“Decision Tree” as an Effective Method of Forming Profession-Oriented Foreign Language Communicative Competence

   Relevance. The research explores the possibilities of using the interactive technology “Decision tree” during full-time and distant forms of work in practical foreign language classes of technical university students in order to form profession-oriented foreign-language communicative competence and increase motivation to learn a foreign language.

   Aim. To consider the interactive technology “Decision Tree” as an effective method of forming profession-oriented foreign-language communicative competence of technical students and justify its application in the practice of teaching a foreign language during in-class learning and off-campus forms of work.

   Methodology. In the course the research we used methods of analysis, synthesis, generalization of scientific and methodical literature, forecasting, learning experiment, pedagogical observation and recitation.

   Scientific novelty / theoretical and/or practical significance. The scientific novelty of the research lies in the fact that the authors proposed an algorithm for using the interactive technology “Decision Tree” to form profession-oriented foreign-language communicative competence of technical students in practical classes in the online format, as well as identified the motivational potential of this technology. The practical significance is in the fact that the results of this research can be used in pedagogical practice for training of environmental engineers and other technical specialists.

   Results. The article defines the concepts of “interactive learning” and “interactive methods / technologies” as well as presents the authors’ definition of the term “interactive technology”. Examples of several variations of interactive technology “Decision tree” with the use of Internet technologies (information search on the Internet, computer programs SmartArt in Word, PowerPoint or Visio) during the lessons on a foreign language are provided and the reasonability of its use is reinforced.

   Conclusions. The results showed that the use of the technology is highly effective for the development of profession-oriented foreign-language communicative competence, because it provides active inclusion of each learner in the process of mastering and systematization of educational material, develops the ability to compare and classify, increases motivation to study the discipline and cognitive interest, teaches communicative skills and teamwork skills.

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