Halatsyn, K.

Yaroshenko, O.

Electronic Archive of Kyiv Polytechnic Institute

132 3. Мироненко С., Грушицька І. Форми та шляхи удосконалення осві-тнього процесу в закладах фахової передвищої освіти. Фахова перед-вища освіта. № 2. С. 14-17.    Halatsyn K. О. Candidate of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of English for Engineering  Yaroshenko O. L. Lecturer at the Department of English for Engineering № 2 National Technical University of Ukraine  «Igor Sikorsky Kyiv Polytechnic Institute» Kyiv, Ukraine  THE ESSENCE OF INTERACTIVE LEARNING  AND ITS ROLE IN FOREIGN LANGUAGE LEARNING  The problem of finding new forms and methods of organising the learning process is not new. Thus, back in the 1980’s, the term interactive pedagogy (G. Fritz, Germany) appeared and means such organisation of the learning process, in which its participants become partners and interact with each other. Hence, the notion of the «interactive method» as a way to achieve learning with the direct active participation of the one who is learning became wide-spread. According to A. Pometun, interactive technologies can be considered as those that are implemented through the active interaction of teachers and students in the learning and educational process and provide an opportunity to organise corporate activities, gain new knowledge, starting from the interac-tion of two or three people and broader cooperation [3].  The effectiveness of English language learning for future engineers, ac-cording to our belief, depends on the constructively chosen theoretical ap-proaches to the development of English language learning methodology and its implementation in pedagogical practice. On the other hand, the analysis of psycho-pedagogical literature indicates that the professional training of stu-dents of higher technical institutions should consider the links of engineering activity with the environment, society, humans, i.e. the engineer’s activity should be humanistic.  Therefore, among the conceptual approaches to the successful implemen-tation of English language learning in higher technical schools, we identified: systemic, personality-oriented, communicative, humanistic, activity-based 133 and competence-based approaches, which provide an opportunity to effec-tively influence the sphere of social-communicative relations and self-realiza-tion of the subject.  The essence of innovative methods application in the educational process consists of such an organization of training. Students are active subjects of cognitive activity, and the teacher acts as an organizer, consultant, one of the information sources.  The brainstorming method is productive in learning English. We have de-fined the general rules of brainstorming: any idea, regardless of its reality, should be listened to; any of the participants can propose one or more ideas simultaneously, so as not to block their imagination; group members should refrain from criticism to the speaker of the idea; after all group members have uttered the ideas, a consistent discussion and elaboration of a standard solution take place; those who disagree with the overall final solution have the right to express a particular opinion at the stage of defending the topic [2].  In learning English through «brainstorming», the conditions of solving such tasks are provided: to master the material creatively; to unite theoretical knowledge with practice; to intensify cognitive-motivational activity. In the study, we found that English language learning is effective and ef-ficient if it is built on dialogical principles, gives a constant impetus to the mutual development of teachers and students who are equal partners, and at the same time as a means of scientific and cognitive creativity.   REFERENCES 1. Галацин К.О. Особливості формування комунікативної культури студентів вищих технічних навчальних закладів / К. О. Галацин //  Науковий вісник ВНУ ім. Лесі Українки. – Луцьк : РВВ Вежа, 2012. – № 8 (233). – С. 54–58. 2. Пометун О., Пироженко Л. Інтерактивні технології навчання: тео-рія, практика, досвід. – К., 2002.           

The Essence of Interactive Learning and its Role in Foreign Language Learning

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The Essence of Interactive Learning and its Role in Foreign Language Learning

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