ОСОБЕННОСТИ ОТБОРА ПРЕДМЕТНОГО СОДЕРЖАНИЯ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В АГРАРНОМ ВУЗЕ

Abstract

Foreign language for professional communication is one of the disciplines of the curriculum of students in non-linguistic areas of training, the purpose of which is the foreign language preparation of students for communication on professional topics. Despite the fact that a whole body of scientific works is devoted to the consideration of various aspects of learning a foreign language for professional purposes, nevertheless, to date, there are a number of debatable questions that require additional study and consideration. One of such issues is related to the selection of the subject content of teaching a foreign language in general and a foreign language for professional communication in an agricultural university in particular. Analysis of a number of curricula and basic professional educational programs in non-linguistic areas of training for different universities of the country suggests that the subject content of the discipline “Foreign Language for Professional Communication” is invariant for students of several adjacent areas of training and does not reflect the specifics of future professional activity of graduates. This problem is of particular relevance in situations where there are several separate training profiles within the same training area. We indicate the relevance of the study, compare three main approaches to learning a foreign language for professional communication (foreign language for specific purposes, integrated subject-language training, the study of a number of professional disciplines in a foreign language), describe the features of teaching a foreign language to students of an agricultural higher education institution, using the example of the direction of training “Agrochemistry and Agro Soil Science” develop the subject content of foreign language teaching for students of two separate profiles: “Agrochemistry and Agro Soil Science” and “Agroecology”.