TEACHING A SECOND FOREIGN LANGUAGE AS A LINGUISTIC AND PEDAGOGICAL PROBLEM.

Foreign-language education quality improvement demands the search for effective forms, means and methods in teaching foreign languages, including the teaching of a second foreign language. Unlike in schools where teaching a second foreign language started not so long ago, providing language education in higher institutions in Russia, a second foreign language has been taught for a long time, since the middle of the 20^th century. Despite this, the specifics of teaching a second foreign language are still not sufficiently taken into account. It is often taught as the first foreign language. Materials intended for teaching a foreign language as the first language are used, and the approach to learning is not realized. Training is based on language and pedagogical experience of teachers without a sufficient theoretical understanding. It has to be comprehended from positions of the theory and methodology of language training considering the fact that there is insufficient scientific research on this issue and at the same time, vast experience has been accumulated that needs to be analyzed and generalized. Considering the fact that in the conditions of the Republic of Sakha (Russia) most students are natural bilinguals from birth, it is commendable for the students to learn more languages and use their aspiration for multilingualism. At the same time, a significant amount of students (42% of respondents) admits inability to mobilize the opportunities, note insufficient self-organization. Researchers note that the teaching of a second foreign language is conducted in conditions with the interference of two or three languages. Obviously, students need help in choosing teaching methods appropriate to their individual characteristics, which will facilitate the student's autonomy. The purpose of the study is to identify the factors and conditions for teaching students a second foreign language. In the framework of the research, NEFU students (162 students) were interviewed, 38% were 2^nd year students and 62% were 3^rd year students. The research allowed: - to analyze the distribution of students' opinions regarding the teaching of a second foreign language and the methods of teaching practiced; - to determine the degree of satisfaction of students with the provision of educational and methodological development and materials; - to work out recommendations for improving the process of a second foreign language on the basis of studying the students' opinions. [ABSTRACT FROM AUTHOR]

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