university, organized both in full-time and in distance. The main empirical research method was experimental training, the evaluation of the results of which was carried out on the basis of specially developed criteria. The study showed that the high didactic potential of this type of modern information technology, such as video conferences with native speakers of a foreign language, which can be realized with competent methodological support, including preliminary planning, preparation and thorough study of all aspects and stages of the lesson. At the same time, the directing and coordinating activity of a teacher who acts as a moderator of educational activities in the lesson is necessary. Assessment of students' speech skills should be conducted in accordance with clear criteria. Subject to the identified didactic conditions, the educational process is enriched with new organizational forms, cognitive independence of students is developing, cognitive interest is stimulated, and positive motivation for learning a foreign language is increased.

The article deals with issues related to the application of an inductive approach in the process of teaching foreign languages. In contrast to the deductive approach, it embodies the rejection of pedagogical compulsion, has great potential as means of stimulating cognitive interest, increasing motivation and developing cognitive independence of students in mastering educational material. The article analyzes the feasibility and effectiveness of the application of inductive strategies of teaching foreign languages, in which the problematic nature of tasks contributes to the development of the students’ critical thinking. The advantages of inductive pedagogy are considered by the authorson the example of the formation of grammatical skills and speaking skills during the foreign language classes at various levels of education. The authors conclude that the construction of the teaching process based on the inductive approach creates the basis for the students’ self-realization, contributes to the development of activity and personal independence, which ultimately enhances the importance of the teaching process itself, in contrast to today’s traditional teaching model, aimed only at its result. In addition, the inductive approach is the best match for the tendency to enhance the practical orientation of the teaching process, established in modern education. At the higher education level, inductivepedagogy ensures the formation of professional and professionally-applied competences of future specialists on a more conscious basis. In the process of teaching foreign languages, the inductive approach forms the graduate’s ability to adapt to various language situations of everyday and professional communication, independently and creatively build effective communication strategies. Thus, the inductive approach is aimed at creating the foundations for the further development of the creative potential and self-education of the individual, which provides him with broad prospects forapplication in the educational sphere.Key words: inductive approach, deductive approach, content of education, teaching foreign languages,cognitive-speech independence, competence, transfer.

The article deals with the peculiarities of modern technologies in teaching professional French, taking into account the requirements of international examinations, specific language-learning needs of students and level of their language proficiency. Pedagogical technologies are demonstrated by the example of teaching business French in the sphere of tourism, hotel business, as well as the guide-interpreters training. The educational courses are aimed at the development of basic speaking skills and skills necessary for business communication in French. The developed pedagogical technology is based on French for specific purposes (FOS) methodology and cognitive-practical activity methods that allow to develop trainees’ communicative competence and their cognitive independence effectively. One of the conditions for successful development of communicative competence in the field of business communication in a foreign language is to ensure that students do the necessary number of training exercises, in particular, connected with the use of business vocabulary, as well as with speaking exercises aimed at solving communication problems in real life situations of business communication. Similarity to the real life business environment is achieved through the use of information technologies and simulation games, which ultimately enhances the individual's ability to interact with others and adapt in the social and professional spheres of life. Successful completion of the end-of-course assessment is indicative of the fact that the students have reached high business communication competency.

© Medwell Journals, 2016.The study is devoted to defining methodological approaches to the formation of students' Foreign language communicative competence in multilingual environment. This research is of current interest due to the worldwide tendency towards integration in the economic, cultural and political spheres and due to the need to develop multilingual personality. The modernization of Russian society, including education, defines the overall learning concept and methodology and sets the scientists the task of developing the particular methodological issues of teaching certain disciplines in order to create the most effective strategies and methods of teaching. We consider this issue using the example of French teaching in Tatarstan Republic, one of the regions of the Russian Federation where the language situation is represented by two state languages, Russian and Tatar. In our opinion, an urgent need to develop new methodological teaching approaches and to write textbooks and teaching aids on their basis is due to the need to use a positive transference of language and speech skills of native tongues while learning other languages for effective students' communicative competence formation.

In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.