he method of activating the capabilities of the individual and the team, the method of suggestopedia using technical means, the emotional-semantic method, the immersion method, the course of speech behavior, the method of rhythmopedia and hypnopedia. The possibilities of their application in teaching a foreign language in a non-linguistic university are considered, the main methodological principles of intensive training are revealed. The article analyzes the possibilities of using drama-hermeneutics in the context of the intensification of foreign language teaching in a nonlinguistic university, where the dramatic and hermeneutical concepts have already collected the necessary principles of intensification, united by the pedagogical process into a single whole. The concept of «drama-hermeneutics» is presented as a combination of three principles: pedagogy, hermeneutics and theater skills, where each component provides new opportunities for the implementation of the intensification of the educational process. The intersubject and meta-subject orientation of drama-hermeneutics is noted, which makes it possible to adapt theater tasks and the hermeneutical chain to the conditions of teaching a foreign language in a non-linguistic university. The article highlights the main aspects of the pedagogical component, which are a resource for solving the problem of intensifying the learning process. The importance of using the drama-hermeneutical approach is emphasized, thanks to which students ' cognitive interests are activated, communication skills, emotional sphere, thinking and speech as well as the ability to perform creative and research work in a foreign language in a group are developed. The article describes the positive nature of the use of the drama-hermeneutical approach in foreign language classes at a non-linguistic university, whichis expressed in the integrity of the students ' formed idea of the work to which the lesson is dedicated, thanks to which its image is created and permanently imprinted in the minds of students.
Possibilities of using drama-hermeneutics in the context of intensification of foreign language teaching. I. Pedagogical component
