Педагогические науки/1.Современные методы преподавания
Omarova Z.K.
Kostanai State University named after A.
Baitursynov, Kazakhstan
Foreign language training of future specialists in the humanities in the context of the modernization of higher education
Currently, the activities of modern universities
in Kazakhstan, Russia is
characterized by enhancing international cooperation,
which makes it necessary to improve the
quality of higher education, finding
ways to optimize the process of language
training in vocational training due
to the expansion of economic, political
and cultural relations of the institution and, in general, civil society with foreign countries, the need to create
conditions for academic and professional
mobility of teachers and students.
Increased cooperation among countries and peoples increases demand on
the labor market specialists in the humanities with a high level of readiness
for the is professional - business communication and the ability to use global
information resources. In connection with this problem of the organization of
foreign language professional communication of future specialists in the
humanities is becoming an important direction of development of pedagogical
science, and foreign language becomes a tool for communication in a single
information space.
From the
standpoint of a new
methodological approach reorientation
the appointment of purpose is carried out in learning a foreign language. For the purposes of "learning a
foreign language" is not as such, but "foreign language education", in which the contents are not only pragmatic
knowledge and skills, but also personal development by foreign language
for parallel and interconnected learning the language and culture.
"The
concept of education RK until 2015." Provides
a comprehensive and thorough
modernization of education at all levels. Basis in the principles of state educational policy
"concept of foreign language
education RK" defines a
new methodological approach positions
the objectives and content of foreign
language education in accordance with international standard requirements. The idea
of modernization of foreign language education is expressed in the form of
their model, ensuring the unity, continuity and continuity at all levels of
general educational system .System-level approach facilitates access to the
global educational and informational space. [1, p.17]
To achieve
these high schools students given international standard training parameters
DICE should be implemented in two stages: the first stage (the 1st
course) assumed mastery students fourth (B2) European level. Possession DICE on
the fourth (B2) level means the ability of the student to understand complex
information on themes of personal , social, educational and professional areas
of life , to celebrate allocated position in the argument and in general terms,
the implied understanding , as well as openly claimed the situation in texts
and direct communications; to use the language fluently , grammatically correct
and efficient in the conversation on personal , general and professional topics
, noting regard there were provisions to communicate without significant
deterrent when trying to express themselves , to allocate personal significance
of events to express its position clearly by providing relevant explanations;
to produce a clear , systematically developed text with adequate allocation of
significant provisions necessary details, developing their ideas and positions.
In the second
stage (late 2nd and 3k.k.) assumed training professionally - oriented communication within a particular specialty with a foreign-language for special purposes (LSP). [2]
Mastering professional students - communicative abilities impossible
without the purposeful formation of concepts - terminological specialty, expanding the knowledge base on the material of the authentic texts, mastery of teaching strategies, skills to interpret and conduct discussions, argue, solve typical standard and professionally - oriented tasks.
Achieving the same aforesaid problems, in turn, is impossible without the use in teaching various technologies based on the principles of problematical, interactivity, situationality: modeling professionally-context situations related to possible future professional - the practical
activities of the trainees, the problem method and project work.
Thus, foreign language education in universities of multyprofiles nonlinguistic meaningful and structurally can be represented by a formula: level B2 + LSP, which
corresponds to the international standard of foreign
language proficiency.
Necessity to
form future specialists in the humanities skills to communicate in a foreign language
environment requires improving
the system of language training in
the non-linguistic high school: the development of new methods and forms of education, the search technology of the educational process, adequate to modern requirements. One of the ways to improve the effectiveness of regular professional activity of today's professionals
is forming their foreign
language communicative competence in the process of
training. Vocational training in high school is
a holistic educational system.
Integrity means, first of all, the level of system development, internal communication
components and their harmonious
interaction and development. Foreign
language training is an educational process aimed at developing students'
foreign language communicative competence. [3]
In the mid-1960s of the last century D.
Hymes (Dell Hymes) coined the concept of " communicative competence » (the
concept of communicative competence).[ 4 , p.122 ] In the opinion of D. Hymes
was the essence of communicative competence in the internal sense of
situational appropriateness of language. The document of the Council of
Europe's " Common European Framework of Reference for Languages
: Learning , teaching, assessment » ("Common European
Framework of reference: Learning, Teaching, Assessment") define the
concept of communicative competence , " Communicative language competence
allow activities using the language means"[5]
Thus, we can conclude that despite the
different approaches to the definition and understanding, communicative
competence is quite clear structure, the main components of which are
competence from different perspectives and giving her characterizing combined
total, fairly complete characterization of the concept of «foreign language
communicative competence ." Due to the fact that communicative competence
most accurately reflects the subject area of foreign language,
the formation of communicative competence acts as a leading target for training
in foreign languages.
Literature:
1.Кунанбаева С.С. Концепция развития иноязычного
образования РК. - Алматы: 2006 г.
2.Галимзянова И.И. Теоретическая модель
педагогической системы формирования иноязычной коммуникативной компетентности
инженера. -Казань.,2009
3.Кобзева Н.А. Коммуникативная компетенция как базисная категория современной теории и
практики обучения иностранному языку.2011
4.
Хомский Н. Язык и мышление / Н.Хомский. – М.: Изд-во Моск. ун-та, 1972. –
122 с.
5. Утеубаева Э. А.
Формирование иноязычной коммуникативной компетенции юристов в системе
послевузовского образования: Караганда, 2010. – 156 с.