Implementation of universal methods, strategies and approaches in teaching a foreign language at a non linguistic high school

This paper covers current trends in foreign language teaching and projects concerning its improvement rejecting formal and conceptual approaches dominance. The associative methodological sample elaboration is proposed as one of the basic strategies, which includes metaphysical and referential categories comparison, the explicitely pronounced phrases simplification. In accordance with the anthropocentric approach the alternation of the active and recessive students attention performing periods substitutes the academic curriculum. Progressive evolutionary approach is a prevailing item whereas the cognitive and adaptive trend in the foreign language learning coordinates the teaching process. The first cycle in teaching is functional. The second cycle enables to perform a profound contamination with the authentic language environment. Also a hybrid form of the teaching process is applied including various digital educational resources and the artificial intelligence program and digital social network. The mode of the information management is presumably used to improve the progress rating. The major element to improve the teaching productivity is to adapt the students to the functional communicative styles of the foreign language, the narrative approach in the diverse communicative situations modifying, psycholinguistics research practical outcome. The constitutive values of the social system are used to improve the foreign language educational programs. The most effective mode is combining the projective and the narrative approaches. A new aim in modern linguodidactics is elaboration of the authentic linguistic personality cognitive and habitual model by means of totally anthropocentric or algorithmic approaches. According to current possibilities the authentic linguistic personality cognitive and habitual model formation is performed in the system of individual educational approach. The formalized and conceptualized exercises are used exceptionally to vary other linguodidactic methods. The audio practice exercises include diverse forms of the students activity. Current trends in foreign language teaching include the performative approach and the project producing method. It also includes the Dogme methodological trends. The Dogme is used to apply in language practice and integrate multiple language patterns. The authentic language personality formation is achieved by means of functional communicative reaction adaptation to a certain communicative situation. The item of a new foreign languages educational programs mode undermines the priority of the foreign language stylistics with the intensive foreign texts reading practice to imitate the authentic intonation patterns. The performative methodological approach for the authentic language personality model formation includes elaboration of various communicative situations. In teaching the students of non-linguistic specialties forming the authentic language personality model requires the constitutive values of social environment, by comparison of various communicative styles portrayed in texts. This educational aim can also be achieved by individual teaching strategy based on students personal empiric experience. In the classical foreign language teaching models adaptation to new linguodidactic approaches it is necessary to use pragmatic behavioral patterns of the language personality in performance. Traditional linguodidactic programs can be improved by applying the performative and the narrative approaches to the approved thematic plan. It encounters different communicative scenario formation, eventual interpretation of the teaching contents as stated. The basic requirement to improve the traditional teaching programs is to adjust the communicative approach to be the educational basis. The thematic plan is replaced by eventual performance, statements by dialogues, unified communicative practice and lexical exercises by the individual or group project production. The grammar rules are studied by the projective method. The Dogme method shares an elective strategy to plan the scenario of lesson whereas it is the most effective for the beginners. It comprises the basic grammar and phrasal patterns in progress, text reading and auditory language practice to continue. The second cycle of the educational process in accordance with this program includes the students work based on the profound stylistics adaptation. The lack of English language practice classes can be substituted by increasing special exercises and simultaneous imitation of the authentic language patterns reading the texts performatively. The cyclic strategy is specified as a current form of teaching methodology as constant repeat of grammar and communicative patterns. The basic item for the cyclic teaching method is the Dogme approach while the narrative lesson planning performs the integrative function. The project linguodidactic method enables to settle psychological comfort in various communicative events. The most effective outcome in the project method applying is achieved with the help of the hybrid methodological approach. The narrative and the project strategies in course of the cyclic approach prove their efficiency. Correcting the non-authentic language personality model requires repeating standard language patterns. Improving narrative is possible by applying integrative methods with explicating various communicative styles and pragmatic propositions. Development of the cyclic educational model in foreign language teaching is performed in accorfance with the level of the students’ skills. The under-intermediate level requires constant repeating of various language aspects, whereas the advanced students constantly revise the speach sintagmatic patterns. The individual educational strategy requires a balance in the scheme of concepts and habitual adaptation. The educational scenario for implementing the individual teaching strategy corresponds to the compensatory trend, according to which the training program is reproduced based on special needs of the student and personal educational "gaps". An alternative scenario of the individual teaching a foreign language strategy requires the formation of an individual educational narrative, in which the combination of various forms of teaching activity varies. Grammar exercises are combined with tasks of the complex development part to improve the results. The formation of the students’ communicative skills is possible during the group work activity, or supplied by an artificial intelligence program that performs the function of an interactive moderator. In the modern paradigm of education, the teacher performs the function of an advisor and assistant for the educational process. The authors declare no conflicts of interests.

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