INTERWEAVING FACILITATED AND TRADITIONAL TRAINING AT THE INTENSIVE ENGLISH COURSE AMONG ARMY OFFICERS

Throughout the studies there is a repeated reference to the concept of a facilitator. However, there is a need for a discussion on the subject of facilitation combined with traditional teaching techniques. Therefore, this paper seeks to clarify the deviations between the meaning of the term 'facilitator' and a teacher as well as identify possible solutions to successfully consolidate both approaches in one classroom. The paper also attempts to identify and overcome the issues related to the Army officers studying in a facilitated classroom at the National Defense University of Ukraine. Contemporary Armed Forces of Ukraine (AFU) officers are expected to acquire foreign language skills at the pre-intermediate and above levels. Foreign languages (FL) instructors have set respectively high demands finding and applying innovative training techniques that would enable them to achieve their goals. Unfortunately, most officers have been barely taught FL in a direct, conventional way at the preceding educational stages. As a result, they find it difficult to catch up with modern approaches and provide a sufficient feedback in the classroom. Thus, facilitating technique in the classroom will allow them to develop efficient foreign language communication competence as well as to be capable to swiftly process the information received, work it out properly and manage it [1]. Such innovative approach will foster officers’ resourcefulness, leadership and independence in acquiring new FL skills while improving their perception of grammar and vocabulary through adjusting traditional techniques to contemporary teaching challenges. In this paper the main focus is on the role of facilitator and his managerial skills with adult senior AFU officers in the foreign language classroom setting. We attempted to outline possible options for conducting an intensive four month FL course with facilitated and traditional training being interwoven. Recent research finding suggest that facilitator does not have necessarily to be a teacher or even a person having professional qualification in Pedagogy. Any certified expert in foreign languages possessing good managerial skills might act as facilitator. Even some particular skill might facilitate other competences from the practical and genuine linguistic input. Some researchers find listening comprehension to be a highly integrative skill which plays an important role in the process of language acquisition, facilitating the emergence of other language skills [2]. Facilitating in this context is seen as a promising educational technology that allows to transfer required information, form necessary skills and awareness faster than traditional methods. A teacher acting as facilitator not only imparts knowledge, but also responds to the time challenges. Another possible option for facilitating learner’s communicative competence is through authentic language exposure that comes with the development of media 5. Juni, 2020  Stuttgart, Deutschland  15