Modern approaches to foreign language training: challenges and prospects in the international context

Abstrakt

The article discusses the challenges of adapting foreign language education amid globalization, which introduces new demands for mastering English as a means of international communication. It aims to explore the specific aspects of English language training in China, considering the potential for cooperation between Ukrainian and Chinese institutions of higher education, taking into account the national context to optimize teaching methods and practices. To achieve the goal, a comprehensive approach was employed that combined theoretical methods – such as analyzing publications, systematizing problematic factors, and generalizing existing experiences – with empirical methods, including the observation of the educational process. As a result of this work, we identified and characterized various problematic factors, particularly linguistic and methodological ones, that accompany the development of foreign language competence and influence its formation. Research indicates that linguistic challenges arise from difficulties in learning phonetics, vocabulary, and grammar, largely due to the fundamental differences between English and Chinese. Methodological concerns stem from limitations in integrating various language aspects into the educational process, not aligning traditional approaches with modern language education requirements and students’ needs, and insufficient attention given to the intercultural component, among other issues. The research reveals that these factors mutually influence each other and require complex solutions. They include a broader implementation of an integrated approach to studying different aspects of language, the active use of authentic materials, a focus on communicative tasks, and the development of an intercultural component. The article concludes that it is essential to study and consider national specificity for a balanced approach to modern foreign language education. This approach should combine the national context with international requirements, ultimately contributing to the comprehensive development of students’ foreign language competence in alignment with the demands of a globalized world.