Ayazbayeva S.S., Nasharbekova I.S.
Academician Y.A. Buketov Karaganda State University
Karagandy,Kazakhstan
Peculiarities of teaching
disciplines of «Foreign language» and «Professionally oriented foreign
language»
Learning a
foreign language is a long process and multi-faceted. When learning any foreign
language, the main thing is to formulate the right question: "Why do
students need a foreign language?" Currently, the most common language of
international communication is English. He will logically take precedence when
choosing a foreign language in the future. Currently, knowledge of a foreign
language is not only an attribute of man's cultural development, but also the condition
of its successful activity in different spheres of production. In this regard,
reviewed the goals and objectives of teaching of foreign languages, new
concepts and approaches to the teaching of foreign languages, in practice
include new forms and methods of training [1]. Of particular urgency is
professionally-oriented approach to teaching foreign languages in colleges
technical profile, which provides for the formation of the students ' ability
of communication in foreign languages in specific professional, business,
scientific fields and situations, taking into account the characteristics of
professional competences. The problem of formation of the system of
professional language training for teaching in non-linguistic universities at
the present time is characterized by multidimensionality. In scientific and
scientific-methodological literature foreign language as an academic subject in
the system of secondary vocational education is revealed by the authors:
problems of teaching foreign language in high school as a means of
communication, problems of formation of communicative skills by means of a
foreign language, the formation of professional orientation, the communicative
approach in language learning. Feature foreign language as an academic subject
is that the language is and means, and purpose of the study. Students learn the
easiest language use, possess different kinds of speech activity, which to a
certain moment are for training, and then used for the development of more
complex linguistic actions, i.e. they are already learning tool. It is worth
noting the fact that the modern student audience is not homogeneous. Students
of technical schools have different initial levels of language proficiency.
This is due to several reasons, the most significant of which are the different
models of school education, objective personnel difficulties faced by secondary
school, the lack of entrance examination in a foreign language in secondary
vocational institutions non-linguistic profile. Secondly, students differ in
their attitude towards learning a foreign language. We are witnessing today in
study groups as students, clearly indifferent to the study of a foreign
language, and students who are willing and ready to master them to perfection.
Apparently, this is because the nature of the professional activity for which
they are oriented in the future, and needs the use of a foreign language [2].
The problem of
teaching a foreign language in school at the present time is particularly
relevant, because the changes in the nature of education more clearly focus on
his "free human development, creativity, independence trainees,
competitiveness, mobility of the future specialists.
The study of
language and culture at the same time provides not only effective achievement
of practical, educational and development purposes, but also provides
significant opportunities for challenge and further motivate the trainees.
The formation of
positive motivation should be considered by the teacher as a special task.
Typically the motifs associated with the cognitive interests of students, the
need to learn new knowledge, skills and abilities. But first and natural needs
of learners of foreign language communication become more important. To
organize a favorable climate, orienting students to the communication, it is
necessary to choose such form of the lesson, which will stimulate the activity
of students.
Lesson of a
foreign language has its peculiarities, as, unlike other subjects, the primary
objective of the training necessary for the formation of communicative
competence of students. What is the specificity of this subject? It is that,
first, the language - whether native or foreign - is a means of communication,
means of reception and transmission of information about the surrounding
reality in the natural conditions of social life, and as such he should be
considered when studying at school.
Secondly, when
teaching this subject is diverging views about the foreign culture through
language, and expands General knowledge. The study of a foreign language only
gives the students the opportunity to master the tools of perception and
expression of thoughts about objects, events, relationships, and relationships
through a new language, which acts in two forms: oral and written. Mastery of
these forms of communication and should be included in the communicative goal
of teaching the subject "foreign language".
Thirdly, the
language being the medium of communication needs to be "kept in working
condition", that is always ready to use in emergent situations. Therefore
mastering this school discipline is necessarily connected with a focused,
clearly organized practice in the use of digestible material in oral and
written forms of communication in those conditions, which include educational
institutions.
Currently, the
global goal of mastering a foreign language is considered to be the
introduction to a different culture and participation in the dialogue of
cultures. This goal is achieved by forming abilities of intercultural
communication. It is the teaching, organized, task-based communicative
character, the training of foreign language communication, using all the
necessary tasks and techniques is a distinctive feature of the lesson of a
foreign language [3].
The activity
essence of communicative-oriented foreign language teaching is implemented in
terms of the humanistic approach to learning. This approach creates positive
conditions for active and free development of the personality in the activity.
In General, these conditions are as follows:
- students get
the opportunity to freely Express their thoughts and feelings in the process of
communication;
- each
participant of the communication remains in the focus of attention of others;
- participants of
the fellowship feel safe from criticism, persecution for errors and penalties.
Humanistic
approach involves training, centered on the pupil. This means that the
doctrine, but rather interacting students are at the center of cognitive
activity in the lesson.
The teaching of
foreign languages should implement the principle of lifelong language of school
education in the field of foreign language teaching that meets the modern needs
of the individual and society.
The goal of the
subject "foreign language" should solve it methodically competent
teacher, master modern technologies of teaching foreign language, knowing the
psychological and pedagogical characteristics of students [4].
The study of a
foreign language should serve as practical communicative purposes - adequate
communication in the target language with native speakers of this language and
culture. Here, in addition to knowledge of the lexical and grammatical
structure of the language, it is necessary to solve the problem of removing the
psychological and cultural barriers and shocks that arise in the process of
entering into a new linguistic and cultural community.
It is important
and necessary when learning a foreign language to pay attention to the culture,
and to encourage and stimulate students to apply what they are learning about
language in practice. Without continuous practical training, the students will
never be able to apply their knowledge of a foreign language in life.
Professionally-oriented
training based on the needs of students in learning foreign languages dictated
by the peculiarities of the future profession or specialty. It involves the
combination of mastering professionally-oriented foreign language with the
development of personal qualities of students, knowledge of the culture of the
country of the target language and the acquisition of special skills based on
professional and linguistic knowledge [5]. There is an urgent need for a fresh
look at the process of learning in General and language learning in particular.
For stirring up interest among students to learn a foreign language it is
necessary to increase the number of hours devoted to the study of this
discipline. It is also necessary to form foreign language communicative
competence (ICC), personality reflected in the willingness and ability to act
on the basis of foreign language competencies in various situations including
in the context of professional activity.
Literature:
1. T.D. Alekseyeva «Problems of
theory and method of language training
in higher education», Modular teaching foreign language in terms of multilevel
system of higher education. Herald of the Russian State University. 2009. Vol. 2. p.69-74
2. D. L. Matukhin
«Professionally-oriented foreign language teaching students of non-linguistic
specialties».
3. P. I. Obrascov, O. Y. Ivanova
«Professionally-oriented foreign language teaching in non-linguistic
universities» Orel: - 2005. p.114
4. E.A. Ananyeva «A modern approach
to teaching a foreign language» p.12
5. O. A. Muzychuk «Problems and prospects of studying foreign
languages in the modern higher school» // Modern high technologies. - 2006. ¹ 2
- p. 55-56