PROJECT TECHNOLOGY AS A METHOD OF FORMING FOREIGN LANGUAGE PROFESSIONAL COMPETENCE

The article explores the use of project-based learning (PBL) in teaching a foreign language within a non-linguistic educational institution affiliated with the Ministry of Internal Affairs. It examines the key features of project training, the steps involved in completing a project, and the specific aspects of projects designed to teach a professionally-oriented foreign language. The author also looks at the teaching conditions that help students develop their project skills effectively. The study's findings identify the most challenging parts of project work for students, considering both their language proficiency and their ability to complete projects. The article lists the advantages of using PBL, which include helping students acquire the skills they need to tackle real-world problems in a multicultural setting. The text outlines a set of teaching conditions aimed at fostering project skills, based on a review of practical data, educational resources, the author's own teaching experience, and existing teaching methods in higher education. It emphasizes that well-designed project work in foreign language classes not only improves students' ability to communicate across cultures but also helps them develop professional and social skills, aligning with the goals of higher education. Oral presentations are highlighted as a critical part of project activities that enhance students' speaking skills. The article suggests that while these presentations are effective for developing communication, creativity, and critical thinking, students need more practice in organizing and delivering them. It also notes that improving speaking skills through PBL can enhance students' ability to communicate in various situations, potentially leading to better professional development.