Introduction. Studying a foreign language and passing the corresponding candidate exam are obligatory components of the postgraduate training program in all specialties. It is due to the need to develop the skills of searching for special scientific information in foreign language scientific publications and on the Internet, improving communication skills (oral and written) in the scientific community, studying world science and research experience. One of the integral elements of foreign language training for postgraduate students is working with an authentic scientific monograph, the content of which corresponds to the topic of their dissertation research. In order to improve young scientists’ work with specialized literature, it is necessary to consider some features of the educational process that determine the effectiveness of the interaction of all its participant.

Materials and methods. The research was carried out on the basis of psychological and pedagogical literature, in particular, devoted to the problems of foreign language education at a university, the development of foreign language communicative competence, the organization of the educational process in postgraduate school, etc. A number of conclusions were made as a result of analyzing our own experience as university teachers in postgraduate groups and summarizing the results of the work of our colleagues.

Results. The study showed that in the process of training postgraduate students in a foreign language, it is advisable to use modern interactive technologies: CLIL technology (subject-language integrated learning), as well as elements of tandem learning. The authors consider the distinctive features of these technologies’ implementation in the current educational context.

Discussion. It is suggested that the trend towards the use of interactive technologies in teaching a foreign language to postgraduate students is due to the process of individualization of learning. The use of interactive technologies is determined by a number of factors: the postgraduate’s profile specialization, the level of development of his/her foreign language communicative competence, and the teacher’s qualifications.

Conclusion. The conclusion is made about the significant linguodidactic potential of interactive technologies in the process of training a highly qualified specialist at a pedagogical university, capable of carrying out productive communication in a professional and scientific environment. It is emphasized that the use of interactive technologies for teaching a foreign language in graduate school meets modern requirements for the educational process at a university: integrativeness, transdisciplinarity, building individual educational trajectories, etc.

Foreign language training for graduate students is characterized by a high level of individualization;

Special role in the foreign language educational process at the postgraduate level is given to interactive learning technologies, in particular, the technology of subject-language integrated learning and the tandem method;

Foreign language training in postgraduate school implies the establishment of participatory relationships among all participants in the educational process.

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