INDIVIDUAIZATION AS A MODERN REQUIREMENT IN TEACHING A FOREIGN LANGUAGE

The paper emphasizes the importance of considering individual characteristics of the students learning a foreign language, and analyzes various approaches to implementing of individualized techniques. The structure of student’s individuality and its components – individual, subjective and personal – are described. Students’ individual characteristics are represented within the individual substructure by the students’ inborn abilities. Subjective personality traits represent the students as the subject of activity and show how much their ability to work independently is developed. The personality substructure includes a few components: personal experience, activity context, scope of desires, interests, aptitudes, emotional and sensual sphere, world outlook, and personal status. Reliance on the personal properties of the individual is methodically relevant for arousing communicative motivation. Individualized handouts (IH) may serve as a tool that takes into account all the components of the three substructures of the learner’s individuality. An IH is a special type of training tools designed for individualization of the learning process. It takes into account the inborn abilities to language acquisition, learning skills and personality traits of students in individual, pair and group forms of work in terms of classroom and home studies. The component structure of individualized handouts includes the following: instruction or a verbal task, which causes a motivation to speech production; material resources that create meaningful or semantic framework of a statement; checklists and algorithms helping to make a speech production technology more effective; prompts which help to produce an utterance depending on the individual language skills of a student. Each of the components of the IH is aimed, to various extents, at implementation of the three substructures of individualization – individual, subjective, and personality.