Pixel International Conferences

The analysis of psychological and pedagogical literature and foreign language teachers’ experience of the problem of students’ foreign language communicative competence formation during extracurricular activities are presented in the article. Forms and methods of such work are characterized. It is proved the advantages of interactive technologies.

The aim of the article is to examine effectiveness of interactive technologies of students’ foreign language communicative competence forming during after-hour foreign language activities.

Relevance. The development of scientific and technological progress increases international relations, international communication, that, on the one hand, contributes to the development of cultural relations, on the other – requires from a specific society and the person qualities that contribute to effective cultural and information exchange. According to the new purposes, foreign language teacher’s aim is to introduce the students to foreign culture and prepare them for effective participation in the dialogue of cultures. It is advisable to use the widest range of resources in educational and extracurricular activities’ types for personality’s development, whose foreign language communicative competence is formed. Interactive learning maintains the ultimate goal and the basic content of the educational process. Only forms change from transmitting to the dialogue (information exchange, based on mutual understanding and interaction of students with each other and with native speakers). The format of extracurricular classes allows using interactive technologies in all their diversity, to achieve high results in the foreign language communicative competence formation.

The research part. The study was conducted at the Institute of childhood of Novosibirsk State Pedagogical University. Students` specializations «Preschool education and English» and «Primary education and English» took part. The experimental group`s students were included in extracurricular English activities, based on interactive technologies. Students of the control group work according to the curriculum.

The results of the experiment were summed up in quantitative and qualitative indicator. The English language learning results of students in experimental group were higher. Communicative and creative skills are significantly increased. According to the results of experiment plans’ work with the students in the control group were reviewed. Students were included in extracurricular foreign language activities, based on interactive technologies.