DEVELOPING FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF FUTURE FLIGHT ATTENDANTS THROUGH INTERACTIVE ENGLISH LANGUAGE TEACHING METHODS

Abstract

Purpose of the article is to explore the potential of interactive teaching methods in developing the foreign-language communicative competence of future flight attendants through the practice of non routine professional situations. Methods. To substantiate and develop the proposed methodology, a complex of scientific methods was applied: theoretical methods included the analysis and synthesis of scientific and pedagogical literature to define the essence of foreign language professional competence, alongside the lexico-semantic analysis of technical aviation texts for selecting authentic linguistic material; empirical methods comprised pedagogical modeling used in designing the comprehensive lesson plan and simulation exercises, the case study method for structuring the aviation incident analysis phase, and the role-play modeling method to recreate crew standard operating procedures in English; data analysis methods involved the generalization of pedagogical experience and qualitative analysis of the effectiveness of interactive professional discourse modeling. Results. A comprehensive practical lesson plan for the course Professional English is presented, combining language training with the contextual simulation of professional activities and contributing to the development of foreign-language professional competence. Particular attention is paid to the appropriateness of employing interactive technologies at all stages of the lesson. Special emphasis is placed on the use of authentic video materials and the case-study method (the analysis of the Hudson River incident) to enhance students’ cognitive engagement. The role of simulation-based exercises and role-playing activities in developing crew communication skills and implementing Standard Operating Procedures (SOPs) in English is also examined. The findings confirm the effectiveness of integrating lexical-semantic analysis of technical texts with interactive modelling of professional discourse. The findings of the study demonstrate that learning English within the framework of aviation safety and emergency evacuation significantly enhances students’ motivation and increases the practical relevance of foreign language training. The research confirms that the contextualization of learning facilitates the transition from the acquisition of linguistic knowledge to the development of professional communicative readiness required for performing occupational duties in non-routine and emergency situations. Conclusions. The results indicate that the integration of lexical and semantic analysis of specialized texts, authentic instructional materials, and interactive simulation of professional communication contributes effectively to the formation of foreign-language professional competence among future flight attendants.