Methodological and Didactic Fundamentals of Foreign Language Communicative Competence Formation in Distance Learning

The study deals with the theoretical justification of pedagogical conditions and methodical principles of the future specialists’ foreign language communicative competence formation in the conditions of distance learning. The result of the theoretical part of the study was specifying a complex application of computer and multimedia technologies as the system of pedagogical conditions for foreign language distance learning. Methods of analysis, synthesis, generalization and modeling were used to develop a pedagogical model of remote formation of speech skills and abilities of students. The structural method and system analysis were used to display the relationships between the basic components of the model. The constructed model of the foreign language distance learning includes the following structural components: educational technologies, basic principles, requirements for educational and methodological support. The analysis of the basic concepts and definitions concerning distance learning allowed to define requirements to the training process in the context of our research which on component structure are content-structural and methodical. The basic components of the system of training are outlined as conceptual basis, content part and procedure part. The functions of computer technology, multimedia support, tasks for the teacher and student opportunities are defined. Thus, the result of the study is the development of content-structural model of foreign language communicative competence of the future specialists based on the multimedia content application as an integrated component of complex methodological support and computer technology as a form of process organization. The authors made a conclusion that the effectiveness of using these learning technologies is conditioned by the specific objectives of the subject studying and the practicability of their use for ensuring the implementation of support functions (the main are: determining the degree of the management of student’s learning activities by a teacher at all levels; determining the degree of the student’s learning activities self-management; indirect management of self-study activities for preventing stress; providing a feedback system; ensuring self-control).