The teacher of English Krupenkina F.A.

Kostanay State University named after A.Baytursynov, Kazakhstan

The role of a foreign language in the training of specialists in the high-growth world

The knowledge of several languages always expanded communication and integration abilities of the countries and the people. Multilingualism in modern Europe is the standard norm. The linguistic wealth attracts strong social and psychological effect of "open thinking". The citizens, who are fluent in several languages, will be competitive persons both within the country, and abroad. The learning of foreign languages is recognized socially significant as pledge of ensuring practical and professional activity of the person in modern multi lingual and the multicultural world.

Today nobody will deny an important role of a foreign language in the life of modern society for which the expansion of the interstate relations, trade and economic relations with foreign countries, science and equipment development are characteristic as means of oral and written communication between representatives of the different people and cultures.

In the conditions of the fast-changing world and increasing of flows of the information the major problem exciting all English teachers is increasing of efficiency of a lesson as the main form of training and education of students. For this purpose the teacher has to learn to stimulate the activity of pupils, to inspire them.

V.A. Sukhomlinsky wrote that "the lesson is a mirror of the general and pedagogical culture of the teacher, a criterion of his intellectual wealth, an indicator of his outlook, erudition". I consider that the teacher has to give not only the knowledge to students, but also teach them to study, to get the knowledge necessary to them. At our university we train in a foreign language and professional focused foreign language of students of many specialties.

The children with different preparation on a foreign language, with different level of knowledge of this discipline come to study to our university. The foreign language skills are an obligatory component of vocational training of the modern expert of any profile. As the experience shows, now teachers are compelled to consider insufficient level of knowledge and abilities of many graduates of high schools of the town and rural schools. Kazakhstan, having headed for mastering his citizens three languages, proceeds from today's realities: the trinity of languages will be the testimony of competitiveness of the country, the President of our country N. A. Nazarbayev speaks about it in messages from 2006 to 2014.

It is well-known that the contingent of students in a group is non-uniform. There are students with various mental capacities, various natural data, different interests therefore one of actual problems of teaching of foreign languages is training of students in a foreign language with different level of language preparation.

One of ways of the solution of this problem is using of the differentiated approach in the training in a foreign language of the students having different level of language preparation. The abilities of students to learning of the foreign language aren't identical: one language comes easily, another – with great difficulty. The differentiated approach in training in a foreign language of students of not language specialties is realized in several directions. In this case the following factors are considered: the level of proficiency in language, the aspiration to the independent work and specific features of students. For students with the different level of the language preparation, being trained in one group, we try to select the tasks considering their level of knowledge, skills. These are tasks directed on the elimination of gaps, the tasks considering preliminary knowledge, the general and special abilities of students. The differentiated approach is considered not only in the selection of different in complexity and difficulty tasks, but also in various help of the teacher to strong and weak ones, various time for performance of tasks, various control methods.

At the beginning of training of students our teachers try to define the level of knowledge of a subject that training will be more effective. Having analyzed the level of knowledge, and also interests, desires and possibilities of students, it is clear that the training has to be oriented on the specific personality. Such distinction of inquiries of trainees causes need of the differentiated approach, as to purpose definition, and contents of training in a foreign language. In this regard teachers of a foreign language are faced by a difficult problem of providing psychologically comfortable conditions of training for everyone, they could realize completely the potential and constantly improve results of learning of foreign language. It is obvious that to organize training in such groups possibly on the basis of personal the focused approach. So, as the center of such approach is identity of the student, and the methodical basis of this approach is made by an individualization and differentiation.

There are no bad pupils in general. Everyone has strengths. If the student knows the specific features, he will be able to realize the strengths with the maximum benefit for itself. Creating favorable conditions for manifestation of abilities of weak students, realization of its positive expectations promotes. G. Pestalozzi, as well as Russo, as well as M. Montessori drew that the teacher should respect the experience of the pupil previous this grade level, features of his development. It is necessary to begin that is familiar to the pupil, gradually opening before him more and more difficult phenomena, relying on independent activity of the pupil.