SURPRISE AS A PEDAGOGICAL RESOURCE IN TEACHING FOREIGN LANGUAGES AT A NON-LINGUISTIC UNIVERSITY

Abstract

The article examines the phenomenon of surprise as a significant pedagogical resource for shaping a favorable emotional climate in profession-related foreign language teaching in non-language fields. The analysis is based on the socio-psychological nature of the emotion, which is grounded in the interactive character of the educational process. The study employed classroom observations with record of spontaneous episodes of surprise using characteristic markers, supplemented by a rapid survey to identify the stimuli of surprise. The analysis of the episodes indicates that the manifestation of surprise in the learning process is determined by its contextual nature, is probabilistic in character, and requires the teacher to demonstrate a high degree of methodological adaptability. This raises the question of the need for specific instructional design aimed at the intentional activation of the pedagogical potential of surprise, and its key principles are formulated.