EXPERIMENTAL STUDY OF THE FORMATION OF FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF FUTURE MUSICAL ART PROFESSIONALS WITHIN AN INTERNATIONALIZED EDUCATIONAL ENVIRONMENT

• Shannan Liu

  PhD Student at the Pedagogy Department,State Institution «Luhansk Taras Shevchenko National University»

The article presents the results of an experimental study aimed at evaluating the level of formation of foreign language professional competence of future specialists in musical art within an internationalized educational environment. The study substantiates the relevance of foreign language training as a critical component of professional development for future musicians, especially in the context of their engagement in international projects, festivals, competitions, and academic mobility initiatives. Theoretical and methodological approaches to the definition and structure of foreign language professional competence are analyzed, emphasizing four core components: cultural-social, psychological-adaptive, professionally-communicative (linguistic), and pedagogical-methodical. A pedagogical experiment was designed and implemented in three Ukrainian institutions of higher education, comprising both a control group and an experimental group of master’s degree students majoring in Musical Arts. The experimental design included two key stages – diagnostic (ascertaining) and formative. Diagnostic tools were developed or adapted to assess eight criteria of competence formation: motivational, cognitive, activity-based, reflexive, communicative, sociocultural, personal, and practical. Data were collected and analyzed using both qualitative interpretations and statistical methods, including the Pearson chi-square test to determine statistical significance. The study confirmed that the introduction of specific pedagogical conditions – such as the creation of an internationalized learning environment, integration of music-theoretical, pedagogical, and linguistic knowledge, implementation of innovative foreign language instruction methods, and elective modules focused on professional communication – significantly enhanced the level of foreign language professional competence in the experimental group. The article concludes with a discussion on the effectiveness of the proposed innovations and suggests further directions for research and practice in optimizing foreign language education for future specialists in the arts in the context of higher education internationalization.

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