Abstract:
A foreign language, as an educational component, has a powerful potential for creating conditions for students’ cultural and personal development. The modern learning process forms in students a humanistic view of the world, based on universal human values and new thinking. By mastering the English language, students of higher education institution acquire additional opportunities for receiving and transmitting information. At least two languages (native and foreign) create a favorable basis for the development of a general and linguistic outlook and foster a correct understanding of language as a social phenomenon.
Today, knowledge of the English language is becoming a mandatory requirement, unhindered command of which, along with good professional skills, will allow a specialist to get a decent job and achieve a successful career.
It has been noted that according to the activity approach, which forms the foundation of foreign language learning, the target setting of the foreign language didactic process consists in teaching four types of speaking activity – receptive (listening and reading) and (re)productive (speaking and writing). Speaking activity is manifested in real actions and operations that satisfy the work of specific speech mechanisms responsible for listening, speaking, reading and writing.
The paper focuses on interconnected learning of the English language, taking into account the real communicative needs of higher education institution students. The integration of knowledge and the general principles of unity and integration define the essence of interconnected learning.
An important component of interconnected learning is the commonality of language material, on the basis of which the skills of all types of speaking activity are formed. A key role in the sequence of work on types of speaking activity is played by the nature of lexical and grammatical material as a basis for the development of productive and receptive types of speaking activity. The language material must meet the linguomethodical selection criteria and be specially organized and controlled by the teacher.
