Individualization of Foreign Language Teaching: Didactic Model and Experimental Implementation

У статті розглядаються питання індивідуалізації навчання іноземних мов студентів інженерних спеціальностей. Запропоновано авторську дидактичну модель для забезпечення дидактичних умов ефективної імплементації зазначеного освітнього процесу. Виокремлені компоненти моделі: ціннісно-цільовий, мотиваційно- діагностичний, змістово-технологічний, організаційно-процесуальний та результативно-рефлексійний. Описано дидактичні принципи, на яких ґрунтуються модель. Зазначено зміст та завдання кожного з компонентів. Доведено, що дидактична модель індивідуалізації навчання іноземних мов студентів інженерних спеціальностей має ознаки дуальної, динамічної та технологічно-адаптованої системи.The article considers the issue of individualization of foreign language teaching for engineering students. The author’s didactic model for providing didactic conditions for the effective implementation of the specified educational process is offered. The components of the model are outlined: value-target, motivational-diagnostic, content-technological, organizational-procedural and result-reflective. We consider the development of skills of autonomous learning and digital competence as a critical skill for successful self-realization of the individual in the modern realities of technocratic society. These skills are included in the list of skills and abilities of the XXI century, a concept that defines the strategic skills needed to meet the requirements of time and society. The fundamental question is to determine the didactic conditions and strategies for teaching students to design an autonomous learning environment for learning foreign languages in accordance with the individual intellectual profile of each student. This model is dual in content and involves solving two key issues: learning the skills of individual work and learning a foreign language. In order to ensure the duality of each component of the model, which is reflected in the combination of external and internal conditions of individualization of learning, we have chosen the following didactic principles: dominance of individual student work, open learning environment, transformativeness, continuity of educational process, sustainable development, flexibility and adaptability, interactivity, multimedia. Experimental implementation of the author's model was carried out at Igor Sikorsky Kyiv Polytechnic Institute among second-year students while studying the discipline “English for Professional Purposes”. The experiment lasted one semester, learning took place through synchronous and asynchronous forms of learning. The didactic principles on which the model is based are described. The content and tasks of each of the components are indicated. It is proved that the didactic model of individualization of teaching foreign languages to engineering students has the features of a dual, dynamic and technologically adapted system