Abstract-Social and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and economists are no exception. The English language study plays a major role in forming professional qualities of future economists. The implementation of the tasks requires the use of various methods in teaching English to students of economic departments, but the main methodological innovations today involve the use of interactive teaching methods. The article describes practical examples of using the most popular interactive teaching methods (role play, brainstorming, case study, discussion) at the English language classes with students of economic departments. The authors come to the conclusion that the use of interactive methods in teaching a foreign language to future economists helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of business communication.
The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the whole group, the teacher organizes the work of each, creating the conditions for the development of students' personal opportunities. Since with the entry into force of the new requirements of the Federal state educational standards, a qualitatively new relationship between the student and the teacher has appeared, the identification of their features and the determination of their role in the educational process have become particularly relevant. The article pays attention to the model of the teacher's activity within the framework of student-centred education and its main elements are noted. The authors identified features of blended learning and tools of electronic platforms that support the development of subject-subject relations between students and teachers. The authors emphasize the need to ensure equal starting conditions for the study of the discipline as a whole and suggest principles that should be followed when implementing the studentcentred approach within the framework of blended learning.
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