The article considers the development of translation speciality students’ technological competences formed through such innovative academic activities as preparing and conducting a webinar, writing an article according to international standards established in Scopus and Web of Science system, preparation and presentation of a poster designed according to modern standards. Such activities are considered as a means to raise students’ motivation and self-confidence.
The article investigates the issue of fossilized errors which are common in undergraduate students learning English as their second foreign language in multilingual university environment. It provides creative tasks and formats of working with students within the course "Practical English Phonetics". It is believed that phonetic competence is more influenced by interlingual interference and needs constant and deliberate efforts to practise and advance especially within the framework of intercultural education. To do this, the system of higher pedagogical education seeks ways to implement creative learning technologies to boost efficacy of classroom environment and stimulate self-improvement in students. In this paper, we provide methodological guidelines to correct fossilized errors and suggest such creative working formats as marathon, contest, ensemble all aimed at mastering phonetic skills with the following task types: dominoes, lotto, maze also of aphonetic type. We relied on theoretical, empirical and statistical methods for in-depth analysis of phonetic skills acquisition. The research features the steps taken to achieve the goal of the study in concordance with the systemic approach to language training. It is vital for soon-to-be professionals to acquire skills and knowledge that correspond to the English level B1 in the Common European Framework of Reference as their competence in many aspects of foreign language will shape their careers and play the integral part in international communication.
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