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Connection of the “Professional oriented foreign language” with other disciplines

Quality of training of the modern expert is estimated through such indicators as competence, independence, readiness for decision-making in situations of an alternative choice, ability to adapt in the fast-changing working conditions, existence of motivation for continuous education and professional growth in the competitive environment, professional responsibility, active participation in programs of the international professional partnership and integration.

Now the knowledge of a foreign language is not only attribute of cultural development of the person, but also a condition of its successful activity in the most different spheres of production. In this regard the purposes and problems of teaching foreign languages are reconsidered, there are new concepts and approaches to training in foreign languages, new forms and methods of training enter practice [2]. Special relevance is gained by the profession-oriented approach to training of a foreign language in colleges of a technical profile which provides formation at students of ability of foreign-language communication in concrete professional, business, scientific spheres and situations taking into account features professional competences.

In scientific and scientific-methodical literature a foreign language as the subject in system of secondary professional education reveals authors from various positions: problems of training in a foreign language at the higher school as to a means of communication (I.L. Bim, N. N. Gez, I.A. Zimnyaya), problems of formation of communicative abilities means of a foreign language (V. L. Kuzovlev, V. G. Kostomarov, A.A. Leontyev, E.I. Passov), formation of a professional orientation (L.Sh. Gegechgori, N. I. Gez, M. A. Davydova, B. K. Esipovich, R.P. Milrud), communicative approach in training in a foreign language (I.L. Bim, A.N. Leontyev, E.I. Passov, G. V. Rogova). Feature of a foreign language as subject is that language acts as both means, and the training purpose.

It should be noted that fact that the modern student's audience isn't the same. Students of non-linguistic institutions possess the different initial level of language preparation. It is explained by a number of the reasons the most essential of which are different models of school education, objective personnel difficulties which test comprehensive schools, lack of entrance examination in a foreign language in average special institutions of not linguistic profile. Secondly, students differ on the relation to learning of foreign language. We observe in educational groups as the students obviously indifferent to learning of foreign language today, and students, persons interested and ready to seize it in perfection. Most likely, it is connected with specifics of professional activity by which they are guided in the future, and needs of use for it of a foreign language [4].

 The profession-oriented training is based on the accounting of needs of students for learning of foreign language, dictated by features of future profession or specialty. It assumes a combination of acquisition of the profession-oriented foreign language to development of the personal qualities which are trained by knowledge of culture of the country of the learned language and acquisition of the special skills based on professional and linguistic knowledge [5].

For activization of interest among trained in learning of foreign language it is necessary to increase the number of hours which is taken away on studying of this discipline. It is also necessary to form the foreign-language communicative competence (FLCC), i.e. the personal quality which is expressed in readiness and ability to act on the basis of foreign-language competences of various life situations including in the context of professional activity.

Considering a foreign language as means of formation of a professional orientation of future expert, N. D. Galskova notes that when studying of the profession-oriented language material the two-way communication between aspiration of the student to acquire special knowledge and success of language acquisition is established. She considers a foreign language as an effective remedy of vocational and social guidance in not language higher education institution. According to the author, realization of this potential requires observance of the following conditions:

– the accurate formulation is more whole than foreign-language speech activity;

– social and professional orientation of this activity;

– satisfaction of the private tasks trained at the decision;

– formation at trainees of ability creatively to approach the solution of private tasks;

– favorable psychological climate in educational collective.

Proceeding from it, it is possible to emphasize that specifics of main specialties have to be considered: work on special texts, studying of special topics for development of oral speech, studying of the dictionary minimum on the corresponding specialty, creation by teachers of grants for activization of grammatical and lexical material of their general and professional competences [1] which are trained for development.

The content of the profession-oriented training in a foreign language has to make process of formation of communicative competence. Its formations are result of ability of the set level in five types of speech activity: listening, speaking, reading, writing, translation. The maintenance of a technical profile of this type of training in a foreign language also reflects subject and spheres of communication, the most significant for formation necessary subject and the professional directed speech abilities, and also all-technical abilities when training in a foreign language.

         It is also necessary to note that the foreign language has to answer the purpose of all circles of listeners – pupils of comprehensive and specialized schools, students of technical, liberal arts, medical, economic colleges. Listeners who plan the education abroad, the scientists working abroad, etc. can be target group.

         Proceeding from these circumstances and versatility of requirements, a situation in which there is a teacher is as follows:

- The teacher generally isn't an expert in the field of a problem which he has to consider in the course of teaching professionally - the oriented foreign language. He doesn't set as the purpose of teaching, for example, economic disciplines in the German, English or French languages, and teaching a foreign language for experts;

- The teacher often meets with attempt to understand a problem essence the linguistic, methodological and didactic difficulties connected with feature of the translation not always of the text, clear for it.

- The teacher can get to a situation when he has to teach a course of a foreign language in the specialty at a lack of material or in the presence of that which can't satisfy it.

         The big sense of responsibility of the teacher for success of educational process before listeners sometimes causes uncertainty which in turn can lead to the decision to refuse teaching a foreign language as professional.

         The professional motivation means of a foreign language promotes realization of the principle of continuity in training in a foreign language. The knowledge gained at lessons of a foreign language at elementary, high school becomes complicated by the time of transition to profile senior classes and as much as possible comes nearer to the level of professional communicative competence when training of a higher educational institution of the University complex. In scientific and methodical literature the following definition of communicative competence is given: communicative competence of German is an ability and readiness practically to use the acquired foreign-language speech skills and abilities, language and regional geographic knowledge as in the most common spheres of direct communication with native speakers, and indirectly (through in writing fixed or sounding text, namely to be able to see, for example, the newspaper, the magazine, to read or listen to the announcement, etc.) [2].

In our opinion, such spheres of communication are priority:

     - the profession-oriented;

     - the subject and scientific;

     - the social.

        It is caused by the next moments:

First, the modern expert has to be really competent of the profession-oriented sphere of communication. It has to be able to request and give information on the questions interesting him at the native speaker. That is, having left abroad or accepting in the homeland the foreign expert, he could exchange freely terms in a foreign language in the field of the profession.

Secondly, an integral part of training in a foreign language is the subject and scientific sphere of communication. To finish technical college is means not only it is good to understand already existing details, engines, but also to be potentially capable to make to them changes, to transform something, to improve.

The essence of the profession-oriented training in a foreign language consists in its integration with special disciplines for the purpose of receiving additional professional knowledge and formation of professionally significant qualities of the personality. Training of specialists in not language higher education institutions consists in formation of communicative abilities which would allow to carry out professional contacts in a foreign language in various spheres and situations.

The main and ultimate goal of training - to provide active foreign language skills by students of not linguistic specialties as means of formation and a formulation of thoughts in the field of daily communication and in the field of the corresponding specialty. The foreign language acts as means of increase of professional competence and personal and professional development of students and is a necessary condition of successful professional activity of the specialist graduate of the modern higher school capable to carry out business contacts with foreign-language partners.

             

Список литературы

  1. Каргина Е.М. Мотивация профессионального выбора и развития личности в процессе профилизации изучения иностранного языка (монография). – ГУАС, Пенза, 2013. – 486 с.
  2. Матухин Д.Л. Профессионально-ориентированное обучение иностранному языку студентов нелингвистических специальностей. - Язык и культура, № 2 (14). – 2011. – 121-129c.
  3. Образцов П.И., Иванова О.Ю.Профессионально-ориентированное обучение иностранному языку на неязыковых факультетах вузов. Орел: ОГУ, 2005. 114 с.
  4. Бим И.Л. Основные направления организации обучения иностранным языкам на старшей ступени полной средней школы // Иностранные языки в школе. – 2002. – №5. – 7-8 c.

5. Адамчик Н.В., Большой англо-русский словарь.  Мн.: Литература, 1998. - 1168 с.

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