The article elaborates on an interactive approach to language learning applied in an online EFL classroom. It presents a new insight into implementing interactive methods to develop students’ communicative competence. In conditions of world integration, the formation of communicative and life skills is indispensable. Eventually, such an approach to English language learning in distance mode is the most accessible way for teacher-learner(s) interaction to acquire general linguistic expertise and upgrade specific language skills. The study results show that an interactive approach facilitates live communication in online EFL settings, enhances learners’ motivation and autonomy, and fosters quick decision-making reactions. Modern computer technologies offer boundless opportunities for interactive methods application in the online foreign language learning context. A skillful instructor is called to masterly plan computer-mediated classroom activities, creating space to realize each student’s cognitive and communicative potential fully. Students learn to debate, substantiate their viewpoints, brainstorm ideas, do projects, work individually or collaborate in comfortable learning settings.

У статті розглянуто особливості впровадження сучасних засобів інформаційно-комунікаційних технологій (ІКТ) і можливі зв’язки між ІКТ та суб’єкт-суб’єктними відносинами в процесі розвитку професійних компетентностей майбутніх вчителів в університетах Франції. В праці висвітлюється питання методів та засобів використання ІКТ у навчальному процесі у французьких вищих навчальних закладах, роль таких основних факторів, пов’язаних з суб’єкт-суб’єктними відносинами, як влада, авторитет, асиметрія або розподіл ролей, умови взаємодії і транзакції між партнерами у використанні та оновленні ІКТ. Застосування сучасних засобів ІКТ в навчальний процес дуже по-різному впливає на підготовку вчителів та розвиток педагогічної майстерності зокрема. В роботі детально проаналізовано результати досліджень французьких вчених щодо місця ІКТ в університетській педагогічній практиці та їх впливу на відносини між викладачами та студентами.

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Анотація. В статті проаналізовано засоби дистанційної освіти в процесі професійного розвитку вчителів іноземної мови Франції. Результати дослідження свідчать, що дистанційна освіта є вагомим внеском у розробки шляхів підвищення кваліфікації французьких педагогічних кадрів. Міністерство національної освіти й молоді, Міністерство вищої освіти, досліджень та інновацій та Міністерство Європи і закордонних справ Франції докладають зусиль для розширення можливостей забезпечення безперервної освіти громадянам Франції у межах країни та за кордоном. Створення міністерського порталу «Eduscol Langues vivantes (Сучасні мови)» та Державний центр дистанційної освіти (CNED) надають велику базу матеріалів для професійного зростання вчителів іноземних мов та міжнародної співпраці. Ключові слова: дистанційна освіта, післядипломна підготовка, вчителі іноземних мов, Франція, професійний розвиток, інтернет-ресурси.Summary. The article analyzes the means of distance education in the process of professional development of foreign language teachers in France. The results of the study show that distance education is a significant contribution to the improving of the skills of french foreign language teaching staff. The Ministry of National Education and Youth, the Ministry of Higher Education, Research and Innovation and the Ministry of Europe and Foreign Affairs of France are working to enhance the provision of lifelong learning to French nationals at home and abroad. In order to support teachers and students in the new uses of the Internet, the Ministry of National Education and Youth is offering a website that provides a single point of access to resources and digital services designed to promote the skills and use of teaching networks. Eduscol offers a range of specialized sites and services to inform and maintain teachers. The article discusses such platforms and resources hosted on the site as NéoPass@ction, M@gistère, MOOC (Massive Open Online Cources), Internet conferencing. The National Center of Distance Education (CNED) provides continuing education services on behalf of the state to persons who cannot attend classes for various reasons. The institution is actively involved in European and international cooperation for the development of distance learning. In the context of the professional development of French language teachers as a foreign language, postgraduate training takes place in the framework of international cooperation and partnership with the support of the Ministry of Europe and Foreign Affairs. CNED is a member of the International Council for Open and Distance Education, the European Distance and E-Learning Network, and a member of the Association for the Study of French as a Foreign Language. From the above section, we can conclude that foreign language teachers in France are provided with ample opportunities and resources to grow professionally at a distance thanks to state-of-the-art remote internet technologies, free access to the available teaching materials and governmental support.

The article studies the conditions of the educational environment in higher education institutions in France, especially at pedagogical universities, in order to explore the psychological conditions for developing competencies in future foreign language teachers. The article thoroughly analyzes the studies of French scholars on the interaction between the participants in the educational process. There are two main trends in sociological studies on educational relationship. The first theory proves the impossibility of abstracting the interaction between teachers and students from the organization of teacher education and its role in society and highlights the interaction in the division of labour. The second theory lies in studying the interaction between the subjects as a social reality, which occurs as a result of implementing certain interactions. The article considers the effects of mass formation in the context of such areas as degradation and remotization of interactions during professional training. It also describes the results of observations on the subjects of educational activity conducted by certain French scholars between the early 20th century and the early 21st century. The studies between 1975 and 2000 reveal the effects of massification in the social and public environment. The image of French universities of that period is characterized by overload and degradation in the relational context. The authors point to the weakness of integration between students, misunderstandings with teachers and, finally, the distance of communication. The early 21st century has not yet much contributed to the professional training of future foreign language teachers in the context of educational relationship between the participants in the educational process. The article analyzes possible explanations of relational difficulties. These, first of all, include unjustified expectations of the subjects of both parties. In addition, one of the most important influential factors is pedagogical mastery of communication quality. However, one of the most important reasons is the quality of human relationships. The current period in professional teacher training is characterized by a gap in the interaction between students and teachers as a result of introducing technologies, acquiring virtual knowledge and culture of instant information.