The article deals with modern approaches to teaching foreign languages at French universities, existing problems and modern challenges due to historical, social and cultural factors. The modern language and foreign language approaches to a foreign language teaching have been distinguished. The study about a foreign language teaching and learning has been defined as a young discipline in the article. It has been stressed that learning models which viewed language acquisition as the formation of habits and suggested teaching methods emphasizing memorization and drills, have given way to cognitive approaches focusing on information processing and have led to methods based on comprehension and communication. The article emphasizes that France is traditionally viewed as a monolingual country, and here the system of bilingual education is available only for some regional languages: Breton, Corsican, Occitan, Catalan, Basque and German. It has been stated that learning a foreign language in a context of an institution takes place with structural constraints such as a limited contact time and a lack of socialization in the language via an existing community that speaks the chosen language. It is said that the idea of the «native speaker» as a model of proficiency still dominates language education and language mistakes are often stigmatized instead of being regarded as a natural and considerable part of building communicative skills. The modern language and foreign language approaches to second or foreign language teaching have been distinguished. The paradoxes of a foreign language study at French universities have been stressed; three different problems for foreign languages learning and teaching at university level in France have been analyzed. The factors which influence second language acquisition have been considered: the quantity of incoming information, or language exposure which students receive; the type of their interaction; the quality of feedback they get. The lack of hours for foreign language learning at French universities has been stated. The use of instructional and communication technology (ICT) in combination with face-to-face instruction have been suggested as a practical solution in the modern conditions of France’s higher education.
The article analyzes the current trends in teaching foreign languages for professional purposes at universities, which have become especially widespread in recent years, when Ukraine made the final decision to move along the path of the European integration. The newest effective technologies for the formation of professional competence at classes of foreign language for professional purposes have been characterized; the importance of knowledge of a foreign language in the context of globalization and internationalization of economic relations was noted and the need for high-quality knowledge of a foreign language has been substantiated, which becomes not only a means of obtaining information from primary sources, but also, in the future, a means of establishing business ties with foreign partners. The role of new information technologies and resources in the process of teaching a foreign language, which are becoming increasingly popular, has been emphasized: video conferences, case studies, psychodrama, TED video talks, round tables, brainstorming, podcasting, debates, business games, trainings, etc. etc. Multimedia, interactivity and the use of Internet technologies, messengers, tools and platforms for video communication have been stated as the main approaches to teaching foreign languages for professional purposes at universities in modern conditions; the importance of online communication, which is becoming increasingly relevant in the context of the COVID-19 pandemic has been emphasized. The article describes the possibilities of using the Internet, software, special computer programs, electronic dictionaries, translators, test shells and other multimedia technologies at classes of foreign language for professional purposes in order to search for additional material, prepare educational assignments, check individual assignments, etc. The deductive principle has been characterized as a new strategy for studying foreign languages for professional purposes at higher education institutions, according to which didactic dynamics proceeds from the general to the partial, and, as a result, a student-centric approach is implemented. The systemic communication method has been outlined the basis for the development and development of a mobile communication activity at the professional level.
The article deals with the importance of development of future specialists’ creativity at foreign language classes. The concept of creativity has been disclosed; the conditions and opportunities for its development have been revealed. The problem of subjective well-being has been considered. The vision of creativity by researchers from different countries of the world has been represented: as the ability to create original and adaptive products; applicability and usefulness in resolving problems at hand; changeability over time and due to cultural and socio-economic realities; as a source of new technologies, methods and techniques of social work and productive ways of their application. Methods and techniques for development of creativity at foreign language classes have been suggested: asking open-ended or challenging questions; encouraging students to talk freely on various topics; finishing unfinished stories; creative writing in the form of self-invented stories, poems, plans, inventions; development of projects, etc. The methods and tools for improving and promoting future specialists’ creativity have been represented. The impact of creativity on subjective well-being at foreign language classes has been stated and considered. The effect of creativity on subjective well-being has been disclosed. The concept of well-being has been revealed as the state of being or doing well in life; happy, healthy, or prosperous condition; moral or physical welfare of a person or community. The connection of these aspects of well-being with the acquisition of a foreign language have been stated, which, apart from the cognitive gains, can contribute to person's social and emotional well-being.
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