Проблемы при изучении иностранного языка на неязыковых направлениях в ТюмГУ: вызовы и стратегии преодоления

Abstract

The knowledge of a foreign language in the era of digitalization, communication, and high technology is one of the main indicators of a successful, competitive person. However, in higher educational institutions, as well as at the University of Tyumen, the result of learning a foreign language among non-linguistic students remains unsatisfactory. Moreover, not all students feel the need to learn a foreign language. Despite many modern methods of teaching a foreign language, the problem remains unresolved and predetermines the relevance of solving this issue. The research aims to theoretically justify, determine and analyze the key problems in foreign language teaching, and to identify pedagogical conditions to overcome barriers and causes that prevent effective foreign language acquisition by non-linguistic students at the University of Tyumen. To reach the aim, the available research in the field of teaching foreign languages in non-linguistic universities, difficulties and barriers in learning a foreign language that inhibit thinking processes and do not allow students to fully reveal their abilities were reviewed. By the method of a sociological survey (questionnaire), the reasons that prevent the successful mastering of a foreign language by students of non-language fields were analyzed. 265 students (1st-3rd year) of different non-linguistic specialties and foreign language teachers took part in the poll. The obtained data were interpreted and mathematically processed. The main results of the study are the identification of key problems in learning a foreign language by students of non-linguistic areas: psychological barriers (insecurity, fear of making mistakes, etc.); lack of motivation; low self-organization and self-discipline; language difficulties, initially weak level of foreign language skills, etc. The mechanisms of support and motivation of non-linguistic students in successful foreign language learning were determined (to clearly set a goal in learning a foreign language; to create positive emotions and motivation; to use authentic material, modern methods and technologies of learning to practice vocabulary, etc.); the model of support for non-linguistic students in mastering a foreign language and recommendations for solving the raised problems were developed. The conducted research gives grounds to conclude that an effective means of solving such a problem is the organization of the teaching of foreign language to students of non-linguistic areas, taking into account the requirements of time, as well as their psychological and individual characteristics. The article concludes with the prospects of research in designing an educational system for the training of non-linguistic students and replenishing the base with teaching-methodological and didactic materials.