Abstract
This paper explains the rationale for the usage of an andragogical approach in developing faculty foreign language competence fueled by the urgent need to increase the professional mobility and to encourage the academics’ participation in international conferences. By means of a survey and literature analyses, the andragogical assumptions revealed were adjusted to the target audience – researchers. It was achieved by identifying the learners’ needs, defining their specific characteristics. This analysis resulted in the competences to be developed, characteristics to be accounted for in the educational process of mastering the fluency of researchers in English. It also showed that andragogical assumptions correlate with the qualities of researchers and should be introduced into the educational process increasing learner’s autonomy. The results can be used for the development of the educational programs for continuous education.
Highlights
In the 21st century science and education have become global phenomena
To successfully complete the tasks enumerated above it is necessary to find the optimal mixture of approaches and work out an andragogical model aimed to form faculty foreign language competence for facilitating international cooperation with the leading scientific schools of the world
Though the andragogical approach is widely popularized and thoroughly studied both by Russian [1, 12, 18, 20] and foreign scholars [7, 9,10,11, 13], it is not quite clear if it can make the educational process aimed at forming faculty foreign language competence for international activities more efficient than the traditional pedagogical means
Summary
In the 21st century science and education have become global phenomena. To join the world educational environment Russian faculty need to be fluent in English at intermediate, upper-intermediate, and advanced levels. It can be achieved by adjusting the assumptions of andgragy to the educational process for a specific group of learners who are mature people focused on research activities. These five assumptions formulated were aimed to change the way the adults are treated in the educational process and to employ their possibilities to the full exploiting such features as independence in thinking, high internal motivation, selfawareness.
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