Challenges of the XXI century: non-formal foreign language education and strategies for its implementation

The article presents strategic tasks and features of modern foreign language education. The authors consider innovative technologies for teaching a foreign language in various formats, they describe characteristics of various models of learning and personal development in a foreign educational environment. The authors argue that practically all political and educational decisions and actions carried out in the field of foreign-language education should be aimed at realizing its strategic goal. Such a goal is connected with the creation of favorable psychological and pedagogical conditions for the formation of value orientations, motives, personal positions, competences of interpersonal and intercultural communication, cognition, self-knowledge and competence development; development of the ability to self-identity, the ability to think critically, work with information in a foreign language, adequately represent your country in situations of intercultural communication; education of the means of the educational subject of such socially significant qualities and personal qualities, such as: tolerance, creativity, openness, communication skills, responsibility, mobility, etc. The development of research skills in non-formal foreign education should be based on the general democratic principles of education, taking into account those principles that reflect the features of the research carried out within the framework of pedagogical activity, suggest the development of gnostic skills in scientific and methodological activity. On the basis of theoretical and practical experience, the authors singled out the fundamental principles of this phenomenon. The advantages of non-formal foreign education include the following: the individualization of learning is intensified; independence develops; the sense of fear disappears with the wrong answer; the assimilation of information is facilitated, since program developers are forced to "remove" many difficulties; the relaxation of students is maintained in the process of cognitive activity, which in itself activates thinking, and consequently, assimilation of the material under study; constructive thinking is formed; operative feedback is provided, primarily internal; there is an effective training in self-control, self-management and correction of educational activities.

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