The technology of the "flipped classroom" in the development of English speaking skills among students of a non-linguistic university

the article examines the potential of the "flipped classroom" technology as an effective tool for developing English speaking skills among students of non-linguistic universities. The relevance of the study is determined by the increasing requirements for the level of foreign language proficiency in the professional sphere and the need to find innovative methods that overcome the limitations of classroom time. The aim of the work is to theoretically substantiate and analyze the advantages of the flipped learning model for the formation of foreign language communicative competence. The research methods include theoretical analysis of pedagogical literature and generalization of pedagogical experience. The author concludes that transferring the stage of acquiring theoretical knowledge and receptive activities (listening, reading) to independent work outside the classroom allows freeing up classroom time for intensive practice of productive speech activity. This creates conditions for the personalization of learning, increased motivation, and the development of stable skills of spontaneous speech. The main focus of the article is on the methodological aspect of implementing the model: organizing pre-class work, designing interactive classes, and the changing role of the teacher. The "flipped classroom" technology is presented as a promising direction for modernizing language training in a non-linguistic university.

flipped classroom, speaking skills, the English language, non-linguistic university, communicative competence, independent work, interactive learning, motivation, teaching methodology