SITUATIONAL LEARNING AS AN INTERACTIVE TECHNOLOGY FOR DEVELOPING COMMUNICATIVE COMPETENCY OF PRESERVICE ENGLISH TEACHERS

Abstract

The article examines the theoretical and methodological foundations of using situational learning as a pedagogical technology in teaching English to preservice English teachers. It emphasizes the importance of creating communicative situations that simulate real-life or professional contexts to enhance learners' speaking skills and communicative competency. The relevance of the study is justified by the need to modernize English language teaching methods in higher education, taking into account cognitive  haracteristics, personal interests, and learners' motivation. Situational learning is presented as a tool for developing not only linguistic knowledge but also critical thinking, interpersonal interaction, and intercultural communication. The article outlines the requirements for designing effective learning situations and highlights the role of creolized texts and web-oriented technologies in
enhancing learners' motivation and linguistic engagement. The methodological recommendations are based on the principles of the communicative approach and include a system of exercises aimed at developing situational speech, such as problem-based tasks, imaginary scenarios, and role playing. Special attention is given to the unpredictability of real-life communication and the importance of fostering adaptability and creativity in language use. The findings may be of practical value to university instructors, methodologists, and developers of educational programs in preservice English teachers instruction.