The study focuses on the role of interactive activities in the process

The article focuses on the problem of developing interactive and autonomous skills of the future teachers of foreign language and culture within the university educational programme. The study evaluates the effectiveness of interactive activities in promoting learners' autonomy of pre-service teachers in the course of English language and culture studies at university and provides teaching tips for implementing the interactive model in language teachers' education. The research adopted a pretest-posttest quasiexperimental method design and the effectiveness of interactive language classroom model was measured against a traditionally taught class with the help of self-evaluation charts based on a Likert-type scale. The findings of the experimental teaching revealed a higher level of self-beliefs of respondents of the experimental group about the development of their autonomous skills and professional confidence in their education in foreign language and culture, which indicated the effectiveness of interactive activities in developing learners' autonomy and a correlation between interaction and autonomy in linguistic and cultural studies. It was concluded in the experimental study that autonomy as a personal characteristic can be developed through interactive practice in and outside the classroom, and the interactive model of teaching can be successfully integrated into the concept of autonomous language and culture studies.

Interactive educational technologies have gained popularity in teaching foreign languages. Yet they have not been given enough attention in textbooks for training professional linguists and interpreters in foreign languages. At the same time the professional sphere of linguists is connected with different forms of communication and interaction. Communicate and social skills compose their professional communicative competence in foreign languages. The use of interactive technologies in teaching foreign languages to interpreters and translators fills the gap between the job requirements in this professional sphere and the professional training at universities. In this article we provide a substantial theoretical ground for the efficiency of interactive educational technologies in training linguists and interpreters. The article also describes the procedure and results of the trial training programme for linguists with the use of interactive educational technologies that we conducted at university. We implemented a special complex of tasks based on interaction for developing the professional communicative competence of linguists and interpreters in reading classes in a foreign language. The article provides examples of interactive technologies based on the idea of live communicative interaction. After the implementation of the special complex of interactive tasks into practice the students demonstrated a positive shift in the development of the skills of their professional competence in foreign languages. We analysed the results of the study and proved the efficacy of interactive educational technologies in training future translators and interpreters. The outcomes of the study indicate the increase of the level of the development of professional skills among the linguists students whom we taught with the use of interactive technologies and special interactive tasks. Thus we consider their use a perspective direction of research in the methods of teaching and training linguists and interpreters.

УДК 378.147.227 О. В. Путистина С. А. Попова Использование краеведческих материалов в профессиональном обучении лингвистов-переводчиков В статье обоснована актуальность интенсификации регионального компонента образовательного процесса в вузе в целях оптимизации подготовки лингвистов-переводчиков. Авторы анализируют результаты пробного обучения, проходившего проверку на базе ФГБОУ ВО «Мурманский арктический государственный университет» в октябре-ноябре 2019/20 учебного года. Описаны эффективность внедрения краеведческих материалов, а также разработанного и апробированного авторами специального комплекса лексических упражнений в подготовку лингвистов-переводчиков, приведены примеры упражнений из разработанного комплекса. Ключевые слова: краеведческие материалы, специальный комплекс упражнений, лингвист-переводчик, регионализация обучения, французский язык.

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