Филологические науки/1. Методика
преподавания языка и литературы
Lomanova I.V., senior teacher of the foreign languages department
Karaganda state medical university, Kazakhstan
Akhmetova A.A., senior teacher of the foreign languages department
Karaganda state medical university, Kazakhstan
Professionally - oriented level of teaching
foreign languages at Medical high school
Compulsory
component in teaching foreign languages of a modern specialist is speaking
foreign languages. Therefore, teaching a foreign language at high school has
language-directed professional and communication-oriented nature. Currently
international business contacts, computer networks, satellite TV provided a
great opportunity to communicate with foreign colleagues, and therefore a
growing need for professionals with knowledge of a foreign language. Foreign
language is an essential condition for those who aspire to succeed in their
careers. Many students of higher education institutions along with the
development of their basic profession try to improve foreign language skills.
University program continues school course of a foreign language, so teaching a
foreign language in high school should provide continuity in language teaching
for students. At this stage it is important to continue, but at a higher
quality level, the formation of communicative skills involving language means
of mastering and skills to operate them in the process of speaking, listening,
reading and writing as well as the development of socio-cultural knowledge and
skills, i.e. a student should acquire the knowledge and skills necessary for
moral self-determination, creativity in social and professional sphere.
Learning a
foreign language in high school has traditionally been focused on reading,
understanding and translation of specialized texts. Now it is necessary to
think about how to move the focus of teaching to the development of verbal
skills of communication on professional issues and conduct scientific
discussions as the work on them does not interfere with the development of
skills, abilities and knowledge since they are based on. Speaking at learning
process is understood as listening or reading, understanding and reproductive
replication of listened or read information in the oral and written forms.
Notes of listened and use of written text as source of oral speech act are
easily implemented in terms of educational audience. Foreign language is not
only a tool formation of knowledge, but above all, a means of communication,
including professional, and therefore an indicator of professional competence.
Teaching a
foreign language has been and remains an integral part in formation process of
a specialist with higher education. Modern specialists should master at least
one foreign language as means of communication in socially conditioned aspects
of everyday life and in their professional activities. The university education
should provide stable foundation of basic knowledge and skills in foreign
language, verbal and cogitative, communicative activities and train techniques
and methods of independent work and foreign language after graduation.
Professionally-oriented
language teaching is currently recognized as updating priority education. There
was an urgent need for a fresh look at learning in general and language
teaching. Foreign communication becomes an essential component of professional
activity, and the role of discipline "Foreign Language" in the
non-linguistic universities is significantly increased in their professional
activities. Analysis of pedagogical and scientific-methodological sources has
revealed that there are countless methodological trends and technologies to
foreign language at teaching non-linguistic faculties of universities. Nowadays
it is necessary to acquire special knowledge in the chosen profession.
Motivation at
learning a foreign language primarily serves professional needs of students who
are preparing to become a highly skilled specialist with knowledge of a foreign
language. Therefore, one of the main features of a foreign language to
non-linguistic specialty should be professionally-oriented nature, reflected in
the teaching objectives and content of education.
Goal-oriented
professional level of foreign language teaching at the university – is to give
students language competence to communicate professionally in all situations
where such communication is necessary. Professionally-oriented content of this
level is determined by the target installation. Within this level we teach
language specialty. This means, firstly, the accumulation on the basis of
ownership of the common language lexical and grammatical components, i.e.
special terminology; secondly, the active exploration of the grammatical
(syntactic) features that characterize the scientific style of speech. In this
case, it is necessary to draw students' attention to the peculiarities of
language namely the specialty they are studying. Thirdly, it is necessary to
teach students the principles of structuring a scientific statement as written
and spoken: refers to methods of commenting, analysis, synthesis, argumentation
and discussion. The student must acquire the skills to work with the sources of
information - the definition of the main idea of the
text, the logical framework statements, isolation of different types of
information (work schemes), compression techniques of text and, of course, be
able to activate these skills in oral speech. In this case, the question of
what types of work - the oral speech or writing - should prevail and are solved
differentially as a supplement to each specialty.
Learning a
foreign language should not be a goal in itself, but a means to achieve the
goal of improving the level of education, erudition in its specialty. Such
specificity of major specialties should be conducted in the following areas:
work on special texts, the study of specific topics for the development of
spoken language, learning dictionary-minimum in the relevant specialty,
creating textbooks by the teachers for activation of the grammatical and
lexical students’ material. The classes in a foreign language in nonlinguistic
universities are encouraged to use regional studies comment. Regional studies
material is a form of realization of intersubject communications. Brief
comments of cross-cultural or lingual cross-cultural feature clearly reveal
connection of foreign language practice with content of the programs of other
disciplines and have a positive impact on the acquisition of deeper
professional knowledge by the students of non-linguistic universities.
The student
should know the kinds of work with the text and what ones are adopted in the
target language country, because, in many cases, the rules design, for example,
various forms of compression of information (eg, summary, abstract) differ
greatly. If we want to help our students to be full members of the
international scientific community, we must give them all linguistic tools that
would allow our experts communicate with foreign colleagues as equals. Besides
teaching, we create necessary for successful learning motivation. The student
must be convinced that what he is taught to be necessary in the professional
practice, not just an element of the curriculum.
The basis of a
foreign language course for professional oriented level are authentic texts
generated by thematically. They are accompanied by a system of exercises aimed
on the development of the necessary level of skills. Exercises lexical and
grammatical (for derivation, borrowing, characteristic language specialty
syntactic and grammatical structures, finding synonyms, antonyms,
terminological equivalents, etc.) aimed at the accumulation of specialized
vocabulary. Exercises on the level of the text (main idea isolation, keywords
connectors, different types of reading, etc.) get the student to the formation
of meaningful statements, orally or in writing (from prepared utterance to the
inexperienced one). Exercises on information structuring form independent
research skills of information sources based on certain rules and criteria.
Using them the student acquires skills of commenting, reasoning and discussion,
etc.
As seen above, in
the final stage of a foreign language university course the nature of materials
changes, and, therefore, a set of exercises that allows you to train all
components of professionally-oriented competence change as well.
Literature
1.
Иностранный язык как фактор становления профессиональных качеств современных
специалистов // Сборник тезисов научно-практической конференции
– Ростов н/Д, 2000. – с. 52-53.
2.
Пассов Е.И. Новая концепция иноязычного образования. // Е.И. Пассов – М., 2000,
с.16
3.
Профессионально-ориетированный подход к преподаванию иностранных языков в
техническом университете // Материалы научно-практической конференции – Ростов
н/Д, 2000. – с. 80-82.