TEACHING ENGLISH TO STUDENTS WITH A HIGH LEVEL OF LANGUAGE TRAINING AS A LINGUODIDACTIC PROBLEM

Abstract

Abstract: The education of students who have received extensive foreign
language instruction is not given enough consideration in our linguodidactics or in the
actual teaching of languages. The fundamental cause of this is that individuals who are
proficient in English favor independent language practice, including travel, over taking
classes from a qualified instructor. The article describes the characteristics of advanced
English language instruction. In terms of how the educational process is organized,
these traits are presented as a collection of specific advantages and challenges for the
instructor. The requirements for a high level of language instruction are given special
consideration, as well as student motivation as the key to success on the route there.
The disclosure and analysis of the instructional process's components, which represent
the most challenging practical issues, serves as the major technique of research in this
article. It is a challenging educational process to teach a foreign language to people
who are already proficient in it. Its uniqueness comes from the fact that at this stage,
the development of speaking skills and talents is necessary rather than their normal
formation. The article's originality comes from the fact that it addresses a subject that
receives very little attention in Russian linguodidactics and that practical teachers are
typically solely led by their own experience when dealing with such issues. The
integrated approach to the subject under examination and the interdependence of the
three key educational process components mentioned in the article—motivation,
content, and teaching methods—both contribute to the article's uniqueness.
Additionally, genuine resources are given a lot of consideration, with interactive
learning styles and communicative language teaching techniques serving as the
primary sources of these materials in the classroom nowadays.