The present educational situation is marked by the establishment of a humanistic paradigm, which differs from traditional approaches to the organisation of the educational process by focussing on the concept of individually focused interaction.

The favourable atmosphere of the educational process, as well as the democratic nature of classroom activity, demand special attention. The importance of this issue stems from the fact that when learning a foreign language, it is vital to consider each student's unique talents.

Personally focused education is education that centres on the student's personality, identity, and self-worth. A individually directed method integrates education and upbringing into a unified process of aid, support, socio-pedagogical protection of the student's growth, and preparation for life. This is co-learning or mutual learning (collective, group, cooperative learning).

The main psychological and pedagogical conditions that ensure the effectiveness of introducing the paradigm of person-oriented education in higher education are: students' understanding of the place and role of personally orientated learning; ensuring the personal orientation of teaching academic disciplines; the formation of positive motivation in students to strive to independently master the necessary knowledge in this direction; the priority of active learning (Bekh, 1998).

Professionally directed foreign language learning is defined as learning that focusses on students' needs when learning a foreign language, with a concentration on the particular of a prospective profession or specialism. This approach combines the processes of mastering a professionally orientated foreign language with the development of students' personal qualities, knowledge of the culture of the country where the language is studied, and the acquisition of specialised skills based on professional and linguistic knowledge.

The learning material of personally focused foreign language learning is determined using activity-oriented, competence-based, plurilingual, and intercultural approaches (Recommendation, 1998). Activity-oriented, competence-based, multilingual, and intercultural approaches focus the content of professionally-oriented foreign language learning on the complex formation of general and communicative speech competencies, as well as the development of a complete personality capable of functioning in life and professional activity in a multilingual environment (Nikolaieva, 2003).

Learning English entails not only mastering the ability to carry out professional communication in oral and written form, but also mastering professionally-oriented vocabulary and the latest professional information through foreign sources, as well as the formation of socio-cultural competence, which is one of the goals of teaching English in a professional direction at universities and involves: students acquiring knowledge about other cultures; students' knowledge of themselves.

A personally focused approach to learning English begins by considering the student's particular features as well as his cultural and professional basic speech development.

To improve the effectiveness of autonomous work in practical classes, the teacher assigns individual assignments, during which he considers each student's level of preparation and conducts individual work with him. The teacher, taking into account the student's unique developmental qualities, ensures his success in studying a foreign language. Each element of the curriculum should include a variety of approaches, formats, and resources to help students acquire comprehensive reading, speaking, listening, and writing skills. This is aided by the use of cooperative and interactive technology, namely

1. Reading in subgroups.

2. Listening in pairs.

3. Write in subgroups.

4. Simultaneous speaking (Mezhuieva, 2020).

Kiryushina (2014) defines the main tasks of the teacher, taking into account the personally orientated approach to teaching a foreign language: it is expedient to use various forms and methods of organising students' work, which allow to reveal the content of their subjective experience on the proposed topic, to consider the alternation of types of work, types of tasks, to encourage students to express original ideas and hypotheses, and to strive to create a situation of success.

The teacher should choose exercises and communicative situations that are appropriate for the student's level of training, as well as authentic material, to provide students with more fundamental knowledge of a foreign language, using the most commonly used vocabulary within the defined subject and scope of communication. Organise the educational process such that "strong" and "weak" pupils work together to continue the trend of their development towards improvement. Implement the use of new information technology and Internet resources, which are an essential aspect of today's education, to provide students the freedom to pick between projects of varying complexity (Kiriushyna, 2014).

As a result, the concept of "personally orientated education" is complex, including approaches and features aimed at creating conditions for fully identifying and developing the individual features of a student's education; personal-orientated training is designed to create conditions for self-education, self-development, and self-realization; during the implementation of personally orientated education, the student transforms from an object into a subject of activity and becomes.

References

1. Bekh, I. D. (1998). Osobystisno zoriientovane vykhovannia [Personal oriented education]. Kyiv, IZMN. (in Ukrainian)
2. Nikolaieva, S. Yu. (ed.) (2003). Zahalnoievropeiski Rekomendatsii z movnoi osvity: vyvchennia, vykladannia, otsiniuvannia [Pan-European Recommendations on language education: study, teaching, evaluation]. Kyiv, Lenvit. (in Ukrainian)
3. Kiriushyna, K. K. (2014). Osobystisno zoriientovanyi pidkhid u protsesi vykladannia inozemnoi movy [A personally oriented approach in the process of teaching a foreign languages] http://osvita.ua/school/lessons_summary/edu_technology/39481/#mce_temp_ur
4. Mezhuieva, I. Yu. (2020). Interaktyvni tekhnolohii v navchanni inozemnoi movy v tekhnichnomu vyshchomu navchalnomu zakladi [Interactive technologies in foreign language learning in a technical higher education institution].Vcheni zapysky TNU imeni V. I. Vernadskoho. Seriia: Filolohiia. Sotsialni komunikatsii – Scientific notes of TNU named after V. I. Vernadskyi. Series: Philology. Social communications, vol. 31 (70), no. 4, part 2, pp. 128-132.
5. Recommendation № R (98) 6 of the Committee of Ministers to member states concerning modern languages (1998). Council of Europe. Committee of Ministers Available at: https://rm.coe.int/16804fc569