Modern methods of teaching foreign languages ​​are very diverse and depend on many factors. One of the key factors is the purpose of learning a foreign language. In modern methods of teaching foreign languages, the goal is defined quite specifically – mastering foreign language communicative competence, but it is obvious that in order to achieve it, it is necessary to use different methods in the learning process.

The oldest method of learning and teaching a foreign language is considered to be the grammar-translation method. The method uses a huge number of written exercises, students translate a lot and make long lists of learned words. The method is aimed more at ensuring an understanding of the grammar of the language in traditional terms, teaching students to read and write in the language being studied, rather than training speaking and listening skills [1]. The main types of activities in the classroom when using this teaching method are: reading, writing, translating, answering questions, finding antonyms and synonyms, filling in the blanks, writing essays, etc.

The grammar-translation method is still actively used in modern universities, including when teaching the subject «Foreign language» to students of non-linguistic specialties. However, it is often combined with other methods of teaching a foreign language. The choice of a method or group of methods for teaching students a foreign language should certainly be based on modern requirements and demands of society, meeting the expectations of future employers of university graduates.

The undoubted advantages of the grammar-translation method of teaching are the following [2]:

• deep assimilation of the structure and logic of the language being studied;
• systematization of grammar;
• development of logical thinking;
• study of grammar in context;
• development of such mental operations as analysis, synthesis, comparison and contrast;
• familiarization with literature on the specialty in the original language.

The main disadvantages of the grammar-translation method include:

• lack of speaking practice – live communication is necessary to master spoken language;
• emergence of a language barrier – the inability to communicate freely in a foreign language, since before pronouncing any phrase, there is a need to scroll through entire formulas in your head, composing phrases and sentences according to known grammar rules.
• problems in pronunciation;
• a rather boring and monotonous learning process.

At the end of the 20th century, significant changes occurred in the methods of teaching foreign languages ​​in Russia. More and more different approaches and methods began to be used in teaching a foreign language, which changed and improved over time. Teaching acquired an applied nature compared to the fact that before it was quite theoretical and abstract.

The most popular modern method of studying and teaching a foreign language today is the communicative method. The focus of this method is the formation of foreign language communicative competence, the creation of communicative motivation for the educational process, and consideration of the personal characteristics of students. A feature of the communicative method is the maximum possible approximation of the educational process to real communication. In the learning process, various communication situations are created on real topics that are relevant for speakers and listeners. Thus, the learning process is as close as possible to live real communication. The main goal of the communicative method is to teach a person to communicate, to make his speech understandable to the interlocutor [3].

Despite its popularity, the communicative method has both positive and negative sides.

The positive sides of this teaching method include the following:

• the possibility of immersion in the language environment – the learning process is based on the target language, minimal use of the native language, which creates conditions for immersion in the language environment;
• the formation of literate speech;
• overcoming the language barrier;
• expanding vocabulary;
• developing the skill of communicating in a foreign language.

We can also highlight the negative sides of the communicative method of teaching:

• the difficulty of organizing immersion in the language environment;
• poor grammar, a large number of errors, which is due to an attempt to minimize the use of native speech in the classroom;
• much attention is paid to speaking and listening, often to the detriment of other types of speech activity, such as reading and writing;
• teachers who are not native speakers of a foreign language often have a poor command of this teaching method;
• the possibility of one-to-one work between a student and a teacher is practically excluded – training takes place in groups or pairs [3];
• a state of stress may arise in many students who have not yet developed communication skills and sufficient vocabulary in a foreign language, since it is advisable not to use their native language at all during the learning process – this may negatively affect the further learning process.

Based on all the listed features, advantages and disadvantages of the two analyzed methods, it can be understood that they differ greatly from each other. It should be noted that the study of professional vocabulary is aimed at developing the skills of understanding oral and written speech, speaking, reading and writing. In this regard, the use of the grammar-translation method as the only method of teaching a foreign language is not effective. This is explained by the need to develop advanced oral communication skills in students on general and professional topics in a foreign language and, accordingly, to use the communicative method of teaching. This method involves teaching oral language skills through the interaction of the teacher and students. An example of the application of the communicative method are tasks for composing and reproducing dialogues or monologues on given topics. When constructing dialogues, students study, practice and memorize set phrases and expressions characteristic of a specific communication situation, and also learn to find answers to questions asked orally, overcoming the psychological barrier in oral communication.

If both teaching methods is considered from the point of view of the four main aspects of language proficiency – speaking, listening, reading, writing, the communicative method is superior to the grammar-translation method, since it covers all four aspects and places greater emphasis on the first two – speaking and listening. However, the main advantage of the grammar-translation method is the ability to master the rules of grammar at a high level, which allows you to master both correct writing and reading [4].

At first glance, the combination of at least two of the methods considered should lead to higher results and contribute to the improvement of students’ knowledge and skills. At the same time, the choice of methods for teaching a foreign language to students majoring in non-linguistic specialties is associated with some difficulties. The first difficulty is associated with different initial levels of foreign language proficiency among students studying in the same study group. Thus, while some students demonstrate advanced skills in the grammatical system of the language already in the first semester of study at the university, others cannot correctly construct sentences, while often having the necessary vocabulary. In this regard, the first half of the group of students requires fewer hours allocated for the repetition of basic grammar topics, while the second half of the group needs a longer repetition, and sometimes study, of these topics with the performance of a greater number of exercises for consolidation. This does not mean that it is advisable to consistently use two methods – grammar-translation and communicative, however, at different stages of learning a foreign language, one of these teaching methods dominates [5].

So, each of these methods is superior to the other in its own way, but none of them individually is ideal. And since the ideal method of learning and teaching a foreign language has not yet been developed, it is necessary to resort to different methods and approaches depending on the goals and objectives. In this case, in order to ideally master foreign language communicative competence, it would be reasonable to use both of the methods considered, correctly distributing the load and harmoniously combining the features of each of them in the learning process. But it should also be noted that the effectiveness of a particular method often depends on the psychological and intellectual characteristics of each student. This is also one of the main reasons why there is no ideal method of teaching a foreign language.