Interactive teaching methods in language training of foreign students interactive teaching methods in the process of foreign language communicative competence development 2

part of a student-centered education by G.K. Selevko (2006). Using an
innovative approach to building training was considered by A.M. Gerasimov &
IEJME - MATHEMATICS EDUCATION 1777
A.M. Loginov (2001); while the new information technologies in teaching foreign
languages was studied by L.P. Vladimirova (2002). Special attention was paid to
the methods and methodology of didactic study developed by V.I. Zagvyazinsky
(1982) who took pedagogical goals (educational and developmental) as a basis for
the selection of educational material, determined their specific content: fact-finding systems, concepts, laws; deepening the system of ideas of ideological
character, attitudes and assessments; mastery of a set of actions and operations;
development of personal qualities of the student (development of thinking,
memory, imagination, will, abilities, feelings, interests, needs, ideals, etc.).

Chapter I.

INTERACTIVE TEACHING METHODS IN LANGUAGE TRAINING OF FOREIGN STUDENTS
The presence of Ukraine in the international arena requires significant changes in all spheres of the national development, particularly in education. The requirements for employees of the highly competitive labor market have changed in the new realities. Currently, graduates must not only gain knowledge, but what is the most important, be able to apply them in practice, make quick decisions and orient in all changes at work. Considering the high rate of the society’s integration development, the professionals must be able to acquire knowledge independently and develop themselves. Nowadays, the reformation of the national education system involves updating and modernizing teaching methods, because the use of traditional methods is not enough to ensure the high level of education of the students. The modern concept of education is based on the personally oriented approach to the process of teachings as well as to the student. Therefore, much attention in the learning process is devoted to the interactive methods aimed at developing cognitive, creative and aesthetic potential of students, as well as the formation of their communication and professional skills. The term «teaching methods» is defined as means of joint activities both teachers and students, aimed at training and personal development during the educational process. The result of this activity is mastering the relevant knowledge and skills. The word «interactive» (from the English «inter» – mutual and «act» – act) is defined as «interaction». Therefore, the interactive learning means the interaction between the teacher and the student in the communication and learning processes. Accordingly, the interactive learning defines the ability to interoperability, training in the mode of conversation, dialogue (polylogue) and the activity itself. In this case, the student is not only a listener or a passive observer, but he is an active participant in the process, who has the right to actively express his/her points of view. According to the results of the research of the National Training Center (USA), aimed at defining the role of the interactive learning, «the highest level of learning can be achieved by using interactive teaching methods (50% – discussions, 75% – the practice through action, about 90% – while teaching others or direct application of the learned information), the lowest results of the research are given in the process of delivering a lecture (5%) and reading (10%)» [1, p. 13 – 14]. The same ideas were expressed in the research of H. Mayhner: «The person in the passive perception memorizes 10% of what he/she has read; 20% of what he/she has heard; 30% of what he/she has seen; 50% of what he/she has seen and heard; but 80% is kept in mind in the process of active perception of what he/she says himself/herself, and 90% of what he/she makes or creates independently» [2, p. 35]. Thus, the use of interactive teaching methods contributes to a better memorization of the training material, its identification and its further practical implementation. It depends entirely on the learning conditions, comfort which affects the interaction between teachers and students, and students’ interaction with each other. It is necessary to note that interactive teaching methods are based on the interactionism (this concept is popular in social psychology). The essence of the concept – the human interaction within interpersonal communication is determined by the person's ability to imagine how the partner perceives him/her in the process of communication, and according to it, to analyze the situation and behave. The main features of the interactive learning are the following: dialogical and equal interaction between the teacher and students, the atmosphere of success, conscious regulation and activation of behavior, the formation of cognitive independence of the students and the development of their abilities for communication. The interactive learning methods can be defined as: 1) «methods, which are based on communication. They have a clear theme, purpose and didactic tasks» [4, p. 18]; 2) «a special form of the cognitive activity organization that provides a specific purpose – to create a comfortable conditions for learning process where the person who is learning feels his/her success and personal intellectual capacity» [3, p. 8]. Depending on the purpose of the lesson and forms of the students’ activity organization, the interactive methods can be divided into four groups (by L. Pyrozhenko and A. Pometun): interactive technologies for the cooperative learning, interactive technologies for the team and group training, technologies of the situational modeling, technologies for discussions [3, p. 49]. In modern practice of language teaching for foreign students, the use of a variety of interactive learning methods both group and frontal can be considered as the most effective. Generally, they are: independent work under the supervision of the teacher, problem and creative tasks, work in pairs, questions from student to teacher and vice versa, discussions in groups, reports on a particular topic etc. Among the most common interactive teaching methods in the foreign language lessons are the following: blitz poll; a variety of didactic games («Find a pair», «game – contest», games «Fourth extra» and «Microphone» etc.) – at the stage of repetition, generalization and systematization of the material that has been studied; interactive modeling games (or situational role-plays) as well as audio and visual methods, the report on the conference etc. The main role among all of them has been given to the interactive game as one of the most accessible and interesting activities for students, which shows the features of personality’s thinking, his/her imagination, emotions, activity, ability to fluent communication. However, we shouldn't abuse this method using it consistently. For the efficiency and diversity it is appropriate to use different interactive learning methods. In conclusion it is necessary to stress that the main component of the effective professional training of students is the organization of educational process in the following way: professional competence of the teacher, creative approach and careful planning of lessons using both traditional and modern interactive learning methods and technologies.

1. INTERACTIVE TEACHING METHODS IN THE PROCESS OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT

Problem statement in general view and its connection with important scientific and practical tasks. Rapidly changing conditions of modern information society impose new requirements to the quality of specialist training. It is assumed that a graduate should not only correctly apply the University knowledge, but also should be able to think independently and creatively, as well as owning skills communication correctly, both in native and foreign languages. Social and economic order of the society in terms of such specialists preparation is reflected in Federal educational standards for higher education (hereinafter referred to as FES). Analysis of the texts of FES in undergraduate level allows us to conclude that foreign language requirements we are interested in are reduced to the following generic competence – the ability to communicate orally and in written forms both in Russian and foreign languages to meet the challenges of interpersonal and intercultural interaction [1]. The wording can be found in the texts of the FES in economic areas of training. Analysis of recent researches and publications, which dealt with aspects of this issue and the author refers to; unsolved parts of the problem highlighting. In the domestic and foreign literature the competence in study is defined as a mastership communicative competence. It should be noted that the communicative basis of training is a leading aspect in the methods of teaching foreign languages. The essence of communicative methods of teaching is that “the process of learning is a model of communication” [2, p. 4]. This creates the conditions for real-life communication and the possibility to build interpersonal and intercultural interaction capacity. The works of many authors are devoted to the development of mastership communicative competence. So, N. D. Galskova pays great attention to intercultural factor as “the human capacity for intercultural communication on foreign language level and adequate interaction with other cultures” [3, p. 46]. A. G. Kancur focuses on the creation of new knowledge and concepts in the process of communication [4, p. 4]. V. G. Kostomarov and O. D. Mitrofanova consider communications in relation to the social factors [5]. E.V. Makarova allocates rhetorical aspect in the development of monologue speech skills [6]. In the context of the communicative approach particular attention must be given to the interactive teaching methods, which allow us to create a communicative situation of interpersonal interaction. So far scientific works are known studying the sensitive use of interactive methods of teaching foreign languages in linguistic universities. In this context, of great interest is D. A. Starkova’s dissertation research on the use of interactive methods of teaching foreign language [7]. Based on domestic and foreign methodological concepts through an interactive approach D. A. Starkova has developed a classification of techniques for teaching foreign languages, regarding the stages of speech skills development. So, for the development of productive communicative skills the named author has chosen William Littlewood`s concept of productive skills, based on the degree of autonomy So, numerous researches have been done to prove the importance of interactive techniques for mastership communicative competence development. Though none of works describes the process of development in non-linguistic high school classroom. The analysis of the stated issue concluded that today there is scientifical and methodical base for exploring the possibility of building the mastership communicative competence in the use of interactive teaching methods in the non-linguistic university. Defining the purposes of the article and setting the tasks. Thus, the essence of this article is to demonstrate the process of the competence under consideration development in nonlinguistic high school. There are the following tasks to be performed: 1. To study the stages of communicative competence development. 2. To select the corresponding interactive teaching techniques for each stage above. 3. To work out the set of lessons in the interactive students’ club “Get to Know” according to the approach in study. 4. To justify the results obtained. 5. To present conclusions and prospects for further research. Presentation of the main research material with full provement of the results. There is no common opinion about the stages of communicative skills development either in domestic or foreign literature. The approach based on emotional response of the students was introduced by Jeremy Harmer. His approach gives some freedom to the teachers over the sequence of development stages. They can be the stages of engage, study and activate or engage, activate, study and activate. The choice of sequence depends on the learners’ level [9]. The theory invented by Jim Scrivener offers analytical concept. The authentic, restricted and clarification stages described by this author imply the different levels of students’ autonomy [10]. And the most appropriate approach in this field is the scheme offered by William Littlewood. It combines the previous theories in terms of language learners’ personal experience and the level of autonomy [8]. The author describes the communicative skills development within three stages: 1. Controlled stage. It allows the teacher to work out specific language units that may be later used by learners. 2. Guided stage. It is the stage of partial control that provides learners with the opportunity to select language units for expressing their own thoughts. 3. Free stage. The stage of independent speaking illustrates a situation as much as possible approached to the real conditions of companionship. Learners should achieve the objective on their own making use of necessary communication means of foreign language. The communicative competence development process described by William Littlewood is of great importance to our research as far as it involves the learners’ autonomy that is the leading learning principle in high school. It also provides systematic work on functional as well as structural aspect of language. The process undergoing these stages helps teachers to deal with problem areas in non-linguistic high school classroom. These problems will be revealed in the conclusions of the given research. It should be noted that speaking as a component of speech activity, takes a leading place in the process of communicative skill development. So each stage described above involves the use of specific interactive learning techniques [11], [12]. Thus, for C-stage, fully controlled by the teacher, the use of the following interactive teaching techniques is required. They are: chain pronunciation, language games, questionanswer, repetition, expanding information, replacement, transformation, translation, substitution exercises. On G-stage, partly controlled by the teacher, interactive tech-niques are communicative games, expanding information, decision making, description, action, discussion, dramatization, expanding information, finding similarities and differences, filling-in, interview, information deficit, information transfer, interview, restoration of disparate information, functional dialogue, pantomime, picture addition, planning, preferences expression, problem solving, quiz, ranking, review, simulation, oral story-telling, summary, questionnaire. On F-stage, that is the stage of fluent speaking, the effective interactive teaching techniques are as such: associating, communicative games, debating, decision making, description, discussion, expanding, finding similarities and differences, information transfer, interview, text drafting, planning, picture addition, preferences expression, problem solving, ranking, role-play, simulation, oral presentation. The given list of interactive teaching techniques is to a large extend connected with a huge spectrum of communicative skills involved and is the way to create a real-life communication in the classroom [4]. Therefore the mastership communicative competence development process will be worked out though the staged mentioned above and with the use of techniques described. The interactive students’ club “Get to Know” illustrates this process. The interactive students’ club under consideration represents a set of lessons connected by one topical problem that motivates the students to research the unknown area. As such, the interactive club provides the students with a large opportunity to enrich their communicative experience, express their personality and exchange views with other members of the club. The purpose of the club is to create a communicative environment whereby the students discover the knowledge themselves rather than get knowledge ready. The role of the teacher seems to be shifting from direct teaching to supervising. Students display more freedom of study. The aim of the lessons is to develop the ability to freely speaking. Following are the tasks of the lessons within one topic. 1. To perform language and communication tools necessary to research unknown areas. 2. To practice the usage of language and communication tools on the level of prepared speech. 3. To build communicative skills in the process of panel discussion. The material for study and research: authentic texts on country study, dictionaries, encyclopedias, corresponding theme sites. An interactive lesson undergoes the following stages of study: 1. Motivation. 2. Organization of work with information. 3. Intermediate control and correction. 4. Presentation. 5. Reflection. The stage of motivation is the stage fully controlled by the teacher. At this stage, the task of the teacher is to interest students and motivate them to study the ethnographic material through the demonstration of attention to their experience and opinion. One of the interactive teaching techniques implied can be the stimulation of expressing students’ own opinion. For example, the teacher can ask the following questions: – What part of Great Britain thistle is the emblem of? – What is the biggest Welsh Gulf? – What is “Yarg”? – Is Cullen Skink eatable? The content of the questions asked should affect the little known / unknown facts of the country study, which, in turn, is of great interest to students seeking information. Thus, for students a personal need appears in the study of unknown areas of investigation. On the stage of organization the teacher monitors students work partly. The interactive teaching techniques of this stage can be: – decision making (the choice of research topic); – searching information for study and investigation (printed and electronic resources); – restoration of disparate information (merge the information into a single text); – working on presentation communicative skills (speaking grammatically and phonetically correct). On the following stage of the intermediate control and correction the teacher checks the prepared statements in conjunction with the students. This stage is also partially controlled by the teacher. The interactive techniques of this stage are: – expanding information (addition of modern / historical facts about the object of study); – asking questions / answering questions (practicing skills to understand and answer the questions posed to the audience); – finding relationships between objects (the ability to conduct the operations of synthesis, analysis and comparison); – decision making (the ability to choose the optimal direction from several proposed options). On the stage of presentation the students perform their prepared reports. This process can be divided into two levels: presentation of prepared speech and unprepared speech. Among the techniques of the prepared speech level can be the following: – planning (independent planning statements); – questionnaire (gathering information about the target object in the form of questionnaires, interviews, oral questioning); – ranking (the presentation of information in a particular order); – compiling the rankings (comparative analysis); – oral story-telling (prepared statements). The techniques of unprepared speech level are: – asking questions and giving answers; – discussion (received information discussion); – debate (exchanges); – panel discussions. The stage of reflexive analysis implies the discussion of the given results. All participants (teacher and the students) sum up the results of students’ research as s well as the communicative abilities of the latter. This stage clearly indicates the development level of the competence in study [13]. The findings of the study and the prospects for further research. So, a broad methodical analysis of the mastership communicative competence development process determines the interactive ability of the teaching techniques applied. The set of lessons within interactive students’ club creates the environment for the real-life communication that enriches the communicative experience of students and demonstrates the features of communicative behavior relevant and useful for their future profession [14]. Moreover the interactive environment corresponds to the students’ age psychological features. There is no doubt that the lessons in their usual form are a bit dull for 18-yearold creators. Thus the interactive process helps teachers to deal with the following problem areas in non-linguistic high school classroom [15]: – classroom management transforms into selfmanagement; – avoidance of English is changed by accurate target structures; – no demand on language speaking becomes embarrassing since everyone emphasizes to express their opinions; – struggle with educational values and rules familiar to this age ends up with new priorities of becoming a competent specialist speaking the language of the potential business partners. So we can definitely come to the conclusion that a graduate with a master communicative competence will reach more goals in his/her future profession. Developing the competence under consideration at the high school provides the students with mobility and tends them to get adequately ready for the workplace [16]. It must be emphasized that with the development of modern business relations in the society, the need for direct communication without intermediaries and interpreters is becoming increasingly urgent [17]. In this field our study proves the efficiency of the mastership communicative competence developing from the position of direct interpersonal interaction. The further research should be done to investigate nonproductive communicative skills (reading and listening skills) in the use of interactive teaching techniques.
2. WAYS OF USING INTERACTIVE METHODS IN TEACHING FOREIGN LANGUAGES AT THE UNIVERSITY
It is known that the organization of the modern process of education is built on the basis of a cognitivecommunicative methodology, which, on the one hand, represents an innovative approach to learning that corresponds to the peculiarities of the information society of the 21st century; on the other hand, it reflects the experience of previous methods. Obviously, the idea of developing communicative competence is based on the fact that language is primarily a tool for oral communication. Nowadays this approach determines the principles of teaching foreign languages and underlies modern methods [1], [6], [14]. The main feature of this methodology is, first of all, that training is centered on the learner [10], [11]. He becomes the leader of the learning process. Content and methods are determined by his interests and needs. The role of the teacher is to help the trainees formulate the tasks of teaching, to select the material based on their preferences and style of learning. In addition, authentic texts, video, audio recordings become the main tools in the cognitive-communicative method. These characteristics make up the advantage of this methodology: in the conditions of the information society and computer technologies, the process of cognition has changed; thanks to the Internet, authentic materials and a foreign language environment have become available as never before [9]. Constant contact and direct participation in real communication is a powerful motivational incentive for students. The merit of the cognitive-communicative methodology is the idea of foreign-language education as a process of transmission of a foreign culture. In modern methodology, this idea was further developed within the framework of the linguistic and cultural direction in teaching [4], [7], [13]. It is obvious that any new methodology, replacing the obsolete one, does not completely abandon the accumulated experience, thanks to which there is an expansion of the toolkit of pedagogical means, techniques and methods. The modern educational process at the university is characterized by a wide range of interactive forms of education in the process of teaching. A distinctive feature of interactive learning is the interaction of learners with both the instructor and with each other, while the learning environment can be considered as an area of experience. The use of the interactive model of training provides for the modeling of professional and life situations, the use of role-playing, mutual problem solving. The dominance of any participant or any idea is excluded. From the object of influence, the student becomes the subject of interaction, he participates in the learning process, builds his own learning trajectory [12]. The interactive model of training is oriented not only on the interaction of trainees with the teacher, but also with each other. The role of the teacher is reduced to guiding the students to achieve the 0851 objectives of the lesson. At the same time, the teacher has a strong motivation for the learning process as well: he can vary and choose educational materials in his discretion – use authentic documents, apply different techniques and forms of educational activity. 3.2 Goals and objectives of interactive teaching methodology The competency-based approach during the foreign language classes determines the primary importance of various types of interactive forms of education, since the form of interaction between the teacher and the student is a discussion club where interesting and relevant questions are considered paying maximum attention to the characteristics of the country's culture on the basis of Intercultural interaction [5]. The fact that the work on individual interactive projects contributes to the development of a number of both general cultural and professional competencies confirms the importance of these methods. Among the competencies should be noted: the ability to independently acquire and use new knowledge and skills in practical activities; readiness for independent, individual work; readiness to make decisions within the framework of their professional competence; teamwork; the ability to find several ways to solve a problem situation; the skill of making public presentations. Teaching foreign languages at the university with the use of interactive methods is aimed at solving several problems: communicative-cognitive, teaching communication skills; concrete-cognitive, considering a specific educational situation; socially-oriented, shaping and developing an adequate socialization of a person outside the educational situation. Interactive forms are used for conducting classroom activities, for independent work of students and other types of training sessions during the whole period of education. 3.3 Methods of interactive learning As it was stated earlier, the use of interactive forms of education is one of the most important directions of improving the process of students training at a modern university. Such interactive methods as brainstorming, role-playing and business games, discussions, the method of projects were included into teaching process long time ago. In this article we will discuss the method of collective situation analysis (case study) and role-playing as the most effective methods in the practice of teaching a foreign language. Discussion is a dynamic dialogue form, the way and the process of interaction while talking about any problems, controversial issues. The problems of moral and interpersonal relations of the group members could be the subject of discussion together with the issues of content [2], [3]. A properly conducted discussion, unlike the classical method, makes it possible to see that each statement can be interpreted in different ways and each truth can be viewed from different perspectives. Discussion animates an inanimate object - instead of repeating equally formulated paragraphs, there are personal examples taken from life. Discussion as a method makes it possible (based on the experience of a dialogue) to convince oneself of the necessity to apply the principles of fundamental rights and freedoms: the right to express opinions, taking into account the views of the minority, tolerating the clash of opposing views. In such discussions students learn to express their opinions, thereby promoting personal self-knowledge and the ability to speak on socially important topics freely. The method of collective analysis of situations (case-study) plays a key role in managerial education. The specific situation is the presentation of a sequence of events connected with a real enterprise with a set of facts in the form of diagrams, tables, graphs. The student must analyze the situation, choose the relevant information, structure it for a clear description of the problem and work out possible ways of solution. Discussion of a specific situation can be held as an independent analysis, a discussion in small groups, between different groups, a role-play on the main aspects of the case. The results are summed up by the teacher, who analyzes the options for the proposed solutions and then announces the decision, which has been made in reality and what consequences it has caused. Case-method allows to activate various factors: theoretical knowledge on this or that course, practical experience of the trainees, their ability to express their thoughts, ideas, suggestions, ability to listen to an alternative point of view and give reasons to support their own opinion. With the help of this method students have an opportunity to demonstrate and improve their skills of analyses and evaluation, learn to work in a team, apply theoretical material in practice. 0852 Depending on the form and internal structure, the following types of cases are distinguished: complex (modular) case includes at least 20 pages of information, primary data, sample documents, etc.; Casepresentation gives certain facts, the prehistory of the situation. It states the problem, gives the possible ways of solving it and draws the main conclusions. Case-illustration contains an example on the topic and is small in volume. Case - a practical task – provides information about the real situation for the task on the topic. Case with structured issues is a clear list of issues for discussion; Case without structured issues is a proposal to identify the ways of solving the problem described in the situation and to give necessary reasoning. Depending on who acts as the subject of the case, they can be roughly divided into the following: personal cases in which specific individuals, managers, politicians, leaders operate; organizational and institutional cases involve organizations, enterprises and their departments; multi-subject cases usually include several parties [8]. The core of the case-method is the technology of creating the "atmosphere of success." It provides for the strategies to activate students, to stimulate their success, to emphasize the achievements of trainees. It is the sense of success that is one of the main driving forces of the method, the basis of a stable positive motivation. Unlike the analysis of specific situations aimed at developing the student's analytical skills, the roleplaying method is focused on developing a complex of skills: professional, communicative and personal (behavioral) skills. A business game, as one of the forms of imitating a real business situation, consists in organizing a competition between the teams of students in the process of solving the given tasks. Its goal is to give students the opportunity to make and evaluate management decisions in the environment close to the real one, using theoretical and practical knowledge and skills Role-play serves to form more specific skills by simulating individual business processes (negotiations, project presentations, conflict resolution, etc.). While preparing business and role-play cases, the teacher plans the scenario and works out specific tasks (for groups and individuals), takes care of the protocol, the forms of discussion and the results of the analysis. In this case, the teacher plays the part of a coach, i.e. he is not only an expert of the subject, but also a methodologist and a psychologist. 3.4 Advantages of using interactive forms of learning in the educational process Experts note the following results of using interactive forms of teaching: 1 The process of understanding, assimilation and creative application of knowledge in solving practical problems is intensified. A more active involvement of students in the process of receiving and applying knowledge ensures the efficiency. 2 Motivation and involvement of participants in solving the problems under discussion increases, the learning process becomes more meaningful. 3 There is multidimensional mastering of educational material. 4 The ability of thinking ingeniously is developed together with the ability of giving reasons, listening to a different point of view, cooperating, being tolerant and friendly towards opponents. 5 Students discover and develop new skills and talents, which is a necessary condition for competencies formation and improvement. [8], [15] It should also be noted that one of the advantages of the interactive methodology of teaching a foreign language is its focus on direct live communication. When teaching a foreign language, teachers should refer to documents taken from everyday life (flyers, tourist brochures, restaurant menus, etc.), create situations that simulate everyday communication and encourage creativity of students.
Chapter II

1. 
   ROLE OF INTERACTIVE METHODS OF TEACHING FOREIGN LANGUAGE.
   

Innovative engineering education is in great demand in the world today, its aim is to prepare experts in the field of engineering and technology. They need not only certain knowledge and skills but special competences focused on the ability to apply these abilities to create new competitive products. Innovative teaching techniques imply openness, anticipation of the results which are based on constant re-evaluation of the results and the ability to work together in new environment [2]. Nowadays Federal State Educational Standard requires much from present students. Short periods of time, a lot of information and high requirements to students’ knowledge and skills are considered to be conditions of educational process. New approaches to organize educational process are necessary to satisfy it. The result is the conversion from communicative to interactive approach [1]. Interact means “cooperate”, “act together”, “carry on a dialogue”. In other words interactive methods are aimed not only at interaction of a teacher and students but also at interaction between students. Interactive teaching is organized in such a way, that almost all students are involved in educational process. Joint activity of students means that everybody contributes individually, exchanges with knowledge, ideas and kinds of activity. Multimedia as a type of interactive technologies is a whole spectrum of information technologies using various program and means which implement information processing in a sound and visual type mode to promote the most effective influence on a user. Multimedia transfers sound, data and images via local, regional and global networks. Special programmes for real mode communication allow the teacher to organise teamwork of remote users with the program started on a local computer. The pictures, animation, photo, video, sound, text in the interactive operating mode create the integrated information environment in which any student of any age group is capable to find absolutely new possibilities for lifelong learning. Application of multimedia in foreign language training in different age groups promotes the increase of an individualization of the educational process, deeper understanding of the subject [3]. Interaction between students can be realized with such techniques as: “wheel”, role play, bar Camp, “aquarium”[4,5]. “Wheel” is an interactive method in which process form two circles (inner and outer). Inner circle is immobile, in outer circle the students move every 30 seconds. This method trains the situations of etiquette, the topics of acquaintance, the conversation in a café, shop etc. The method helps to communicate freely, without any fear to make mistakes. It can be used practicing new conversational topics as the students train the same situations many times. Role play is a communicative, playing and educational activity simultaneously. It is an activity when students have different parts. There are many kinds of role plays at English lessons: presentation, round-table discussion, interview, fairy tale etc. Role play has not only an educational aim but also it gives the possibility to show the creativity and acting techniques. It helps to play the situations which are like the real ones. Such kind of role play as presentation can be used as the form of control in studying any topic. Fairy tale is not so common as presentation but it can be shown on the eve of such holidays as Christmas, St. Valentine’s day etc. Considering professional topics at the lessons, round-table discussion is possible when the students can present their projects. The main idea of bar Camp is that every student can be a participant and a conference organizer at the same time. All participants offer new ideas, presentations etc. Then the most interesting ones are found and discussed. “Aquarium” is one of the kinds of business game, which is like a reality show. Two-three participants play the situation. Others watch from the sidelines and analyze not only participants’ actions but also introduced variants and ideas. Interaction teacher-students is realized with such techniques as: lecture, problem lecture etc. The problem lecture differentiates from the traditional one. A teacher delivers it not in a passive form, he puts questions and problems. The students derive the rules, draw the conclusions themselves. This method is rather complicated and requires from students to be able to reason logically. This lecture is good for giving grammar material as the students can be more active and attentive to the details. They revise the previous material, compare with Russian language and keep it in mind for a long period of time. I often use this technique explaining grammar material to the students. It is more understandable and effective comparing with Russian grammar. Interactive lesson is an improvised lesson having untraditional structure. The use of interactive methods improves the quality of education, delivery of teaching material and effectiveness of learning this material by students. The use and introduction of modern technologies enriches the content of educational process and raises the motivation to study English. The most important thing is that the close emotional cooperation between a teacher and students is observed. Interactive teaching solves such tasks as: 1. developing communicative skills; 2. making emotional contacts between participants of teaching process; 3. developing educational skills; 4. providing with necessary information; 5. performing the pedagogical task, training to work in a team.

2. 
   Interactive Technologies in Teaching a Foreign Language at Higher Educational Establishment
   

METHODOLOGY Interactive technologies can be characterized by the presence of a dialogue, exchange of opinions and arguments for and against the disputable matter. Any lesson based on discussion is effective if the participants have basic knowledge of the issue and if a teacher has planned the main stages and key points in advance. During the planning stage a teacher chooses and formulates an issue, plans ways of stimulating and monitoring participants’ activity. He must prepare necessary equipment to record students’ ideas. When the discussion starts, the teacher performs as an intermediary. It is very important to perceive different points of view on a particular problem, to have his own opinion, to be able to make conclusions and evaluate achievements. You can use various techniques of introducing the topic to the audience: describe problematic situation, put problem questions, show video, role play of the situation, presenting a few opinions on an issue. A discussion should comprise different points of view which at the end evolve the decision. One effective kind of discussion is a “round- table” technique. 10-15 students are seated around the table and discuss a particular problem. A host has a leading role; it can be a student or a teacher. The aim of the activity is not to find a final solution, but to discuss the problem, collect as much information as possible, realize the importance of solving the problem, find ways to reach the goals. When students sit at a round table, they have eye contact with all members of discussion, everyone feels involved and equally important. It stimulates conversation, increases the number of utterances and encourages using non-verbal means of communication (miming, gestures). A “round-table” technique can be combined with a role play or a business play. Project method is a complex of research, data processing and other activities carried out by students on their own or in small groups with a view to practical or theoretical solution of a significant problem. Project-based learning involves a fundamentally different philosophy of building the educational process through students’ purposeful activity in accordance with personal interest and goals. It is obvious that the project method opens up opportunities for students to express themselves, to identify their skills and to outline future professional activity. In other words, the student receives an opportunity to try and test himself in different areas, to reveal something intimate and interesting and focus at his desires, strengths and abilities. And, most importantly, all his activities are focused on the formation of his thinking, which is based on personal experience. He shares responsibility for his own development, the level of training for self-employment in the future. Method of projects always provides a solution to some problem. A solution to the problem involves, on the one hand, the use of combination of various methods and means of education, and International Letters of Social and Humanistic Sciences Vol. 71 55 on the other - the need for the integration of knowledge and skills from different fields of science, engineering, technology and creative areas. The main objectives of project-based learning are: - creating the conditions in which students independently and willingly acquire the missing knowledge from different sources; - learning to use the acquired knowledge to solve practical and cognitive problems; - acquiring communication skills by working in different groups; -developing their research skills (the ability to identify problems, gather information, observations, experiments, analysis, construction of hypotheses, generalizations); - developing systematic thinking. In foreign methodical literature there are the following stages of the project: - defining a project theme, a problem, objectives; - discussing a project structure, composing a plan; - presenting language material; - collecting information; - analyzing and discussing data in groups with a teacher; - preparing presentation; - demonstration of project results; - evaluation of a project. The last phase includes not only control of mastering linguistic material and development of speech and communicative competence, but also an overall assessment of the project, which concerns the content of the project, the theme, the final result, the participation of individual students in the organization of the project work and so on. Project-based learning involves essentially the use of a wide range of research techniques, important for the student, on the one hand, and on the other, for the development of the problem holistically, taking into account a variety of factors and conditions for its solution and implementation of results. Project-based learning has been widely used in many countries around the world, mainly because it allows you to seamlessly integrate students' knowledge from different areas around the solution of a problem, makes it possible to apply this knowledge in practice, at the same time generating new ideas. As it was mentioned before, at the heart of the project there is some problem. To solve it, students need not only knowledge of the language, but also the possession of a large amount of subject knowledge, necessary and sufficient to deal with the problem. In addition, students must possess certain intellectual, creative, communicative abilities. They include the ability to work with information, with a text (highlight the main idea, search for the right information in a foreign language text), to analyze information, make generalizations, conclusions, etc., the ability to work with a variety of reference material. Formation of these skills is the aim of teaching different types of speech activity. 3. RESULTS One of the most effective activities is a discussion on various topics at the lesson. Discussions on professionally-oriented topics are useful for students’ future communication at a working place, enriching their vocabulary in a definite sphere. A teacher should involve students in a discussion after reading an article or a text which is connected with their future job. A teacher organizes, facilitates the discussion by formulating the questions, pointing out interesting, original ideas, contradictive issues, helping to settle disagreements. 56 ILSHS Volume 71 Brainstorming is a very effective kind of discussion that involves all students into the activity. A teacher announces a topic, a goal of discussion, rules for participants and criteria for evaluating ideas. Then experts and secretaries are elected or appointed. For example, the teacher tells his students of economic faculty: “Dear ladies and gentlemen! Our company’s sales figures are not as good as the last year’s. What could we do to attract customers?” Every student generates ideas which are written down by the secretaries. The main rule both for a teacher and a student is that criticism is banned. All ideas must be accepted at this stage. A teacher encourages students’ participation. Students can improve their group mates’ ideas. They can even quit their own idea and stick to another. Every student talks a few times, but very briefly – within one minute. At the next stage of the activity all ideas are estimated, grouped and the most acceptable ones are selected. To increase a number of ideas, teachers can use following techniques: the stepladder brainstorming, brainwriting, online brainstorming (brain-netting), rolestorming, Crawford’s Slip Written approach [9], etc. Role play is one of the most popular techniques among foreign language teachers. It has a great motivating factor and helps to energize the class. It is suitable for students of any age group or language level. Every student has a definite role to play; he/she is involved in a situation which requires communication. If a student is usually shy or reluctant to speak, while pretending to be someone else, he/she eagerly participates. A business play is a kind of a role play which has similar rules and procedure, but the difference is that students are involved in the activity that is connected with their future professional life. Students have business functions, relations as they are in reality. Business play is an effective tool for both language learning and training for future job at higher educational institutions. Students of our university are usually very eager to participate in a business play, as they are rather mature and have ambitions for future professional activity. As an example, we can describe the business play “Starting a business”. Students are offered roles of managers in their company (a top manager, a sales manager, a finance manager, an HR manager, etc.). A president of a company is elected. A group receives the task to start a business in any sphere; it can be a production or sale, service or advertising business. A discussion starts. When students have reached agreement, they create company’s name and logo. Then every department receives a task from a president or a chief executive officer (CEO), which is done after a lesson. Next meetings can be devoted to creating a business plan, conducting a market research, making advertisement for their product or service. Such interactive technique combines a business play with a discussion, a case and a project. The application of role plays in general, and business plays in particular, increases students’ motivation for cognitive activity, acquiring knowledge and communicative skills in a foreign language. It creates positive psychological atmosphere in a classroom. Creating problematic situations, the teacher ensures that the material corresponds to the level of existing knowledge and intellectual opportunities of the group, reflects the real situation of professional activity, is also related to the topic of future job, the text they read, grammar they learned. In carrying out these tasks, students can understand the information presented in the text, activate lexical and grammatical material. At universities students’ professional presentations become more and more widespread kind of academic activity. Through presentation the material is delivered in a most effective way due to its visibility and demonstrativeness. Presented material is varied and comprises text and picture slides, various visual images with verbal explanations, movie and audio fragments [10]. Multimedia presentation is an innovative technique in teaching foreign languages. During the stage of preparation students must do a lot of research, study various sources of information, which helps to develop creativeness and individual approach to learning. Preparation stage includes choice of the topic, search of information, data processing and arranging the material into presentation. Next stage is delivering a presentation, which should be thoroughly planned. Then a group can have a discussion based on presentation data. Finally, a teacher can ask students to write an opinion essay. Case is a situation described in a form of a story that needs solution. Usually, this story begins with a description of the most important facts about an organization or institution concerned, such International Letters of Social and Humanistic Sciences Vol. 71 57 as historical data on its development and description of the situation at present. The goal of a case study technique is the formation of students' problem-oriented thinking and developing skills in management decisions based on the analysis of complex real situations, identifying problems and opportunities, analyzing alternatives and finding the best of them, with the recommendations for remedial action. To deal with a case, students are divided into groups (a team or a consulting group) of four-five students. The leader of the group is elected. As a result of a discussion, a report is prepared and presented by the group. This stage aims to gain public speaking skills in addition to all abovementioned. Next stage is a discussion involving all groups of students. They should ask questions, providing their comments and indicating the most successful discoveries of the case study of the situation. Finally, the teacher makes general comments and recommendations. 4. DISCUSSION Having more than twenty years of teaching experience at the university, the faculty of international economics, we can state that the effectiveness of learning a foreign language depends on teaching methods greatly. Our students are future economists, managers, businessmen. They must speak at least one foreign language fluently for getting a perspective job and being successful at it. Nowadays teachers are not supposed only to deliver information to students, such passive approach is not effective at all. A lot of articles are written, speeches are made, seminars are held, but still some lecturers stick to outdated approach of students’ passive receiving information. As for foreign language teaching, the shift towards active learning took place long ago. Teachers of our department of foreign languages do their best to get students involved in the process of learning with the help of interactive methods, such as role and business plays, problem solving, brainstorming, etc. Every unit starts with discussing a problem issue. During the lesson students are engaged in communication in pairs, small groups, whole class, with a teacher or a guest. Final step of working with a unit is usually a presentation or a project. For example, studying unit “Marketing”, groups conduct real market research, choosing a definite product or service. According to the results of the research, they create an advertisement and present it to the rest. It takes a few weeks and combines such interactive methods as projects, brainstorming and presentation. Applying interactive technologies in a foreign language classroom at the university has proved very effective and motivating for students of any age group and level of mastering a foreign language. Those students who are not used to interactive activities find it difficult at first to participate in discussions or dialogues, but gradually they learn and start feeling as important in their group as the others. Students usually like playing roles of managers, businesspeople. When they act, they do not think much about grammar mistakes, and a teacher shouldn’t correct them while speaking. Necessary correction can be done after the activity without mentioning names. Fulfilling a case study or a project requires students’ creativity, rich imagination, logical thinking. Ukrainian students are very talented and smart, so such tasks are effective techniques to reach the aim of teaching process – to teach students communicative competency. In other words, modern interactive teaching methods make it possible to shift educational process from ineffective methods of knowledge transfer to promoting foreign communicative competence to university students, ensuring the implementation of systematic activity approach and student-centered learning. As students have fewer and fewer academic hours for classwork, having more and more hours for self-study, according to the curriculum, time is precious at the lesson. But they can read an article, do written exercises and tasks at home, in order to use class time efficiently.
Chapter III. Practice part.

You want your class not only understand dialogues but also to absorb and reproduce what they contain, whether in terms of acting out or improvisation. If you have a large class, you will need to use dialogues with six or seven characters so that you can involve more students at a time. The following is a suggested sequence, using a recorded dialogue, of how to get your class to act out:

а)Play the tape as many times as necessary for general comprehension. Ask questions.
b)Play it line, getting the whole class to repeat.
c)Do the same, getting individuals to repeat.
d)Get as many students as there are characters in the dialogue up on their feet, in front of the class. Give them their roles and get them to repeat line by line.
e)Give out the script and get each group to act out. Go round checking on pronunciation and realistic role playing.
f)Take the script away and get students to say what they want, allowing improvisation.
g)Get everyone to learn a part at home, and then act it out the next day from memory. This is ideal for 'Social English', for structured dialogues, and for four line dialogues.