EVALUATION OF UNDEGRADUATES’ ACADEMIC ACHIEVEMENTS DURING TEACHING PROFESSIONALY-ORIENTED ENGLISH LANGUAGE

Abstract

The article describes the process of the evaluation of academic achievements during teaching the professionally-oriented English language to ESP students and underlines the role of foreign communicative competence in the process of forming a well-qualified psychologist. Special attention is paid to the aim and tasks determined by the future psychologists’ preparation program as they predict the results of teaching and the final level of undergraduates’ communicative competence. In addition to that, the author tries to review the theoretical foundation of evaluation in teaching process, presents different forms of evaluation. The study briefly analyzes different ways of evaluation of professionally-oriented communicative competence and tries to choose the most effective forms of control of the language competence of students who study the English language at lessons in higher educational establishment. A more detailed description of various forms of control in the formation of undergraduates’ communicative skills in the classroom is offered and the possibility of their implementation at different stages of learning the ESP language is deeply analyzed. Advantages and disadvantages of all forms of control are given. The criteria to assess the level of undergraduate students’ professionally-oriented communicative competence in speaking are presented. It is underlined that the choice of criteria can depend on the stage of learning the English language for specific purposes.