Performative practices in teaching a foreign language in higher education

The authors of the article aim to determine the features of the use of performative practices in teaching a foreign language in higher education, namely: to establish whether certain elements of performativity are involved in teaching a foreign language at a university; if there is a correlation between certain aspects of the language, such as vocabulary and phonetics, and certain performative techniques and practices; if there is a relationship between the stage or level of language learning and the implementation of performative practices in it. The article examines specific examples of performative practices used in the educational process for the first- and third-year students. The scientific novelty of this article lies in the study of the performative component in teaching a foreign language in higher education. The authors of the article offer specific examples of performative practices developed by the staff of the department, which can be adapted to the educational process in other universities. Based on the analysis of the course of the educational process, including such a factor as the dynamics of student motivation, the authors revealed the impact of performative practices on student motivation and academic autonomy, the degree of which increases with the integration of performative practices into the educational process. As a result, the study showed that performative practices can be systematically used in teaching a foreign language in higher education. The same performative tools and practices can be effectively used at different levels of language with very little modification of their content. The content part of the training does not impose any restrictions on the use of performative means.