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Fluency in a foreign language, professional knowledge, skills, and abilities is becoming the essential qualities of modern journalists. This paper discusses the notion of English professional communicative competence of future journalists. The purpose of the research is to analyze the components of professional, and foreign communicative competence of future journalists. Also, it aims to determine the role of mass media developing professional English communicative competence. The process of research data is based on the developed technology of using mass media products in English classes. It proved the effectiveness of printed, audio-visual, audio, and electronic materials. According to this technology, levels of professional English communicative competence consisted of high, sufficient, average, and low. Experimental work confirms the significance and effectiveness of applied technology in achieving a high level of the research question. Obtained data proved that using mass media materials as learning tools made journalism education flexible, dynamic, exciting, and productive. It was more effective and provided better results in comparison with the traditional ones. The problem of using mass media in professional English communicative competence of journalists, subject matter specificity, and criteria for choosing media texts, forms, and training methods need further studies.

Modern society requires highly qualified professionals who can quickly adapt to the development and implementation of innovative technologies, as well as to the changes that are taking place in various spheres in Ukraine and abroad. The course “Foreign Languages for Specific Purposes” (FLSP) aims at developing undergraduates’ ability to communicate in a foreign language to fulfil certain professional needs in the future. The aim of the article is to study the effective methods for developing foreign language competence in undergraduates of non-linguistic specialties in the context of distance learning. The authors have analysed the latest works of the Ukrainian and foreign scholars relevant to the topic. The concepts of “communicative competence”, “professional competence”, and “professional communicative competence” have been clarified. The authors consider foreign-language communicative competence as the undergraduates’ ability and readiness for foreign language communication with native speakers, their perception and understanding of partners, and the adequate and timely expression of their mental intentions. Certain empiric research methods applied by the authors (observation and a survey of students (in the form of a questionnaire)) helped to obtain data for the further theoretical understanding of the problem. It has been stated that undergraduates’ non-linguistic specialties communicative competence can be formed due to the development of four language skills: reading, speaking, listening, and writing. The authors believe that the professional communicative competence of undergraduates as future professionals can be developed due to the use of means of modern information technology, and interactive teaching methods that help students to develop their creative approach to learning a foreign language and improve their attitude to the subject.

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

The article analyzes the problem of development of foreign language discourse competence of undergraduates of non-linguistic specialties. The main concepts related to the topic of research (“competence”, “communicative competence”, “discourse”, “foreign language communicative competence”) have been studied. The structure and the peculiarities of the development of the undergraduates’ discourse competence has been described.