STAGES OF INTEGRATED TEACHING OF EDUCATIONAL AND FOREIGN LANGUAGE SPEECH ACTIVITY

The article differentiates the concepts of “subject” integration and “procedural” integration. The essential characteristics of procedural integration stages have been clarified in terms of philosophical definition of “integration”, didactic survey, psychology studies, and linguistic research. The possibility of interconnected learning of a foreign language and one of the subjects relating to educational or professional activity on the basis of procedural integration has been substantiated. The succession of psychological and pedagogical actions for reaching high acquisition quality of these subjects within an integrated educational process has been established. It has been observed that these actions form groups and fall into three stages: 1) linguistic and conceptual stage with dominating foreign language speech activity over professional activity aimed at learning foreign language means of expression relevant to professional activity; 2) subject and speech stage with foreign language speech activity equivalent to educational speech activity providing the possibility of mastering the basic content of the training course by means of a foreign language; 3) professional and activity-based stage with the dominance of attention on the practical application of educational (professional) knowledge along with foreign language usage.