METHODOLOGICAL ASPECTS OF INTENSIFYING LANGUAGE TRAINING FOR CADETS:ANALYSIS OF THE RESULTS OF THE FIRST STAGE OF THE LANGUAGE EXPERIMENT

Abstract

B a c k g r o u n d . The article is devoted to the intensification of language training for cadets of higher military educational institutions in Ukraine in the context of the reform of the security and defence sector and integration into NATO standards. The study focuses on the implementation of an intensive learning model based on the American Language Course (ALC), developed at the U.S. Defence Language Institute, as a tool for achieving the requirements of STANAG 6001 and developing foreign language communicative competence among future officers. The theoretical foundation is based on the principles of Cognitive Load Theory and the Affective Filter Hypothesis, which make it possible to explain the influence of pace, material complexity, and emotional factors on learning effectiveness. Particular emphasis is placed on the importance of a differentiated approach, standardized assessment, and methodological adaptation of the course.
M e t h o d s . The study employed theoretical analysis of scientific sources, a pedagogical experiment (the first stage), pedagogical observation, diagnostic methods (entry and final assessment), as well as quantative and qualitative analysis of the results.

R e s u l t s . It was established that the effectiveness of the intensified learning model directly depends on the cadets' initial level of language proficiency. Groups with a 0+ proficiency level demonstrated greater progress in mastering the material and more stable achievement of target indicators, whereas cadets with a zero proficiency level required adaptation of the learning pace and an additional stage for the formation of basic language skills. Final assessment conducted in accordance with the STANAG 6001 standard demonstrated positive dynamics in the development of all types of language activities.
C o n c l u s i o n s . The intensification of language training is effective under conditions of a methodologically grounded combination of high-intensity language practice, regulation of cognitive load, and reduction of the influence of effective barriers. Adapting instruction to the cadets' initial proficiency level increases effectiveness and contributes to achieving STANAG 6001 levels. The implementation of adapted elements evidence endorses the selective integration of the American Language Course within the system of military language education is considered appropriate. Prospects for further research include expanding the experimental base, integrating digital tools and learning support solutions, and analyzing the long-term stability of achieved language training results.