ФОРМУВАННЯ КОМУНІКАТИВНО-ІНТЕРАКТИВНОЇ КОМПЕТЕНТНОСТІ У ПРОЦЕСІ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ СТУДЕНТІВ ІНОЗЕМНОЇ МОВИ

The article is theoretically grounded on the concept of «communicative and interactive competence» and its influence on the process of professional education of students of philologists in higher educational institutions. The author focuses attention on the fact that one of the important conditions for the formation of a comprehensive developed personality is the development of her investigated competence. The degree of research of this competence in the works of domestic and foreign scientists is elucidated. The basic mechanisms, structure and stages of effective formation of communicative and interactive competence in the future teachers of a foreign language are determined. After analyzing the works of various researchers, the following components of the content of modern education were distinguished: cognitive, praxeological, value-semantic and reflexive. The necessity and effective ways of forming this competence during preparation of students for professional activity are substantiated. The author found that the main feature of interaction is the individual's orientation towards self-determination. An effective model of communicative and interactive competence development is a model that combines humanistic approaches, problem-solving and communicative orientation. In this case, the emphasis is not on studying the tools of a foreign language, but on the development of the abilities of using this language in communicative situations. It is determined that for the most effective formation in future philologists of the investigated competence, various interactive technologies should be conducted in the educational process: brainstorming, case method, debates and others. The introduction of these technologies in the teaching of English for students of the 3rd year had positive echoes. Interactive methods, namely case-study, were conducted at definite phases. The emphasis was put on production, on the independent thinking of students, the ability to think creatively in a particular situation. During the work on the case students effectively interact with each other and with the teacher. The author concluded that effective formation of communicative and interactive competence is ensured by the introduction of interactive technologies into the educational process. And most importantly, interactive methods have intensified the motivation of students to learn a foreign language