. CONTEXTUAL LEARNING AS A MEANS OF INTEGRATION IN THE PROCESS OFTEACHING ENGLISH

Abstract

The article describes the essence of contextual learning and the peculiarities of its application in teaching English language the students of nonlinguistic higher educational institutions. The essence of using the context-based language learning, which implies the creation of specific pedagogical conditions and adaptation of the forms of work with students is revealed. Implementation of pedagogical conditions is subdivided into three stages: cognitive-processing, communicative-activity and reflexive-evaluation. The basic principles of contextual learning are identified and analyzed. It is noted that in the concept of contextual learning three basic forms of activity and the number of intermediate ones are distinguished: training itself, quazis-professional and training-professional activities. The stress is made onthe fact that the contextual approach involves the implementation in the process of teaching a foreign language a number of professional-pedagogical functions: cultural, comparative-pedagogic, didactic-methodical and educational, which correspond to the three training models: semiotic, imitation and social