In the dissertation the concept and methodology of differentiated instruction of professionally oriented English-language communication of the prospective information technology (IT) professionals with a focus on their level of foreign language proficiency, 4D learning style (motivational, cognitive, social and regulatory aspects), level of individual and group autonomy, are substantiated and developed. Within the concept, the macro- and micro-interaction between a teacher and a student is taken place. Scaffolding is used as a method and a tool of differentiated instruction of professionally oriented English language communication. The types of groups in the differentiated instruction of professionally oriented English-language communication are determined: permanent and mobile groups, homogeneous groups (according to the level of foreign language proficiency; the dominant or reserve learning styles; the appropriate level of foreign language proficiency and learning style) and heterogeneous groups with different levels of foreign language proficiency and learning styles. Varying the ways of English for Specific Purposes (ESP) differentiation (goals, content, conditions, product and control) allows the teacher to focus more precisely on the individual needs of the prospective IT professionals. Within the differentiation, classroom and extracurricular work features are outlined. A three-level model of autonomy of the IT students (the partial autonomy, semiautonomy, conditionally full autonomy) and a two-level model of group autonomy (the minimum and relatively maximum level of group autonomy) are proposed. Based on the determined levels of individual and group autonomy, effective and ineffective relationships are established. Factors of effective balance of individual and group autonomy are outlined. The most relevant for the differentiated ESP instruction are student-centered and action-oriented, competence, level, situational, interdisciplinary and differentiated approaches. The professionally oriented approach is revealed through the outlined approaches. The differentiated ESP instruction of the IT students is based on the methodological principles (general and special-methodical principles) and the didactic principles. In terms of ESP differentiation, the strategic goal (acronym “STRATEGIC goal”) is characterized by the criteria: S – specific, T – time-framed, R – relevant, A – achievable, T – transformative, E – evaluative, G – guided, I – integrated, C – complex. It is subjected to interconnected external and internal goals, competencies and principles. The effectiveness of the differentiated instruction of professionally oriented English language communication is ensured by the formation of dominant (speech, strategic) and auxiliary (linguistic, linguosociocultural) competencies, the content of which is characterized through the subject and procedural aspects. Three groups of strategies are defined (strategies according to aspects of learning style; strategies of mastering language competences and speech competences; strategies according to the complexity of use in professional communication in English by the IT students.
