Abstract:

The research focuses on the problem of teaching foreign languages by using quasi-professional activities. A professionally-oriented language activity can be defined as a quasi-professional activity which encompasses both educational and professional aspects. Additionally, it is aimed at improving both professional and linguistic skills.

The relevance and novelty of the research are related to the availability of new forms and methods of quasi-professional activities. A wide range of activities may be brought into both online and face-to-face modes by implementing such training models as imitation of social dynamics, narrative-driven activities, business case studies, role-playing activities, workshops, etc.

The main research objectives are defined as follows:
1) to establish the impact of using quasi-professional activities on the students’ performance and motivation;
2) to identify the types of issues that may arise when such activities are incorporated into the curriculum;
3) to establish best practice solutions that enhance the learning process by including quasi-professional activities while mitigating the risks that may have negative effects on the students’ performance and motivation

The research incorporates mixed methodology, implementing both quantitative and qualitative methods. The experiment was conducted in multilingual groups that included students from 18 countries and various levels of language skills.

According to the research results, this approach transforms the learning content into a series of professional activities, leading to a synergetic effect that facilitates developing both professional and language skills. However, some precautions should be taken and group specifics should be considered to ensure the maximum level of student engagement.

The findings lead to a conclusion that using quasi-professional tasks is beneficial and productive; this practice also improves motivation in students that perceive them in a way that is different from the perception of traditional learning activities.

Keywords:

Language learning processes, quasi-professional activities, foreign languages