.B. Yerbolatova1, D.S. Ryspaeva2, N.F. Nemchenko3
1Master student, Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail: thelifetime94@gmail.com
2Candidate of Philological Sciences, Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail: goldensunrise@mail.ru
3Candidate of Philological Sciences, Associate Professor, Academy Professor, Sh.Ualikhanov
Kokshetau State University, Kokshetau, Kazakhstan, e-mail: nnemchenko@inbox.ru
SOME ASPECTS OF TEACHING PROFESSIONAL ENGLISH
TO BIOLOGY STUDENTS
This article is devoted to the importance of teaching professional English for biology students. Furthermore, it reviews the situation of educational process through the realization of professionally – oriented foreign language teaching at non – linguistic faculties. In addition, the article gives information about how the process of foreign language teaching should be built, as well as the important factors for effective learning that take place in teaching foreign language. Subsequently, the article mentions, some particular indicators that determine the level of formation of professional competencies of students which are future biologists. All in all, authors declare, that increasing student subjectivity and motivation to learn English allows starting mechanism of continuous formation of students’ professional competences.
Keywords: professional English, biology students, professionally – oriented foreign language teaching, student subjectivity and motivation, continuous formation of students’ professional competences.
INTRODUCTION
In modern conditions of increasing globalization there is a need for teaching fluent English to highly qualified specialists in Natural Science field. For a modern specialist it is important not only to communicate with foreign partners, but also to be able to use English language skills in professional activities. Language proficiency implies effective communication, and is a universal means of successful professional activity and self-realization. In connection with the above, the requirements for foreign language training are increasing as well as the level of professional competence of a university graduate at the biological faculty. It should be recognized that research in the field of forming professional competences of students-biologists through the study of English is not enough. The priority task in teaching English is the formation of professional competencies aimed at the practical use of the English language as a tool for the implementation of professional interests [1]
MAIN PART
Professionally-oriented foreign language teaching at non-linguistic faculties of universities is considered from the point of view of interdisciplinary coordination and intercultural interaction. According to the theories of competence approach, it should be pointed out that by competencies we understand knowledge, skills and the ability to apply them in different situations. The specificity of the formation of professional competencies in the process of learning English by biology university students is that the language acts as a means, a tool and basis for the formation of professional competencies. Professional success will not be achieved without English. Therefore, there is a need not only in the selection of the content of educational material, but also in the application of innovative approaches and pedagogical technologies. The analysis of pedagogical experience and real practice shows that the complexity of the formation of professional competencies in the study of English among students-biologists comprised of the need of forming professional competencies, while taking into account their internal consistency with each other. The analysis of pedagogical experience takes into account modern realities and trends in the professional sphere.
The educational process tends to pay more attention to the communicative function of the English language, aimed at interpersonal and intercultural interaction. Therefore, the development of language, speech and communication competencies is limited, as it does not take into account the professional activities of future specialists. In this regard, there is a problem of formation of discursive competence as the ability to understand the realities of the country under study, as well as the biological diversity and resources of the country, knowledge of biographies and basic research of leading biologists. Discursive competence is the ability to perceive different types of discourses, which allows building a strategy of behavior and background context in the process of professional communication. The formation of lexical competence allows forming a meaningful vocabulary, filling it with a variety of terms in the framework of professional activity. Based on the experience of the classes and taking into account that students ‘ passive knowledge of the language, it is necessary to focus in the classroom and in extracurricular activities on the combination of intensive and extensive reading of thematic texts. The text should attract a variety of vocabulary and thus expand the vocabulary of students. The relation of a text and interpretation of the situation
allows expanding the lexical field, easier usage, while the text allows combining lexical-semantic types.
The process of formation of professional English competencies of the students, who are future biologists, acts as an integral characteristic of achieving the main result, which is the training of highly qualified specialists. The introduction of integrated competence that provides communication in English in the field of professional discourse, and readiness to interact in a professional English-speaking environment will increase the effectiveness of language training among students. Therefore, the introduction of professional competencies, reflecting the integral nature of the formation of competencies in the classroom for the study of the English language, is an urgent need. It should be noted that for the effective implementation of English-language communication for students in Natural Science field revealed the need for skills and competencies in the understanding English speech and speaking fluent English. For successful mastering of English communication in the sphere of professional activity it is necessary to pay attention to forming speech competences. The formation of these competencies is the most appropriate to carry out in creating an environment of professionally-oriented English communication, which implies a combination of learning English as a means of mastering their specialty and as a means of expanding professional communication. This necessitates a change in the content and structure of education. It is necessary to shift the emphasis in the content of the thesaurus, increasing attention to training speech activity of students.
Methods of teaching foreign language professionally oriented communication should take into account the relevant thematic and, of course, the terminological content of oral and written texts, as well as take into account the skills and abilities that are systemically important for the professional activities of students, the most extreme dynamics of the development process and, if necessary, the adjustment of the course program depending on modern quickly changing conditions. The learning process is a joint action of the student and the teacher, aimed at achieving educational results, in this case – a foreign-language professionally oriented communication. The achievement of the above result depends on the process of building a foreign language learning professionally oriented communication. In this process, along with the actions of the training and students, it is also advisable to include the object of training, i.e. educational material, the nature of which is due to the goals of teaching a foreign language professionally oriented communication – specially adapted and methodologically organized. This material includes audio, video, graphic texts, all kinds of formulas, schemes, graphics; it partially offers usage of non-verbal means of communication, as well as provides linguistic and cultural specific information [2].
The most important condition for effective learning is the selection and organization of training material. An important criterion for the preparation of such materials is their compliance with the principles which are based on the method of teaching a foreign language professionally oriented communication. The methodological literature describes the following basic approaches for the selection and organization of the material:
• aspectual and aspectual — structural;
• functional and functional — structural;
• personal;
• transformational.
In the selection and organization of educational material in the framework of personalactivity approach it is necessary to show the structure and functioning of the language. According to V. A. Slastenin, only the cumulative effect of the principles of training ensures the correct definition of its tasks, the selection of content, forms, and methods and of resources for the most efficient activity of both teachers and students. The predominance of the values of some principles in training and the decrease in the value of others leads to a decrease in its effectiveness. The most important condition of communication skills formation in professionally oriented foreign languages learning is the organization or presentation of educational material in such a way that voluntary attention is paid to the content, and language was formed subconsciously [3]. Training materials should correspond to the following requirements:
• provide appropriate professionally oriented vocabulary (terminology);
• promote the development of foreign language skills of professionally oriented communication;
• display the specifics of the specialty;
• form linguistic and cultural competence;
• rely on the principle of communicative and situational learning;
• be maximally adapted for foreign language professionally oriented communication.
When creating materials for teaching foreign language for professionally oriented communication, the following opportunities should be used:
• to create individual conditions for students, as they all work and learn the training material in completely different ways (different experience, age, different psychological characteristics of perception of the material, etc.);
• to develop individual learning path and implement innovative strategies for teaching foreign language in professionally oriented communication (e.g., information and communication);
• to self-study on their individual training paths without waiting for other learners;
• to estimate own progress independently or by means of the controlling program [4]. Organization of independent work, coordinated with the educational process is the next logical step in improving English language learning. Such pedagogical approach allows to increase subjectivity of students and to develop readiness for professional self-development, awareness of importance to master English as a factor of increase in professional training. The introduction of effective teaching methods assumes that the subject of the texts should reflect the interest of the student and contain professional information, that is, to be individual, which implies the variability of texts and tasks. The content of classes should reflect the familiarity with the biological diversity and resources of the country and individuals, that is, reflect a professionally-oriented orientation. The use of phraseological units, proverbs in accordance with the professional orientation, should serve to achieve automatism in the mastery of speech structures; drawing up dialogue constructions strengthens communicative competence; activation of humanitarian knowledge, manifested in the disclosure of the relationship between the history of science, literature and the activities of prominent personalities helps to expand discourse [5].
The level of formation of professional competencies of students which are future biologists is determined by the following indicators: possession of lexical units of professional orientation; readiness for speech activity, which manifests itself in the realization of potential in foreign professional communication; the ability to use ICT in language learning; readiness for creative selfrealization within the framework of professional activity, which indicates the formed motivation.
CONCLUSION
Thus, the process of formation of professional competencies is not confined to the educational process. Increasing student subjectivity and motivation to learn English allows starting the mechanism of continuous formation of students’ professional competences. The introduction of general professional competence (the ability to use knowledge of a foreign language in professional activities) will systematize and streamline the process of forming competencies in the English classroom and will meet modern realities.
REFERENCES
1 Balastov A. V. Methodological and psychological aspects of teaching foreign language to adults with the help of multimedia technologies. Tomsk State Pedagogical University Bulletin, 2009, no. 9, p.30–34
2 Ehrmann S. US higher education in 1998: how it might use technologies for undergraduate education // The CTISS File. 2003. Dec. № 16. p.8
3 Podlasy I. P. Pedagogy. Moscow, Vlados Publ., 2001. p.574
4 Makayev Kh.F., Makayeva G.Z. Overcoming Language Barrier as an Effective Way of Forming a Foreign Language Communication Competence of a Future Specialist: Monograph /Kh.F. Makayev, G.Z. Makayeva. Kazan: Otechestvo, 2017. p.126
5 Ebata, M. Motivation Factors in Language Learning. The Internet TESL Journal, XIV.
Retrieved January 23, 2013 from URL: http://iteslj.org/Articles/Ebata-MotivationFactors.html
Д.Б. Ерболатова , Д.С. Рыспаева2, Н.Ф. Немченко3
Биолог-студенттерге кәсіби ағылшын тілін оқытудың кейбір аспектілері
1,2,3 Ш. Уәлиханов атындағы Көкшетау мемлекеттік университеті Көкшетау, Қазақстан
Бұл мақала биолог студенттер үшін кәсіби ағылшын тілін оқытудың маңыздылығына арналған. Сонымен қатар, тілдік емес факультеттерде шет тілін кәсіби – бағдарлы оқытуды жүзеге асыру арқылы білім беру үрдісінің жағдайы қарастырылады. Сонымен қатар, мақалада шетел тілін оқыту процесі қалай құрылатыны туралы, сондай-ақ шетел тілін оқыту кезінде орын алатын тиімді оқытудың маңызды факторлары туралы мәліметтер келтіріледі. Бұдан әрі мақалада болашақ биолог-студенттердің кәсіби құзыреттілігін қалыптастыру деңгейін анықтайтын кейбір жеке көрсеткіштер көрсетіледі. Жалпы авторлар студенттердің ағылшын тілін үйренуге деген ынтасы мен субъективтілігін арттыру студенттердің кәсіби құзыреттілігін үздіксіз қалыптастыру механизмін іске қосуға мүмкіндік беретінін мәлімдейді.
Д.Б. Ерболатова1, Д.С. Рыспаева2, Н.Ф. Немченко3
Некоторые аспекты преподавания профессионального английского языка студентам-биологам
статье упоминаются некоторые частные показатели, определяющие уровень сформированности профессиональных компетенций студентов-будущих биологов. В целом авторы заявляют, что повышение субъектности и мотивации студентов к изучению английского языка позволяет запустить механизм непрерывного формирования профессиональных компетенций.