USING TEAM-BUILDING STRATEGIES IN PRACTICAL CLASSES OF ENGLISH LANGUAGE VIA DISTANCE LEARNING TECHNOLOGIES

Introduction. The article characterizes the advantages of using team-building techniques as a practical tool for learning a foreign language in a group of students of higher education institutions using the technologies of innovative online environments. The main prerequisites for the expediency of using team-building in the educational process, which has developed in the higher education system of Ukraine, are outlined. The professional problems of the term system, within which parallel names of the concept function (with various options for transliteration and translation of the borrowed term from English to Ukrainian) are formulated. Emphasis is placed on the advantages of a team approach, the most important tasks are outlined (building relationships in the group, defining roles, improving students' impressions of completing tasks, and developing decision-making skills) and team-building criteria (value-oriented, skill-oriented, communication-oriented, and goal-oriented problem solving) within the communicative approach to learning foreign languages. The main aspects of the implementation of the team approach are formulated, and designed to help the teacher find a way out of problematic situations caused by the specifics of online learning. Purpose. The article aims to formulate the principles of implementing the team-building technique during practical online classes on learning foreign languages by students of higher education institutions. Methods. Practical ways to overcome the challenges associated with the peculiarities of working in a group about time, peculiarities of the character and temperament of students, types of educational work, etc. are proposed. Results. The effectiveness of the application of team-building strategies as part of the communicative approach to learning foreign languages, taking into account the conditions of the online educational environment, was determined. The importance of a multidisciplinary approach to the research of team-building technologies in the educational process is emphasized. Originality. Teachers of foreign languages at higher education institutions note certain difficulties in performing group practical tasks in the context of distance learning (icebreakers, various language games). This is influenced, in particular, by weak social ties between students in the group, and lack of team thinking. It has been proven that these skills are fundamental to building an effective career in the future, as well as to the personal and professional development of a young professional. Team-building or team-building technologies can be used to overcome these problems and improve the relationship between the teacher-group and student-student levels. Conclusion. It is predicted that team-building will go beyond non-formal and primary education management, as well as its use and growing popularity in the study of foreign languages by students of higher education institutions and professional studies among Ukrainian scientists.