Innovation in a foreign language education as an idea with new opportunities

Importance. The factors influencing the organization of foreign language training of students in a technical university, capable of creating innovative products in accordance with the objectives of higher education, are analyzed. The purpose is to analyze the concept “innovation”, its theoretical understanding within the framework of language education at a technical university, to identify the prospects for innovative solutions in improving some aspects of the content of education. Materials and Methods. The a set of theoretical methods is used: a) studies and analysis the linguodidactics publications and philosophical works on the nnovation topic; b) studying the experience of using innovative techniques and forms of work in foreign technical universities; c) the observation of teaching activities of both foreign language and technical disciplines; d) testing innovative methods in teaching foreign languages to technical universities students. Results and Discussion. It is suggested that it is necessary to display the use of a different types set of knowledge: theoretical, ontological, empirical knowledge of specific scientific disciplines and meta-knowledge that arose as a result of the interaction and convergence of different sciences. It is suggested that it is necessary to use a set of knowledge (ontological, theoretical, empirical, model-projective, testological, everyday), which manifest themselves in professionally significant texts and discourses during professionally oriented foreign language training at a technical university. There is a need to use various texts in foreign language preparation in terms of volume, nature and genres, including literary texts in order to translate cultural meanings. The organizational aspects in the foreign language training of university students are described, as well as the subjective determinants of the teacher and student, the innovative educational process characteristic. Conclusion. Based on the obtained heterogeneous knowledge synthesis, it is possible to effectively build an information model. It will be adequate and productive in teaching a foreign language in solving communicative and cognitive tasks.