"interaction". The Oxford English Dictionary interprets this word as the ability to
interact or stay in conversation mode, dialogue with anything (for example, with a
computer), or anyone (human) [16, p. 677].So, interactive learning is primarily a
dialogue learning that involves interaction during various activities of all participants
in the learning process.Interactive teaching methods have become the subject of
research of many contemporary didactics such as O. Savchenko, S. Goncharenko, O.
Pometun, G. Freiman, L. Pyrozhenko and others. .Thus, O.Pometun notes that "the
essence of interactive teaching methods is the interaction of all those who study and
teach in the process of learning", such methods give the greatest space for self-
realization of the student in education and correspond most to the personality-oriented
approach, since directed on the realization of cognitive interests and personal needs.
Applying interactive teaching methods, special attention should be paid to organizing
the process of multilateral communication [10, 136].Interactive teaching methods O.
Pometun and G. Freiman are divided into 3 groups, namely: group, when the
interaction between participants in the learning process is realized through cooperation
in small groups; collective, involving multilateral interactions, in which each student
of a class takes part; collective-group, when the work of small groups is combined with
the work of the whole class [17]. At the present stage of language learning, various
methods of interactive learning have been developed and widely used.So, A. Grigoruk,
a teacher-methodologist of the Zaporizhzhya Pedagogical College, developed and
tested such interactive methods of teaching as: "discussion scale", "clustering",
"circular review". According to A. Grigoruk, it is advisable to use the "discussion
scale" in the process of working on the story, because it helps children to decide on the
assessment of the life situation described in the work, as well as to unite in groups
according to views and beliefs, to arrange a dispute. The peculiarity of this method is
that students are asked a question that contains a contradiction, and children, using a
scale of assessments, determine their attitude to its elimination: negative, positive or
"not determined". Thus, the class is grouped into three groups and a discussion is
organized on the basis of the identified problem. According to A. Grigoruk, it is
important that students freely express and defend their thoughts, sometimes influenced
by the evidence of their classmates, changing their views and moving into another
group [18].The method of "clustering" is described by the teacher as a learning strategy
that encourages students to think freely and openly on a specific subject. "Rescue"
consists of several stages, namely: a / record of the central word or phrase on a certain
topic of research; B / naming and recording around him the words and phrases
associated with the central word; establishing possible links between concepts.A.
Grigoruk observes that this method can be used at the stage of actualization, reflection,
as well as for summing up the study as a way of building new connections or a means
of graphic representation of new representations.No less interesting, from the author's
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