Usage of interactive methods in teaching a second foreign language
Abstract. The article examines the essential characteristics of the process of teaching a second foreign language, which primarily involves the simultaneous development of all types of speech activities (reading, speaking, listening, and writing) and is based on the fundamental principles of this process (contrastive approach in teaching; communicativecognitive orientation of the teaching process; sociocultural orientation of the teaching process; activity-based nature of teaching; the principle of intensification and efficiency in teaching). Possible ways to intensify and optimize this process through the inclusion of interactive teaching methods are proposed, such as «Brainstorming» group discussions with elements of debate from the «For» / «Against» perspective, and «Imaginary situations». The stages of work within the framework of these interactive methods are presented, as well as the role of the teacher in integrating them into second foreign language lessons. It is emphasized that the most effective acquisition of a second foreign language as a new code of interaction is ensured not only by pair and group work modes but also by the inclusion of key strategies of oral interaction: the strategy of constructing coherent and sequential messages and the strategy of achieving mutual understanding. The experience of using interactive strategies in teaching a second foreign language confirms their effectiveness in enhancing each learner’s readiness to solve communicative tasks while collaborating in group or pair work, as well as significantly increasing learners’ interest in studying a second foreign language.