Innovative technologies for teaching profession-oriented foreign languages

Abstract

The relevance of the study is due to the need to develop foreign language proficiency among applicants for non-language specialties in the context of the digital transformation of education and the globalization of the professional environment. It was found that classical approaches to teaching English are not effective enough for the development of practical communication skills and work with authentic professional materials. The integration of new technologies opens up opportunities for personalizing the educational process, activating interaction and creating an immersive environment that brings learning closer to real professional situations. The purpose of the article is to substantiate the effectiveness of new technologies in the process of teaching a foreign language with a professional orientation and to identify promising areas for their implementation in the modern system of higher education. Methods. An analytical method was used to generalize scientific approaches and world experience in the integration of digital technologies, a comparative method to compare traditional and modern learning models, a systemic approach to identify relationships between technological tools and educational outcomes, and a conceptual modeling method to identify effective methodological solutions. Results. It was found that the implementation of gamification, VR/AR technologies, adaptive platforms and interactive environments contributes to the transition to practice-oriented learning, the formation of professionally oriented competencies and the development of critical thinking. It is proven that the combination of digital technologies with the case method, role-playing simulations and interdisciplinary projects increases the effectiveness of training for students of non-linguistic specialties. Conclusions. Problems of implementing innovative technologies were identified, including unequal access to digital resources, insufficient digital competence of teachers and the complexity of integration into programs of non-linguistic specialties. Recommendations were proposed for combining traditional methods with digital platforms, developing methodological competencies of teachers and implementing interdisciplinary practices. Prospects for creating complex learning models, developing adaptive platforms with built-in analytical tools, as well as studying the impact of immersive technologies on intercultural competence and professional skills of students, were outlined.