THE USE OF CASE-STUDY METHOD IN THE CONTEXT OF FOREIGN LANGUAGE PROFESSIONAL COMMUNICATION

Abstract

The development of modern technologies leads to a change in the approach to learning a foreign language in a non-language institution of higher education. Case-study is one of the active learning approaches considered as a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. The article is dedicated to the analysis of the application of the case-study method for professionaloriented foreign language training. The article presents theoretical material on the case study method, provides practical recommendations. Case method requires the active participation of the applicant in higher education. Cases allow to apply language teaching material on the professional knowledge basis and adapt to real and potential situations, develop the ability to lead a discussion, improve professional reading skills in a foreign language. The article emphasizes the formation of competitiveness in the process of applicants’ work on situations, the development of individual and collective responsibility, personal values and attitudes, the acquisition of reputation management skills and the formation of a positive image. The article discusses situational learning models, stages of effective case creative training. It is spoken about the advantages, disadvantages and features of case study as an active method of foreign languages training, principles and patterns of critical thinking, the main psychological and pedagogical characteristics of applicants in the educational process of agricultural and economic institutions of higher education. The case technology is actively used by foreign language teachers in teaching training and get the educational process to apply in the real life, thus motivating the students. It is argued that the development of new teaching routines is a dynamic, cyclical and dialectic process which involves ongoing interaction between affective, cognitive, contextual and experiential factors. It is concluded that cases and role-playing games that consider problematic situations of real business motivate agricultural students to learn a foreign language and apply their professional knowledge in practice.