The article deals with the issue of applying the communicative approach as a strategy of forming foreign language speaking competence while learning the English language. New political, socioeconomic and cultural realities require increasing the role of foreign languages in Ukraine. The general strategy of foreign language teaching is determined by the needs of modern society and the level of developing linguistic, psychological, pedagogical and related sciences. The communicative approach is defined as this strategy. It defines the practical goal of foreign language teaching and learning, that is, forming and developing intercultural communicative competence. The communicative approach in foreign language studying is distinguished as a result of methodological realizing of scientific achievements in the field of linguistics, i.e. the theory of communicative linguistics, psychology, and the theory of activity, that is reflected in papers on methodology of foreign language teaching of such scholars as O. Leontiev, I. Zymnia, Yu. Passov, S. Shatilov, H. Rohova and others. The issue of the specificity of communicative phenomena is considered by M. Bovtenko, O. Bihych, L. Byrkun, V. Demiankov, Yu. Karaulov and others. The issue of intercultural communication is investigated by E. Vereshchahin, N. Liubimova, O. Mykhailova, L. Samovar and others. The problem of motivation in foreign language teaching is studied by A.
scale joint task. It is logical to assume that in teaching mechanics it will be useful to follow the historical sequence of development of concepts and ideas that arose in the process of development of ideas and evolution of mechanics. There is a good reason to believe that, when studying the concepts of mechanics in such a way, students will face a minimum of difficulties, i.e. there is a minimum of energy spent on learning and a multiplicative effect, if this were not the case, then the evolution of mechanics as a whole would go the other way.
The article is devoted to the problem of overcoming the language and speech barrier in communicative and cognitive situations aimed at development of students' foreign language communicative competence. The main tasks of foreign language policy are studying English through the personal activity of learners; mastering professional vocabulary by students carrying out creative activity; teaching learners to speak English in relevant and understandable topics for them, which they can apply in real life situations; stimulating students to utterances; encouraging communication; creating an atmosphere of interest for each student in the group work; introducing both individual and group forms of work; using learning materials that promote rapid memorization of vocabulary, grammatical rules, etc.An important contribution to the study of the problem of motivation while teaching a foreign language is made by B. Ananiev, A. Lypkina, A. Markova, T. Matis, T. Kharchenko and others. The issue of using the innovative multimedia technology in studying English is considered by both native and foreign scholars: I.
The article clarifies the place of anglicisms in the Ukrainian language, identifies the functional features of English borrowings in youth communication. Anglicisms function organically in the modern lexical system of the Ukrainian language. They both freely entered various spheres of public life, and the speech of young people, who react quickly to foreign language innovations, actively using them in their communication. The main characteristic of young people’s speech is using slang, jargon and anglicisms, which leads to the simplification of the language of communication. It is found out that the existence of anglicisms in the modern Ukrainian language is a response to external circumstances: the growing importance of English for future career prospects, improving personal skills, the establishment of international relations of Ukraine with foreign English-speaking countries, popularization of Western culture, way of life, views, etc. It is singled out the groups of English borrowings, which allow to join the understanding of certain realities of a foreign language environment: direct borrowings, derivatives, exoticisms, foreign exclamations, composites, etc. It is found out that the reasons for borrowing anglicisms in the Ukrainian language are the need to name new objects, concepts and phenomena; the lack of appropriate name; the need to specify the meaning of the word; time challenge; the need to convey due to anglicisms ambiguous descriptive inversions, etc. The functional goal of anglicisms is determined: the name of a completely new subject, reality or concept that arose outside the Ukrainian-speaking world; replacement of words already available in the language. Anglicisms in youth communication have a special stylistic functionality and are represented by different stylistic language units that can be used for different purposes, mainly to achieve the effect of novelty, color transfer and language simplification.
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