Taking into account the individual learning style of students in teaching foreign languages based on a competent approach

skills are a necessary but far from sufficient educational outcome. The existing high requirements for modern specialists, such as the ability to navigate information flows, intercultural communication skills, the ability to use innovative technologies in a timely and high-quality manner, increase the importance of foreign language skills as a tool for intercultural interaction. Mastering one or several foreign languages is one of the values of professional training and competitiveness of a specialist.

The influence of the above factors, as well as changes in the socio-cultural context of foreign languages, new demands of students regarding the level of their knowledge, the ineffectiveness of traditional education, which is often manifested in the absence and unclaimed application* of the received knowledge in the inability of graduates:

The above factors are of particular importance in the education of adults receiving a second higher education. The trend of constant expansion of the population falling under the definition of “adults in need of education and training” has led to the development of a new educational concept throughout conscious life (Life Long Learning), which aims to use the full educational potential of society to contribute to the comprehensive development of the individual. The most flexible and developing subsystem of continuing education is the system of additional professional education for adults. In this context, the concept of “adult learners” is becoming more and more common in the educational space. Comparatively young branches of science andragogy and acmeology, the subject of which are the theory and methods of teaching adults in the context of continuing education, determine that the leading role in organizing the learning process belongs to the learner himself, it is the adult learner is an active element, one of the equal subjects of the learning process. Go to the site and find out morehttps://argoprep.com/blog/learning-styles-series-the-interpersonal-learner/

However, psychological features of cognitive activity of adults require the use of special learning technologies, adapted specifically for the training of adults and aimed at the development of all components of the learner’s personality: the development and maintenance of motivation, competence, professionally important qualities and significant psychophysiological properties. In this regard, the learner should take certain actions aimed at identifying the individual characteristics of adults, which will actively affect the learning process. This provision is the basis for a stylistic approach to teaching foreign languages. Therefore, one of the ways of intensification and efficiency of learning activity of adult students is to focus on individualization of educational routes, development of teamwork skills, skills to act in different problem situations and to find adequate solutions.

Commitment to the development of communicative competence has led to the need to include1 in the learning process conceptual ideas of a competency-based approach, which is based on the transition to a practical way of organizing knowledge, to a strategy of increasing flexibility in the use of acquired skills and abilities, and to the expansion of future employment opportunities. Accordingly, from the perspective of this approach, the goal of adult learning, which is not only to acquire knowledge, skills and abilities, but also to consistently develop and develop communicative foreign-language competence that is oriented to the motives, the purpose of teaching adult learners, sounds different.

The theory and practice of modern pedagogical, andragogical and acmeological sciences have necessitated the search for means of resolving contradictions between them:

  • the need of society for professionals capable of fully intercultural professional communication and the existing approach to teaching adult learners’ foreign languages, which does not fully ensure the formation of foreign-language communicative competence, and therefore competence to participate in intercultural dialogue;
  • the objective need to implement the competence approach in determining the organizational structure in the process of “forming” the communicative competence of the future specialist and the existing narrow subject and knowledge training in the university;
  • insufficient consideration of the importance of individual psychophysiological and social factors in adult learning and the problem of introducing .a