FEATURES OF PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE
TEACHING IN NON-LINGUISTIC FACULTIES
This article discusses the relevance and importance of professionally-oriented foreign language teaching for students of non-linguistic faculties. The history of the development of professionally-oriented foreign language teaching is described. The definition of the essence of professionally-oriented foreign language teaching is given. The approaches that include the model of professionally-oriented training, its goals and objectives, the problems that occur in the learning process and their solutions are presented.
Keywords: professionally-oriented approach, professionally-oriented training, vocational training, non-language faculty, higher education, approaches, methods, goals, objectives.
INTRODUCTION
The development of business and cultural relations of our country with the world community has shown that there is an urgent need for specialists who speak foreign languages in their professional field. Today, an important criterion of professionalism in any field of work is the readiness of a specialist to communicate in a foreign language, as the successful outcome of contacts with foreign partners depends on its formation. That is why today the preparation of students for communication in a foreign language is of particular importance and is an integral part of professional training. Knowledge of a foreign language gives the future specialist access to foreign sources of information, without which it is currently impossible to his professional activity. The ability to work with authentic literature in the speciality includes obtaining information contained in the text, and its critical reflection, generalization, analysis and evaluation of reliability.
Foreign language competence ensures the readiness of the graduate to the practical use of skills and abilities obtained in a professional environment. Nowadays, most of the scientific and technical literature is published in foreign languages. Within the General information space, in the absence of knowledge of a foreign language, a modern specialist is available only the minimum necessary information from translated books, articles, reports in the field of professional knowledge.
In the modern world, a professionally-oriented approach to the study of a foreign language at non-linguistic faculties of universities is becoming increasingly important, it involves the formation of the ability of foreign language communication in specific professional, business and scientific fields and situations, as well as the formation and development of students ‘ skills and the ability to work with the text, its translation, abstraction and extraction of useful information from the original literature of the relevant profile.
S.S. Kunanbayeva determines the relevance of professional-oriented education in our days by the fact that the internationally recognized level of socio-economic achievements of sovereign Kazakhstan, the range of international cooperation and the intensification of the interaction of the Republic in an open and interconnected world, the need to ensure a qualitative breakthrough in the training of their own personnel, qualification corresponding to global standards, able to implement the tasks of accelerated modernization and development of the country, borrowing and adopting for this the best experience of the leading countries of the world, strengthened the socio-educational importance of knowledge of foreign languages as an instrument of international cooperation, put forward foreign languages in educational priorities, thus, providing foreign language education with the status of an obligatory competence component of the professional qualification of a modern specialist and an effective basis for the preparation of the younger generation for life in the new conditions of international cooperation [1, 5].
MAIN PART
The discipline “Foreign language” became a means of improving the level of knowledge in the framework of the speciality and the formation of professional orientation of the students in the late 60-ies of XX century. Soviet scientist M. V. Lyakhovitsky made a huge contribution to the development of the theory of professionally-oriented foreign language teaching. He justified the principle of professional orientation of educational material in teaching a foreign language at nonlinguistic faculties. The author notes that the study of a foreign language should not be an end in itself, but a means to achieve the goal of improving the level of education, erudition within its narrow speciality. Taking into account the specifics of the majors, according to the author, should be carried out in the following areas: work on special texts; the study of special topics for the development of oral speech; the study of the dictionary-the minimum in the speciality; creation of manuals by teachers for activation of grammatical and lexical material of students [2, 47].
In the 70-80-ies of XX century in non-linguistic faculties of the University increased interest in the discipline “Foreign language”, namely the problem of independent work of students to replenish their professional knowledge by means of a foreign language (T. O. Garber, A.
I. Kozyrev, L. Kornikova, F. L. Lemberskaya, P. O. Rusanova, etc.). This interest is explained by the fact that in the conditions of increasing the amount of professional knowledge necessary for the future specialist, it is important to teach him to navigate in the flow of information on the chosen speciality. Hence, much attention was paid to the selection of highly informative professional texts and the development of a system of exercises for them. The main purpose of teaching a foreign language at this stage was to teach reading literature, taking into account the professional needs of the future specialist. As a result of the study of professional needs was reading literature in foreign languages, scientists had concluded that the use of sources in foreign languages often had the following objectives: familiarity with literature, publications on a particular topic; clarification of the main directions and trends of foreign researchers in a particular industry. For realization of the listed purposes, according to S. K. Folomkina, the following types of reading are required: introductory, search, viewing, studying [3].
In the 90-ies of XX century there was a change in the attitude to a foreign language as an academic discipline in connection with changes in the political and economic situation in the country. The main purpose of its study at non-linguistic faculties of the University was learning a foreign language as a real means of communication.
Soviet, modern scientists of the CIS countries, as well as foreign scientists like:
E.V.Roshchina, G.V.Parikova, M.V.Lyakhovitsky, I.M.Berman, V.A.Skroznikova,
R.M.Bodankina, T.O.Garber, A.I.Kozyreva, L.I.Kornikova, F.L.Lemberskaya, P.O.Rusanova,
I.L.Bim, E.I.Passov, G.A.Kitaygorodskaya, O.A.Artemyeva, I.A.Zimnyaya, E.S.Polat,
P.I.Obraztsov, S.S.Kunanbaeva, A.T.Chaklikova, B.Abdikarimov, G.Z.Alibekova, K.M.Aryngazin,
G.K.Akhmetova N.I. Buketova, A.A.Kalybekova, B.T.Kenzhebekov, D.N.Kulibayeva, T.Hutchinson, A.Waters, P. Strivens, R. Robinson dealt with issues of teaching professionallyoriented foreign language students of non-linguistic specialties.
Under the profile-oriented is understood the training, based on the needs of students in the study of a foreign language, dictated by the characteristics of the profession or speciality, which, in turn, require its study, — wrote in the 70s of the twentieth century I.M.Berman [4].
According to P.I.Obraztsov [3], who made a huge contribution to modern professional foreign language training, professionally-oriented means education based on the needs of students in the study of a foreign language, dictated by the characteristics of the future profession or speciality. It involves a combination of mastering a professionally-oriented foreign language with the development of personal qualities of students, knowledge of the culture of the country of the studied language and the acquisition of special skills based on professional and linguistic knowledge.
The essence of professionally-oriented foreign language teaching is its integration with special disciplines in order to obtain additional professional knowledge and the formation of professionally significant qualities of the individual.
The above definition of the essence of professionally-oriented training is not the only one, the foreign technique distinguishes three approaches to the definition of the essence of professionallyoriented foreign language teaching. The first definition was given by English scientists T. Hutchinson and Waters in the early 80-ies of XX century, they believed that the objectives and content of ESP (English for Specific Purposes) course to be determined by the motives and needs of the study. British courses “English for special purposes” have extensive experience and were considered a priority in the field of business, economics, computer science. The theory and practice of language teaching for special purposes was dictated by the needs of international communication and the natural stratification of language units depending on the sphere of human activity [3].
Another definition was given by the English scientist P. Strevens in 1988, He identified four absolute and two variable features of the difference a professionally-oriented from the traditional foreign language teaching. According to Strevens, absolute features include the following:
— correspondence of teaching methods and content to the needs of the student;
— taking into account the social context of the future professional activity of the student;
— the incorporation of linguistic material characteristic of use in a professional field of activity;
— special learning objectives.
The following features were assigned to variable:
— teaching only certain types of speech activity, such as reading, writing, speaking;
— alternative methods of training, namely: methods, techniques and technologies specific to technical disciplines [5].
Later R. Robinson proposed a new approach. As additional characteristics, this approach involved taking into account the composition of the group of students, namely: the level of foreign language proficiency, age of students, general subject area and specialization.
We consider that the need for professional-oriented training in our days due to the fact that the country does not have enough specialists who speak those units of a foreign language necessary for them in the professional field. In the process of professionally-oriented training, the student selfimproves and acquires new skills through the merger of professional and linguistic knowledge. We also believe that the future specialist should acquire the following components of professional competence: linguistic competence (language and speech), socio-linguistic competence, discourse competence, strategic competence, socio-cultural competence and social.
Each of these competencies includes a huge range of skills, abilities and knowledge. That is, the student must comply with the basic requirements for lexical-grammatical and phonetic design of speech and know all kinds of speech activities in a foreign language; use and interpret language forms in accordance with the situation of communication; be able to perceive and successfully achieve the coherence of individual expressions in the communicative-meaningful statements; use verbal and non-verbal strategies to compensate for misunderstanding, ignorance of the speech code; navigate in situations of social communication; be familiar with the socio-cultural context in which the target language is used.
The main requirement of professionally-oriented foreign language teaching is the need to bring the content and methods of its teaching closer to the practical needs of students. This requires a thorough study of the tasks and goals facing a certain contingent of students, mandatory consideration of interests and motivation. First of all, this applies to the selection of material, its critical understanding, taking into account the professional specifics of students and the level of language competence.
According to N.D. Galskova, we need to include in the content of learning a foreign language:
— spheres of communicative activity, topics and situations, speech actions and speech material, taking into account the professional orientation of students;
— language material (phonetic, lexical, grammatical, spelling), the rules of its design and skills of operating them;
— a set of special (speech) skills that characterize the level of practical mastery of a foreign language as a means of communication, including in situations of professional and business communication, joint production and scientific work;
— system of knowledge of national-cultural features and realities of the country of the studied language [6].
The aim of teaching a foreign language to students of non-linguistic specialities should be to achieve a level sufficient for its practical use in the future professional field. Vocational training takes into account the professional nature of not only the content of the training materials, but also the activities that shape professional skills. A modern graduate of the University is no longer enough to be able only to read and translate specialized texts, but also to be able to use a foreign language in various fields of communication.
Professionally-oriented foreign language training should be aimed at solving the following tasks:
1) development of communication skills by types of speech activity (speaking, listening, reading, writing). Successful mastery of the skills of dialogic speech is the ability to conduct a conversation on various topics, share information of a professional nature. Monologue speech involves the ability to make a report, a message, to express your views in the discussion. The purpose of teaching listening is the formation of skills of perception and understanding of the interlocutor’s statements in a foreign language, in accordance with a certain situation and the sphere of communication. The result of learning to read is the possession of all kinds of reading publications of various genres, including special literature. Objectives of teaching writing are skill compilation of abstracts, abstract of presentation, comprehension, translation and writing of business letters, contracts, etc.;
2) mastering certain language knowledge (knowledge of phonetic phenomena, grammatical forms, rules of word formation, lexical units). Language skills are acquired throughout the course, as each topic or situation of communication is related to certain language and speech means;
3) the formation of socio-cultural knowledge that attach students to the culture of the native speaker of the target language, help to adapt to a foreign language environment, to avoid misunderstandings in communication. But the main thing is not memorizing the facts, but the ability to compare the socio-cultural experience of the people speaking the studied language with their own experience, with the cultural values of their country, which contributes to the formation of a common culture of students;
4) mastering a certain set of units of professional vocabulary, special terminology in a foreign language. Learning the language of the speciality requires the acquisition of numerous terms and special concepts necessary for the future specialist. But during the time allotted for the study of a foreign language at the University, it is impossible to master all the terminology, so it is very important to develop students’ skills with special dictionaries, glossaries, reference books on the speciality [11].
We would like to mention the development of communication skills as one of the most important tasks, because communication skills play an important role in achieving success in negotiations, in business conversations with foreign partners. Therefore, we believe that one of the main tasks of professionally-oriented foreign language teaching is the development of dialogic speech of the student.
When teaching a foreign language to students of non-linguistic faculties, various goals should be successfully implemented, such as: practical, educational, educative and developmental.
P. I. Obraztsov notes the need to design a model of professionally-oriented foreign language teaching for students of non-linguistic faculties, as it contributes to a more durable learning of a foreign language by future specialists, its effective use in future professional activities. The author believes that the development of this model should use a range of theoretical approaches: systemic (S.I.Arkhangelsky, V.P.Bespalko, T. A. Ilyina, Y.A.Kustov), activity (L.S.Vygotsky, P.Y. Galperin, V.V.Davydov, I.A.Zimnyaya, A.N.Leont’ev, A.K.Markova, N.F.Talyzina, D.V.Elkonin), contextual (A.A.Verbitsky), person-centered (I. A. Zimnyaya, V.V.Serikov, I.S.Yakimanskaya), communicative (I.L.Bim, N.I.Ghez, G.A.Kitaygorodskaya, A.A.Leontiev, A.V.Mudrik, E.I.Passov,
G.V.Rogova, etc.), technological (V.P.Bespalko, M.V.Klarin, N.V.Kuzmina, P.I.Obraztsov, V.A.Slastenin, S.A.Smirnov, Y.G.Tatur, A.I.Uman, etc.) [3]. Based on the above, we can conclude that the professionally-oriented approach includes a number of theoretical approaches that contribute to its development.
We would like to add to the above mentioned approaches a competence approach that is relevant today in vocational education. The competence approach was described in the monograph by S.S.Kunanbayeva. The author believes that he has a number of advantages over other research approaches, as it enables the subject to interior fundamental knowledge, provides the opportunity to shape themselves systematically and purposefully into competent entity acquired by the installation of permanent self-education activity[7,3].
According to A.B.Tumanova, the competence approach is a set of general principles of educational and methodological activities of the teacher to determine the goals of education, the organization of the educational process and evaluation of educational results, the ultimate goal of which should be the training of a competent specialist, competitive in the labour market [8,21].
Teaching methods are also one of the components of professionally-oriented foreign language teaching, as its approaches, goals and objectives. In order to achieve the goals and objectives of professionally-oriented foreign language teaching, it is necessary to select the right teaching methods. Among the most effective teaching methods are: project method (E.S.Polat), game methods (G.A.Kitaygorodskaya, O.A.Artemyeva ), discussion, case study method.
Game methods are one of the most effective methods of teaching a foreign language. After all, educational role-playing game promotes easy learning a foreign language, as during the game, to solve various spontaneous problems, mental activity is activated.
According to O.A.Artemieva, professionally-oriented educational role-playing game is a developed form of meaningful collective professionally-directed game cognitive activity (under the guidance of the teacher in accordance with the requirements of didactic principles), aimed at mastering the skills of foreign language communication on the basis of specially modelled subject (game) actions in the process of problem solving and decision-making in the playing field [9, 25]
The author distinguishes the functions of professionally-oriented educational role-playing game, such as: motivational, informational and training, the function of organization and management, developmental and educational function, communicative, control reflexive-evaluative, psychotherapeutic function.
No less effective is the method of projects, as one of its tasks is the formation of communicative competence outside the language environment, using the opportunity to think, to argue to focus on the content of the statement. The project differs from other problematic methods in that as a result of a certain search, research, creative activity, students not only come to the solution of the problem, but also create a specific real product, showing the opportunity and ability to apply the results in practice, when creating this product. In this form of organization of classes, one way or another, involved skills that reflect the specifics of communicative competence. If we add to this the knowledge of speech etiquette of native speakers, the socio-cultural aspect of the problem under discussion, it becomes obvious the productive nature of this method, which corresponds to the peculiarities of modern understanding of the method of teaching English[10]. That is, in the process of using the project method, the cognitive activity of the student is activated, the ability to discuss in a foreign language and solve professional problems, as well as a certain culture of speech is formed, as the student learns to listen to the opinion of his opponent.
We can also note the effectiveness of the use of various media, video and audio materials in foreign languages taken from the educational sites of the countries of the languages studied, as additional materials in the classroom. The advantages of these materials are that they are authentic, and the main task of the teacher is to adapt them for different levels of students, to choose the right methods of their use.
However, there may be some difficulties in learning a professionally oriented foreign language. T.L.Kucheryavaya notes, that teachers who teach foreign language classes have received linguistic and pedagogical education and do not speak specific professional vocabulary, often have no idea about the communicative needs inherent in this profession. Due to the lack of experience and expertise, teachers face a number of difficulties: psychological, linguistic, methodological, etc. Along with this, the author considers the lack of modern textbooks and teaching aids, the lack of copying equipment as a problem. As a result, inconveniences and difficulties are created, both in teaching and in the perception of educational material. The author also offers several ways to solve the difficulties:
— use materials that introduce the basic concepts of the specialty, as often subject teachers do not pay enough attention to the basics of the profession in foreign language classes;
— to create situations in which students could use the theoretical knowledge in the specialty to solve practical problems in foreign language classes;
— use materials already known to students, but presented from a different point of view;
— be prepared for the fact that students can correct mistakes of the teacher;
— use the help of a subject teacher, both in preparation for classes and during their conduct («teaching in a team»)[11].
We also believe that one of the solutions to these problems can be compulsory classes of CLIL in schools. After all, CLIL (subject-language integrated learning, or subject-language integrated learning) – is the same professionally-oriented training, which is carried out through the integration of a particular subject with a foreign language, only in the most easy and interesting form, besides at an earlier age. Teaching students any subject in a foreign language, whether it is exact, natural Sciences, or art, would serve as prerequisites for the growth of interest in the study of foreign languages, as well as the choice of future profession of the student. After all, in the course of studying the student will be able to master a sufficient amount of language and subject material, which will further help him to easily learn the program of the University. Very useful in this case can be sites that will help both the teacher and the student and his parents: https://kinderuni.goethe.de, www.planet-science.com,
www.omsakthi.orgjreligions,www.netfit.co.uk,www.europar1.eu.int,www.reggaefusion.com,www.m athgoodies.com, www.bibliomania.com, www.historyworld.netand many others.
We can confidently say that professionally-oriented foreign language training is an integral component in the training of the future specialist. The essence of professionally-oriented foreign language teaching is its integration with special disciplines in order to obtain additional professional knowledge and the formation of professionally significant qualities of the individual. Here it is necessary to take into account the number of students in the group and the short period in which future specialists must learn all the basics of professional foreign language communication. The purpose of universities and teachers is to provide the necessary conditions, selection of methods and approaches for more effective acquisition of professional foreign language skills, abilities and competencies by students. Foreign language in this case is a means of improving the professional competence and personal and professional development of students and is a necessary condition for the successful professional activity of a specialist-a graduate of modern higher education, able to carry out business contacts with foreign language partners.
We agree with P.I.Obraztsov’s opinion that professionally-oriented foreign language teaching in non-linguistic universities requires a new approach to content selection. It should be focused on the latest achievements in a particular field of human activity, timely reflect scientific achievements in areas that directly affect the professional interests of students, provide them with an opportunity for professional growth. After all, the selection of content contributes to a comprehensive and holistic formation of the student’s personality, preparing him for future professional activity.
At the same time, the objectives and methods of learning are integral components of professionally-oriented learning. In addition, professionally-oriented training is aimed at performing such tasks as: the development of communication skills by types of speech activity (speaking, listening, reading, writing), mastering certain language knowledge, the formation of socio-cultural knowledge, mastering a certain set of units of professional vocabulary, special terminology in a foreign language.
CONCLUSION
In the course of the study it was revealed that in the process of professionally-oriented training some difficulties may arise and their solutions were presented. One of these solutions we considered the use of CLIL in schools, as it would prepare the future student for professional learning a foreign language in a short time.
We also found out that professionally-oriented foreign language teaching includes the integration of professional and language disciplines, the correct selection of content, methods and approaches, a clear definition of goals and objectives, and at the same time professionally-oriented training involves the formation of professional and communicative competencies, and its components linguistic competence (language and speech), socio-linguistic competence, discourse competence, strategic competence, socio-cultural competence and social.
Nowadays, a foreign language is not just one of the disciplines studied at the University, but a necessary component of professional training and is aimed at the formation of professionally significant qualities and comprehensive development of the student’s personality.
Teaching a foreign language using a professionally-oriented approach, the use of active methods and interactive learning technologies, the selection of professionally important content of training will contribute to the formation of competent professionals. The inclusion of a variety of activities in the educational process within the framework of professionally-oriented foreign language teaching contributes to its effectiveness, encourages students to work independently, promotes the development of aptitudes in a particular subject area, including the acquisition of a foreign language, deepens and expands interest in knowledge and learning in general.
We would like to note that the professionally-oriented teaching is not used effectively in our time, this is reflected in the deficit of personnel owning a professional foreign language speech.
Therefore, teachers always have to be in search of new methods in the field of language education.
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А.Т.Дуйсенбина , Ж.К.Ниязбекова2
Тілдік емес факультеттерде кәсіби-бағытталған шет тілін оқытудың ерекшеліктері
А.Т.Дуйсенбина1, Ж.К.Ниязбекова2
Особенности профессионально-ориентированного обучения иностранному языку на неязыковых факультетах
1,2Кокшетауский государственный университет имени Шокана Уалиханова г.Кокшетау, Казахстан
В настоящее время, обучение профессионально-орипентированному иностранному языку на неязыковых факультетах считается одной из самых актуальных проблем. Это важная часть процесса подготовки будущих специалистов. В результате связи между профессиональными дисциплинами и иностранным языком студент получает навыки, необходимые для дальнейшего развития, возможность стать конкурентоспособным на международном рынке труда. Поэтому очень важно найти и использовать новые подходы к профессионально-ориентированному обучению иностранному языку. В статье рассматриваются важность и возможности профессионально-ориентированного обучения иностранным языкам студентов неязыковых факультетов.