V. Kasyanova

Kostanay State University named after A.Baitursynov, Kazakhstan

The notion of professionally-oriented foreign language teaching at non-linguistic faculties

Development of all language skills (reading, speaking, writing and listening) becomes professionally-oriented by its character. In opinion of scientists, training requires implementation of new methods and technologies that contribute to broadening students' outlook and improving their professional competence in the future. The adequacy of the learning process to the real process of communication is becoming one of methodological requirements to the process of professionally-oriented foreign language teaching. Communication in terms of language culture, and dynamic semantics of this communication should be based on the functional-notional approach.

According to Shatilov S.F. functional-notional approach to the language material allows the use of it for creative solutions of more complex communication tasks with a minimum amount of translation and with fewer speech mistakes. It is of great importance to professional-oriented foreign language teaching at not language faculties since future specialist must learn to recognize and classify the phenomena of culture, science and other fields of activity to the same extent that he recognizes the language facts. When learning a foreign language not only the sound forms of the words should be learnt , but also the system of notions underlying.

Introduction in teaching of foreign languages functional conceptual approach brings it closer to the direction that has been called "a Foreign Language (English) for professional communication» - Language (English) for Specific Purposes - LSP (ESP). Such scholars as P. Strevens, J. Iver and J. Wells were at the root of this trend.

The date of birth of “English for professional communication” is considered to be the year 1962, when the theory that the English language varies depending on the content of the communication was put forward and, therefore, certain formal characteristics specific for the language of specialists in different areas of professional activity can be defined. In search of the ways of optimizing the learning process of the professionally-focused reading, English methodists turned to the study of the needs of students and the goals that they set for themselves, beginning their studies. At the beginning of the 1980s. T. Hutchinson proposed a so-called "concentrated on the learning process" approach to teaching English as a language of professional communication.

Currently there is no universally accepted definition of the term "English for Specific Purposes", but most researchers agree that the special language does not exist apart from a common language, and it is an integral part of it and fully interacts with it. Theory and practice of teaching language for specific purposes has been dictated by the needs of international communication and the natural stratification of language units depending on the sphere of human activities. One of the advantages of methods of teaching language for a specific purpose is to adapt training programs to the needs of specific groups of students. In drawing up the training program special attention is paid to the text material, which is a motivating factor for students. To- day theoretical and practical research in the field of foreign language teaching for special purposes are continuing, the very direction becomes extremely popular in many countries around the world in response to the growing needs of various specialists. Specificity of teaching a foreign language, for example, at non-linguistic faculties is orientation toward the professional needs of future professionals who are mainly related to the necessity to read special literature and documents, communicate with foreign colleagues on professional topics in a foreign language. Taking into consideration the identified needs of future professionals, the training program should include the formation, development and improvement of the necessary professionally focused foreign language skills. The emphasis is made on professionally significant reading because of the limited number of training hours allocated for the discipline which does not correspond to the increasingly complex requirements to the professional knowledge of specialists.

The main demand of professionally-oriented teaching a foreign language at non-linguistic faculties is the need to bring the contents and methods of teaching to the practical needs of the students. This requires a thorough study of the tasks and goals of certain contingent of students, compulsory consideration of interests and motivation. This primarily relates to the selection of the material, its critical reinterpretation, professional consideration of students' specificity and the level of the language competence. The task of professionally-oriented activity of university teachers is to organize such an impact of academic information on the students so that their professional needs can become the source of their activity, and force them to perform any actions aimed at the meeting the emerged needs.

We consider three types of actions at the lessons for students learning a foreign language. The 1-st type of action - it is purposeful acquaintance of students with the experience of the teacher. To do this, the teacher shows techniques and methods of language learning, in particular teaching reading at his lessons. The 2-nd type of student's action - is their fulfilling methodically- directed complex tasks and understanding the actions performed in their learning activities. The 3-d type - is the action of students in natural or specially-created teaching situations, when the students are given the maximum foreign language activity. As a result, students learn the proposed material better and pedagogical communication between the teacher and students in the process of professionally-oriented teaching has the character of "reconstituted" (modeled). It is known that teaching reading is connected with teaching speaking on the basis of the text and therefore, pedagogical communication in the process of reading instruction should include forms that exist both in reading and speaking. Pedagogical communication in teaching reading can be defined as indirect (via text), and direct communicative interaction between a student and a teacher during which the teacher manages to form, develop and improve students' reading skills. The teacher also performs control of the presence of these skills and the educational impact on the students. The success of the educational activity of a foreign language teacher can be ensured only in case of a proper organization of the communication at the lesson.

The analysis of scientific and methodological sources revealed that the term "professionally-oriented training" is used to refer teaching a foreign language at non-linguistic faculties focused on reading literature in students' specialty, studying professional terminology, and lately, on development of speaking skills in professional activities. Professionally-oriented teaching a foreign language at non-linguistic faculties is not limited only by the study of "language for specific purposes. There are some features that are typical for the specific contextual use of the language with which the students are likely to meet in situations of real communication. Hence it should be remembered that the professional knowledge of vocabulary and grammar can not compensate the lack of knowledge and skills that enable students to perform this communicative action, it testifies that communicative competence wasn't formed.

Thus, Obraztsov P.I. proposed the following definition of this type of training: "Under professionally-oriented we understand training based on the needs of students in the study of a foreign language dictated by features of future profession or specialty, which, in turn, require studying it.”

The essence of professionally-oriented foreign language teaching lies in its integration with special disciplines in order to obtain additional professional knowledge and formation of professionally significant qualities of a person. A foreign language in this case is a means of enhancing professional competence, personal and professional development of students and is a prerequisite for successful professional activity of a specialist - a modern graduate, capable to carry out business contacts with foreign-language partners.

References:

1. Рощина Е.В. Функции иностранного языка как учебного предмета в системе обучения в университете // Иностранные языки на неспециальных факультетах: Межвуз. сб. Л., 2002.

2. Серова Т.С. Лексические упражнения в профессионально-ориентированном чтении на иностранном языке. Лексические аспекты в системе профориентированного обучения иноязычной речевой деятельности / Межвуз. сб. науч. тр. Пермь, 1998.