Abstract:

The present research proves feasibility of event technologies for personality’s professional development, readiness for self-education, instilling skills of working independently and creatively. The relevance of the study stems from the contradiction between the requirements of the Federal State Educational Standard, according to which extracurricular activities at university should contribute to the effectiveness of the educational process, and low eventfulness of university life resulting from lack of modern pedagogical technologies for organizing extracurricular activities. The object of the research is the process of teaching English at foreign language departments of universities. The subject of the research is implementation of the event technology in extracurricular activities in English. The purpose of the study is to provide theoretical justification for and practical verification of the use of the event technology in extracurricular activities in English. Event technologies allow presenting a combination of traditional educational forms as a unique event that creates in students a sense of shared experiences, and nourishes emotional and value attitude to joint activities. During an "educational event", an active interaction of the student with the world around, transmission of moral and cultural values is carried out.

The article reviews specific characteristics of the event technology in extracurricular activities: connection with specific circumstances and conditions; uniqueness and educational value of the event; reproducing and broadcasting cultural, social and professional patterns of behavior; interaction of all participants; high emotional tension; critical thinking; a meaningful result.

The use of the event technology in extracurricular activities while teaching English at university is characterized by the presence of certain stages: problem-setting (determining the needs, content, meaning of the future activity in the framework of an event technology), concept-elaborating (developing the image of the event, defining its main components and an action plan), event-implementing (updating knowledge on the topic of the event, preliminary design of ways of participation, working out individual stages, implementation of the event); result-consolidating (report preparation, systematization, independent, analytical, research, and project work of students); event-evaluating (the teacher’s use of evaluation procedure of the educational event, assessment of its cognitive value, reflection on the content).

In order to collect and process the research data the following methods were used: analysis of relevant pedagogical, psychological, and methodological literature, generalization of the authors’ experience in the field, expert assessment, a survey, qualitative and quantitative analyses. The event technology was implemented among third-, fourth- and fifth-year students of the Faculty of Foreign Languages of the South Ural State Humanitarian Pedagogical University in the period from 2020 to 2022 in the natural conditions of the university educational process.

Keywords:

Event technology, professional development, extracurricular activities, foreign language teaching.