Педагогические науки/ 2. Проблемы подготовки
специалистов
М.п.н. Улжабаева А.Г., м.п.н. Ералинова Т.Е.
Карагандинский
государственный университет им. академика Е.А.Букетова
Problems
of professionally oriented foreign language teaching of students of non-language faculties.
The article deals with professionally oriented foreign
language teaching, aimed at the formation of general academic skills in the
teaching of English in a non-language faculties. During the change of the
curriculum, there have been significant changes in the attitude of students to
the process of learning a foreign language due to the increased requirements of
employers in the labor market. Subsequently, the students observed not only in
the interest of the discipline, but also the more intensive development of
communicative competence at the international level and is a real need to apply
their knowledge into practice in their professional activities.
Keywords: professionally-oriented teaching, general academic
skills, non-language faculties, communicative competence, practical
application, international level.
It is known that in modern conditions a person needs higher
vocational education to start his career. It often happens that people have to
repeatedly undergo additional training to work more effectively and to move
forward in a professional and then the career ladder. Moreover, progressive
society does not stop there, and requires constant development of specialists,
primarily in education. It is obvious that in the intellectual sector of
society prevailing concept of education is not "for life", but
"through life." Consequently, the future "era of change"
concern the professionals absolutely of all areas. Naturally, about investments
of time and effort into common "currency" personal intellectual
employment should worry every potential candidate as early as possible.
However, in such matters supplementary education is a problem of lack of financial
sponsorship, as the second higher education is exclusively paid. How to have
sufficient time to get higher education, let us say, on the
natural-scientific faculties and brilliantly master languages, to be the face
of our country in the international arena in the field of science while having
experience and being competitive specialists in the labor market. This problem
is quite real to students studying at Karaganda State University named after academician Y.A.Buketov. Undoubtedly, we have to meet all the stated high requirements. For
example, the above mentioned students of Biology and Geography faculty at the end of the course a bachelor degree must not only justify the
title of bachelor graduates in biology, but also proficient in English not
lower than B2 (on the Common European Framework of Reference for Languages).
Certainly in such a situation, students need a lot of time to devote to not
only the process of learning a foreign language at the university, but also
lifelong learning at home, since English is not their core subjects,
respectively, the program is not intended to "generous" number of
hours in per week. Therefore, it is obvious that qualitative education is a
"stable and constant currency" in a successful career,
"convertible" in demand for competitive high-class specialists in the
global labor market [1]. This experiment demonstrates the amazing change in the
attitude of students to foreign language diametrically opposed to the
perception of the discipline. Language for them becomes a real communication
tool for career advancement, which opens up new prospects for the development.
It is interesting that according to the social order of the student society of
non language faculty must master the skills of interpretation and translation
for their future scientific activities. Looking at this issue more detailed in
perspective, it should be noted that the students of non language faculties, in
fact, have to pay attention to the study of foreign languages no less than the
students of humanitarian faculties. The list of skills and abilities of an
acceptable level should include: reading, speaking, listening, writing,
vocabulary, grammar and translation (written and oral). Moreover, their
specialty is not actually exclude the qualitative base of liberal education.
Therefore, the following problem of higher education arises: the lack of
sufficient integration of a foreign language in a professional content-based
learning and the establishment of interdisciplinary connections in the process
of acquisition of general academic skills. Daily changes in the global
economic, political, cultural and other spheres of human life have a
significant impact on the training of specialists in fundamentally different
areas, for example, a biologist with knowledge of foreign languages is
definitely an optimal solution search of unique specialists in the labor
market. Moreover, now a foreign language is one of the components of a
successful professional realization of the individual [2]. However, the modern passage of time
gives people smaller choice. Therefore, from a modernized education is required
not only an increase in the criteria of the social order, but also to
facilitate the process and make it accessible for professionals and natural
language faculties, and motivate students to achieve the "high"
purposes. Obviously, in the example below, that education needs to be
integrated into the humanitarian aspects of the natural scientific branch. In
this regard, it is necessary to improve methods of teaching foreign languages
in higher education system, which will ensure the competitiveness of graduates
of non-language faculties in the field of science as international specialists.
It is common knowledge that the professionally-oriented education is considered
to be training based on the needs of students in the study of a foreign
language, dictated by the peculiarities of their future profession or specialty
which, in turn, require its detailed study. The term
"professional-oriented education" is used to refer to the process of
teaching a foreign language in non-language institution of higher
education or in the conditions of non-language faculties, based on reading
literature on the specialty, the study of professional vocabulary and
terminology, and to communicate in the field of professional activity [3]. So,
professionally-oriented teaching of foreign languages on non-language faculties
requires a fundamentally new approach to the selection of content and new
challenges. It requires a natural change of the learning process, during which
students can feel all the necessity of learning foreign languages not only in
theory point of view, but also to apply their knowledge in practice. This
innovative approach forms the future specialists natural motivation to learn a
foreign language and to share their inventions and discoveries at the
international level, overcoming the language barrier freely and happily poured
into the act of communication. Such education should be focused on the latest
advances in a completely any sphere of human activity, timely to reflect the
scientific discoveries directly shaping the professional interests of the
students and provide them with an opportunity for further professional growth.
Literature:
1. Volkova A.Yu. The practical significance of professionally
oriented teaching foreign language of students of non-language faculties // The content of training
foreign languages in non-language institution of higher education:
Materials III International. scientific and practical conference. (Moscow r., Khimki,
March 25, 2015) - Khimki, 2015.- p.57-61
2. Porechenkova E.A., Kazantsev S. Yu. Formation of
grammatical skills of speech based on the communicative method of teaching a
foreign language in the conditions of non-language institution of higher
education // Bulletin of Moscow University, № 1, 2015- p.120-122,
3. Obraztsov P.I., Ivanova O. Professionally-oriented foreign
language teaching in non-language institution of higher education
non-language institution of higher education: Textbook / under. Ed. PI
Obraztsova. - Eagle: OSU, 2005. - 114