Innovative Technologies for Teaching Active Professional English Vocabulary to Future Managers of the Hotel and Restaurant Business

Abstract

Research into innovative technologies for teaching active professional vocabulary in the hospitality industry meets the modern challenges of training highly qualified specialists in the hotel and restaurant business and allows for the intensification of the acquisition of professional vocabulary by creating conditions close to the real professional environment, which contributes to the formation of students' readiness for professional activity in conditions of international competition and cultural diversity. Objective is to characterize the methodology for teaching active professional vocabulary of the English language to students of the specialty "Hotel and Restaurant Business Management" using modern technologies and to analyse the results of its testing in the context of the formation of internal motivation and speech activity. Research methods. A complex of general scientific and special methods was applied: analysis, synthesis, generalization of psychological, pedagogical and methodological literature, modelling of the educational process, as well as observation, testing and analysis of the results of educational achievements. The methodology for teaching active professional vocabulary was tested: its implementation in the educational process and observation of the formation of skills in using active vocabulary in oral and written professional speech. The content of the test included the use of interactive tasks, situational modelling, role-playing games, work with authentic materials and multimedia resources. Results. The methodology for teaching active professional English vocabulary using modern educational technologies was characterized. A methodological approach was proposed that integrates digital tools, situational modelling, authentic materials and elements of game learning in order to form foreign language communicative competence. A structure of the methodology was created, adapted to the needs of professional training. The results of its testing were analysed. Conclusions. The results of the test showed an increase in the positive dynamics of speech activity and internal motivation of students to study professional English, and students' interest in professional English proficiency, which confirms the effectiveness of the developed methodology. Prospects. Further research involves conducting a full-fledged pedagogical experiment to quantitatively assess its impact on the level of lexical competence formation and the stability of students' internal motivation to learn professional English.