INDIVIDUAL LEARNING ROUTES AS AN EFFECTIVE TEHNOLOGY TO REACH BETTER OUTPUT IN TRAINING LAWYERS-TO-BE

Individual approach to teaching and learning is widely used in the contemporary education. This approach assumes the differentiation of the learning materials, content and learning technologies according to the students' learning objectives. It should take into consideration the fact that the output of professional training can be different. The National Standards of Higher Education in the Russian Federation imply that a specialist-to be either a bachelor or a master must have certain competencies. These competencies are mandatory for each graduate of all educational levels at Universities. On the other hand, the current educational environment gives a great variety of opportunities to continue the formal education: the programs of academic and learning mobility, the ability to get dual diplomas, to reach a higher proficiency level in the foreign languages in accordance with European scale of proficiency levels, to get an international certificate of foreign language proficiency etc. Apparently, to reach the personal goals a student should study more and have his/her program of the development that will include additional tasks and assignments. The implementation of individual subprograms in learning foreign languages as well as the realization of such lingua didactic technologies as professional language portfolio, students' module rating, the elements of asynchronization of the educational process can help the students. The current research is aimed to describe the practical experience of the authors in the development and implementation of the students' individual routes in learning foreign languages (English and German) for specific purposes. The efficacy of the approach was proved by the results of the experiment and the survey held among the students of the Law Institute, RUDN University.