The present requirements of the labour market determine the need for high-quality foreign-language schooling of students of extralinguistic faculties whose competitiveness directly depends on the level of proficiency in a foreign language. In this regard, motivation is considered as one of the key factors securing success in learning a foreign language. According to the authors, alternative assessment of students’ learning progress aims to increase their motivation for learning a foreign language. The study involved 180 undergraduates of Vyatka State University majoring in Biology, Chemical technology and Ecology. The following methods were used in the course of the research: analysis, synthesis, generalisation, observation, experimental training, questioning, analysis of quantitative and qualitative results of the research. Pearson’s criterion χ2 was used for statistical processing of the results. The authors identified the following forms and methods of alternative assessment: electronic portfolio (iPortfolio), work in pairs (We Create Activity), group work project (iLearn & Teach Project), technical report (Technical report), imitation of a job interview (Mock job interview), that are approximated to real situations in the future engineers’ professional sphere and match the undergraduates’ professional interests. It was empirically proved that alternative assessment increases the students’ level of intrinsic motivation to learning a foreign language, as well as the level of motivation for mastering a profession and acquiring due knowledge. The control experiment results point at significant statistical differences between the ascertaining and the control stages of the experiment (χ2 = 17.69; at χ2crit = 5.99). The significance of the research lies in the used approach “assessment as learning” to solving the problem of increasing the undergraduates’ motivation for the study of a foreign language. This approach not only provided for the natural-science-profile students’ orientation towards professional interests and due motivation, but also made it possible to improve the learners’ communicative competence in the English language, overcome psychological barriers, develop cognitive activity and critical reasoning.

Introduction. According to the requirements of the labor market, a modern specialist with a higher education must speak a foreign language in his or her professional field, i.e. be able to communicate in a business foreign language. Within the competence-based approach, teaching a professional business foreign language involves the use of not only practice-oriented teaching methods and technologies, but also alternative techniques of evaluating students' learning activities. In this regard, the purpose of the study is to identify how the use of alternative assessment affects the formation of Business English skills among non–linguistic students. Materials and Methods. The study involved 96 undergraduate students of Vyatka State University studying in the fields of "Biology", “Biotechnology”, “Chemistry” and "Chemical Technology". The formation of Business English skills is based on the “assessment as learning” approach. This assessment includes practice-oriented methods: Case Study, electronic portfolio (iPortfolio), pair work (We Create Activity), imitation of an interview (Mock job interview), reports (Reports) in the form of formal letters. Pearson’s χ2 test was used for the result statistical processing. Results. The results of the experiment showed that the number of students in the experimental group with a low level of Business English skills decreased from 37.5% to 4.2%, with an average level decreased from 50% to 41.7%, with a high level increased from 12. 5% to 54.1%; χ2 = 18.006, p ≤ 0.05. Conclusion. The significance of the conducted research lies in the "assessment as learning" approach used to solve the problem of the Business English skills and abilities formation among undergraduate students. This approach provided not only conditions for the development of Business English skills, but also for the development of critical thinking, creativity, and cooperation. Keywords: Business English, Business English skills, alternative assessment techniques, Case Study

The article presents the analysis of the "dialogue" concept from philosophical and cultural points of view. The authors consider the pedagogical potential of the dialogue in the educational process, highlight the functions of the dialogue, and reveal the elements, components and forms of the dialogue methods. The dialogue methods such as training discussion are examined in detail. The article proves the didactic value of dialogue mode technology that it is an important way of teaching conducted on the implementation of teaching practice in class, which not only improves the efficiency of teaching but strengthens the academic spirit of mutual respect between teachers and students.

Labour market modern requirements determine the need for high-quality language training for non-linguistic students, whose competitiveness is directly dependent on the level of foreign language proficiency. Teaching foreign languages shows that the use of various technologies requires a different approach to assessing students' learning activities. In this regard, the purpose of the study is to identify the impact of the use of alternative assessment of the students’ educational activities on the improvement of their foreign language communicative competence. The study involved 84 "Biology" and "Ecology" undergraduates of Vyatka State University. The following methods were used in the research: theoretical analysis and generalization of scientific literature on the research issue, observation, experimental training, questionnaire, analysis of quantitative and qualitative research results. Pearson's χ^2 test was used for the result statistical processing. The authors identified the following alternative assessment forms and methods: iPortfolio, We Create Activity, iLearn & Teach Project, Technical Report, Mock Job Interview. These forms and methods are approximated to the real situations of the professional sphere of future engineers. The results of the experiment showed that the number of students with a low level of foreign language communicative competence formation decreased from 40,5% to 17,9%, with an average level increased from 50% to 63,1%, with the high level increased from 9,5% to 19%. The estimated value of Pearson's χ2 statistics 11.308 falls within the zone of the significance of differences in the levels of formation of foreign language communicative competence. The significance of the study lies in the approach used "assessment as learning" to solve the problem of professionally oriented communicative competence formation. This approach ensured the student orientation to professional interests and created conditions for knowledge self-acquisition, increasing the student autonomy. In addition, it led to student awareness of the necessity to master a foreign language in relation to the professional training specifics.

Сучасна фетрова книжка-іграшка поєднує в собі давні традиції виготовлення саморобки з популярними нині тенденціями до використання різноманітних елементів (брязкалець, свистків, намистинок, ґудзиків, обручок тощо), які тримаються на блискавках, мотузочках, липучках, металевих та магнітних кнопках тощо. Перебування фетрової книжки-іграшки в тренді забезпечують екологічно чисті матеріали, з яких вони виготовлені, талант майстринь, котрі їх створюють, і любов цих жінок до дітей. Такі книжки виконують насамперед пізнавальну та розвивальну функції, і їх затребуваність зростає в умовах інклюзивної освіти, коли навчання всіх дітей у системі загальної освіти потребує особливих підходів.