The research is devoted to the problem of formation of foreign language professional competence of future specialists of agroengineering in higher education institutions (hereinafter referred to as HEI).
The first section highlights the theoretical foundations of the formation of foreign language professional competence of future specialists, in particular, the analysis of the scientific literature on the research problem is carried out; the foreign language professional competence of the future specialist as a subject of scientific researches is characterized, the essence, structure of foreign language professional competence of the future specialist is highlighted; the peculiarities of foreign language training of future specialists in higher education institutions are revealed.
Based on the analysis of scientific sources, the essence of the basic concepts is clarified. Peculiarities of foreign language training of future specialists in HEI are revealed: structuring of the content on the basis of interdisciplinary integration of knowledge; gradual learning of a foreign language for professional purposes; use of innovative forms, methods and techniques of foreign language teaching; coordinated cooperation of teachers of all disciplines of bachelors, masters, doctors of philosophy training on concluding of educational and professional programs and curricula for future specialists.
The second section justifies and characterizes the methodological approaches that underlie the formation of foreign language professional competence: competence, system, communication, activity, professionally oriented, axiological, personal, bilingual, and interdisciplinary.
The factors influencing the efficiency of justification of pedagogical conditions of formation of foreign language professional competence of future specialists are singled out.
The pedagogical conditions of formation of foreign language professional competence are justified and characterized: formation of motivation of future specialists of agroengineering to study a foreign language; profile-oriented structuring of the content of foreign language training of future specialists; activation of professionally oriented foreign language communication through the introduction of interactive teaching methods.
The process of formation of foreign language professional competence of future specialists in higher education institutions is characterized as a holistic system that contains appropriate structural components that are interdependent, the effectiveness of which is determined by specific pedagogical conditions. A model of formation of foreign language professional competence of future specialists in higher education institutions has been developed, which contains target, theoretical-methodological, content-technological, diagnostic-effective blocks.
By means of methods of observation, interviews, analysis, method of expert assessments, mathematical statistics the levels of formation of foreign language professional competence are revealed, the dynamics of formation of components of foreign language professional competence of future specialists is determined according to motivational-value, gnostic-cognitive and communicative -professional criteria.
The results of a pedagogical experiment on the formation of foreign language professional competence of future specialists are presented; educational and methodological providing has been developed and introduced into the educational process of training future specialists.
The scientific novelty of the obtained research results is argued by the fact that: for the first time the pedagogical conditions of formation of foreign language professional competence of future specialists of agroengineering (formation of motivation of future specialists to study a foreign language; profile-oriented structuring of foreign language training; activation of professionally oriented foreign language communication through the introduction of interactive teaching methods); the model of formation of foreign language professional competence of future specialists is developed; the content of the concepts «foreign language professional competence of agroengineering specialist», «foreign language training of future agroengineering specialists» is specified; the criteria (motivational-value, gnostic-cognitive, communicative-professional) of formation of foreign language professional competence of future specialists are improved; content, forms, methods and technologies of teaching a foreign language of future specialists; components (motivational, cognitive, activity) of foreign language professional competence of future agroengineering specialists have been further developed.
