THE ESSENCE OF THE 'DEBRIEFING' METHOD IN THE CONTEXT OF PROFESSIONALLY ORIENTED LANGUAGE COMMUNICATION OF PROSPECTIVE IT SPECIALISTS

Abstract

Foreign language learning is most effective when the process of analysing the results obtained and discussing the positive and negative aspects of the completed task is launched in a timely manner. Debriefing serves as an important tool in this regard, acting as a structured reflection mechanism that enhances the learning experience. The article identifies the benefits (it acts as a universal tool for learning a foreign language through personal experience; it helps to develop a student growth trajectory to achieve short-term and long-term learning goals; it promotes team consolidation; it is valuable for deepening understanding and developing competences in IT disciplines; it enhances the ability to give constructive feedback; it creates a space of emotional support) and drawbacks of debriefing in professional English communication. The basic principles of introducing debriefing into the teaching of English for Specific Purposes are defined. The first principle is 'open communication'. This means that students freely express their thoughts after a foreign language communication situation is completed. The principle of 'reflective practice' provides answers to the questions of what, why and how in professional foreign language communication. The principle ‘activating critical thinking’ involves a thorough analysis of actions, encouraging participants to critically evaluate their actions and decisions, which leads to a deeper understanding of a particular problem or situation. The principle ‘result orientation and selection of corrective strategies’ is based on the importance of defining specific learning objectives and identifying the necessary competencies that students need to develop to achieve short- and long-term learning goals. This principle is also based on encouraging participants in professional-oriented foreign language communication to identify strategies to enhance the effectiveness of foreign language communication and eliminate deficiencies in future communication situations. This will create an effective learning trajectory that takes into account the needs of students and promotes their professional development. By integrating these principles into the educational process, teachers can create a supportive environment that encourages dialogue, reflection and continuous improvement of professionally oriented foreign language competence.