FORMATION OF A SYSTEM FOR TEACHING FOREIGN LANGUAGES TO UNIVERSITY STUDENTS

Abstract

The formation of an effective system for teaching foreign languages to university students is one of the important tasks of contemporary higher education. The development of international academic mobility, intercultural communication, digital technologies, and professional cooperation requires university graduates not only to possess knowledge of a foreign language system but also to demonstrate practical communicative competence in academic, professional, and social contexts. This article examines the theoretical and methodological foundations of forming a foreign language teaching system for university students. Particular attention is paid to the integration of communicative, competence-based, learner-centered, activity-based, and technology-enhanced approaches. The study analyzes the structural components of an effective foreign language teaching system, including educational objectives, content, teaching methods, learning resources, forms of interaction, independent learning, assessment, and feedback. The article argues that foreign language instruction should be organized as an integrated pedagogical system in which linguistic knowledge, communicative skills, intercultural awareness, critical thinking, digital literacy, and learner autonomy are developed in interrelation. The possibilities of the Common European Framework of Reference for Languages (CEFR) as a framework for defining learning outcomes and assessment criteria are also considered. Based on the theoretical analysis, a structural-functional model for organizing foreign language instruction at university level is proposed. The model is aimed at increasing students’ communicative activity, motivation, independence, and ability to use a foreign language in authentic academic and professional situations.