Osova O. Theoretical and Methodological Grounds for Realizing Innovation Learning Technologies in Teaching Foreign Languages in Higher Pedagogical Educational Establishments.

The thesis outlines the scientific research area concerning the problem of the realization of innovation learning technologies in teaching foreign languages, the analysis of domestic and foreign literature is used to define their role and significance in the system of specialists’ training, to single out the peculiarities of the realization of innovation learning technologies in teaching foreign languages in modern higher pedagogical educational establishments. The term system of innovation studies in pedagogy is considered as the integrity of notions, which in their hierarchic sequence and interrelations define the initial positions for solving the main theoretical and practical tasks as for realizing innovation learning technologies in teaching foreign languages. It is established that the content of the notion «innovation learning technology» is defined by such terms as «innovation», «novelty», «new development», «learning technology», «education technology», «pedagogic technology». The analysis of the current approaches to the definitions of the essence of the main terms in the research allows us to consider innovation learning technologies in teaching foreign languages as the complex of new methods, means, techniques, organizational forms of education and educational activities, specifically organized and directed to the application of the previously designed innovation educational process, which ensures formation of foreign language communicative competence. The author has determined the peculiarities of the realization of innovation learning technologies in teaching foreign languages in higher pedagogical educational establishments, which is reflected in the continuity of their two dimensions (information-communicative and communicative-activity), transformation of the teacher’s role, intensification of foreign language activity in general and professional pedagogical communication in particular, which is based on collaboration, strategies of communicative interaction between the teacher and the students with joint discussion and communicative tasks solution. Field – pedagogy.