Филологические науки. Теоретические и методологические проблемы исследования языка

К.п.н. Гричановская Е.С.

Амурский гуманитарно-педагогичесий государственный университет

Teaching professional English at non-linguistic specialties of University

Developing economic, political, social and cultural ties in modern world influences on the all spheres of the society including present education. Nowadays any sphere demands such specialists that could orient in quickly changing economic and political circumstances, could be flexible and solved quickly professional tasks, people that could establish easily professional and cultural contacts and people that could work in the international level. As a result, foreign communication becomes essential and integral component of future professional activity of a student and therefore the role of the discipline "Foreign language" is rising noticeably.

According to new educational standards the realization of the curriculum in foreign language must take into consideration specific character of the direction that students are trained in and also must be aimed at the solving professional tasks. So, at present we have to speak about teaching professional English more and more often.

Basic feature of teaching professional English is that the course of study is founded on professionally significant aims and tasks. In the study possess we can see integration of the discipline "Foreign language" and other special disciplines when professional knowledge is imposed upon communicative competences with account of sociocultural aspects of studying foreign language. In this way foreign language becomes the method of forming professional competence and personally professional development of future specialist.

Teaching professional English at non-linguistic specialties comprises such components as studying foreign language as the means of specialization acquirement and as the means of professional communication. Moreover foreign language becomes the tool of self education for a student and this essentially rises his chances in the labor market. Knowledge of foreign language becomes the key to professional success of modern specialist.

The main principles of teaching professional English in higher educational establishment are active character of training, principle of development, balance of linguistic and non-linguistic knowledge, transferring communicative strategies from native language, striving for overcoming linguistic and cultural barriers, positive emotionality.

Due to this modern educational system needs developing and inculcation new forms and methods and also curriculum of foreign language training with involvement of modern information technologies.

Traditionally foreign language training at non-linguistic educational establishment is concentrated on reading, understanding and translating specific texts and also studying the problems of scientific style syntax. Nowadays the accent of training is shifting to the development of the skills of active professional communication, running scientific discussions, business negotiations and meetings and so on.

Different researches show that interactive methods of training are highly productive in teaching professional English. Implementation of interactive model infers simulation of live situations, usage of role-play, collaborative tasks solving. Study process, that relies on the usage of interactive methods of study, is organized with the account of affiliation all the students of the group in the process. Collaborative activity means that each student contributes to the problem solving, exchanges his or her ideas. Teacher conducts individual, pair and group work, role-play, encourages the work with documents and different sources of information. Interactive methods are based on principle of cooperation, students activity, reliance on group experience and feedback is also necessary. The process creates the environment of educational communication that is characterized by openness, students cooperation, equality of their arguments, accumulation of collective knowledge, the ability of mutual assessment and control. Interactive methods can be applied for organization such activity as thematic classes, organization of temporary creative group at work over the project, forming students' portfolio, discussion of disputable questions, creation educational resources. We can also use such methods as interactive discussion, carrying out video conferences, round-table discussions, brainstorming, debates, case-study method, study group discussions, training. The principles of work at interactive class are:

- knowledge is the result of cooperative work;

- all the participants are equal independently of their experience;

- every participant has the right on his or her personal opinion to any question;

- there is no personal critics, only the idea can be criticized;

- everything told at the class is only the information to think over.

The results of employment interactive methods in English class-room are:

- increasing cognitive activity and knowledge efficiency;

- forming students' communicative skills, rising emotional contacts between students (ability to live in the environment of a dialogue, understanding it);

- forming and developing analytical abilities, responsible attitude to personal deeds (the ability to think critically, to draw valid conclusions, to solve problems and conflicts, to make decisions and to be in charge for them;

- forming and developing the skills of planning (the ability to foresee and project their future).

In our opinion, one of the most efficient methods of teaching professional English is the method of collision situations. Collision is a clash of opposite forces, aspirations, interests in the sphere of personal relations. Due to this, collision situation we define as the situation that demands the search of new decisions and quick reaction to collisions and problems in the sphere of professional activity.

We worked out the concept "collision situation" as didactic unit on the basis of widely used nowadays situational method of Case-study. This method represents the set of training situations worked out especially on the basis of actual material with the purpose of following analysis in the class-room. During the analysis of the situations students learn how to work in team, to conduct the interpretation and to make managerial decisions.

The accent of training is transferring from the acquirement of ready knowledge to its working out, to cooperation between a student and a teacher. The results of implementation this method are not only knowledge but also skills of professional activity. The technology of the method consists in developing the model of specific situation took place in real life. It is reflected in the complex of knowledge and practical skills that a student should acquire. The teacher here has a role of the leader who generates questions, fixes the answers, encourages the discussion. So, he conducts the process of co-authorship. The advantages of this method are not only acquiring knowledge and forming practical skills but also developing the system of students' values, professional positions, personal credo and so called professional disposition.

As solving collision situation assumes immersion in professional activity, immediate reaction on the situation, search of new nonstandard decision its implementation in the class-room makes students think quickly, trains such personal qualities as bringing up and grounding personal idea, individual point of view to the problem solving and also independence in the process of problem solving.

Our research also showed that usage of collision situations assists the improvement of students' motivation to learning of foreign language. First, this work demands involving the experience of international and foreign projects realization that are used as the examples of solving professional tasks in English. Second, students' imitation of professional situations in English opens them the prospects of their future profession and the ability of aggrandizement at the condition of their professional communicative competence possession. More productive will be the classes with organization of on-line debates with the students of other educational establishments. The purpose of these debates will be finding decisions and solving identical professional tasks.

This work also promotes the development of the skills of public performance that undoubtedly is inseparable component of a specialist professional competence. The results of the research showed that most part of applicants entering University doesn't have the ability of public speech, they can't present themselves and their idea in benefit way. Very often such problems are stipulated by psychological barriers which arise due to some fears (such as being in the centre of attention, the fear of failure, the fear of being misunderstood). As a result of training and complex implementation the method of collision situations in the English class-room students overcome the problem, cope with inherent to most of them nervousness while public performances and master the techniques and methods of public speech and presentation.

Application the method of collision situations is essentially important for developing linguistic and sociocultural students' competences. As solving such situations demands spontaneous presentation, quick decision-making and its utterance given tasks carry great linguistic obligation. In this connection students should be prepared to organization such work. First of all, they should learn specific professional vocabulary, that is why as a rule introduction new professional vocabulary, doing different lexical and grammar exercises, introduction and discussion new information to the topic, reading newspapers and watching video come forward as the way of such preparation.

In the process of solving collision situations students should choose the correct strategy behavior in different situations of intercultural communication and be able to present it in English. From the point of linguistic training the result of such work is developing the components of communicative competence: grammatical and specially linguistic (doing exercises, spontaneous performance), sociocultural competence (the tasks are directed on the decision-making in the context of business communication) and discursive competence (compliance the style of speech).

Such exercises could be used on different stages of work over the theme or section. For example, while introducing and fastening new linguistic material before work over the text the teacher can use the tasks directed on the developing the skill of speaking and semantic conjecture about the specifics of work at an enterprise or establishment. This kind of exercises makes students think, analyze, systematize studied material and also provokes students' cognitive activity.

So, teaching professional English comprises combination of professional English possession and developing students personal qualities, knowledge the culture of studying language and acquirement special skills based on professional and linguistic knowledge. Forms and methods of training are variable. Nevertheless, more efficient nowadays are interactive methods with involving modern technologies that contribute to developing professional communicative competence of students and realization their role in the society and professional sphere.

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