LEARNING ENGLISH THROUGH THE INTEGRATION OF STUDENTS’ EDUCATIONAL-COGNITIVE AND SELF-EDUCATIONAL ACTIVITIES

The objective of the article is a theoretical substantiation and presentation of the results of experimental verification of the didactic model of the system of organization of integration of educational-cognitive and self-educational activity of future foreign language teachers. The developed concept of integration of educational-cognitive and self-educational activity of students, which is based on different didactic approaches and key provisions of the theory of activity, provides: optimization of the content of professional education of future foreign language teachers, taking into account professional and personal needs of future specialists; clarification of forms and types of educational-cognitive and self-educational activities; taking into account the main aspects of the didactic process in higher education (motivational, organizational, technological) and providing crucial components (motivational-value, content, procedural-activity, reflection); creating the necessary conditions for self-development, self-control, self-education and self-realization of future English teachers. The didactic model of integration of educational-cognitive and self-educational activity of Philology philologists combines five basic blocks which are in functional interaction: target, methodological, conceptual, formative, resulting. The purpose of the experimental work was to determine the effectiveness of the proposed system of integration of educational-cognitive and self-educational activities of future foreign language teachers, the peak point of which is to increase the productivity of this integration, which indicates the novelty of this study. The didactic model of the organization of integration of training and self-education tested in the course of a formative stage of experiment was directed as a whole on the development of students’ steady ability to think independently, to extract new material and to process it creatively. Analysis, synthesis, induction, deduction, pedagogical observation, questioning, interviewing, experiment, methods of mathematical statistics were the basic methods of experimental efficiency verification of the developed model. The results of the pedagogical experiment have shown that the introduction of the didactic model developed by us in the educational process of the university in order to develop the professional competence of Philology students increases significantly the quality level of professional competence of the future specialis