Teaching English to Students with a High Level of Language Training as a Linguodidactic Problem

Abstract

The education of students who have received extensive foreign language instruction is not given enough consideration in our linguodidactics or in the actual teaching of languages. The fundamental cause of this is that individuals who are proficient in English favor independent language practice, including travel, over taking classes from a qualified instructor. The article describes the characteristics of advanced English language instruction. In terms of how the educational process is organized, these traits are presented as a collection of specific advantages and challenges for the instructor. The requirements for a high level of language instruction are given special consideration, as well as student motivation as the key to success on the route there. The disclosure and analysis of the instructional process's components, which represent the most challenging practical issues, serves as the major technique of research in this article. It is a challenging educational process to teach a foreign language to people who are already proficient in it. Its uniqueness comes from the fact that at this stage, the development of speaking skills and talents is necessary rather than their normal formation. The article's originality comes from the fact that it addresses a subject that receives very little attention in Russian linguodidactics and that practical teachers are typically solely led by their own experience when dealing with such issues. The integrated approach to the subject under examination and the interdependence of the three key educational process components mentioned in the article—motivation, content, and teaching methods—both contribute to the article's uniqueness. Additionally, genuine resources are given a lot of consideration, with interactive learning styles and communicative language teaching techniques serving as the primary sources of these materials in the classroom nowadays.