Changes in ESP Teaching of Non-Linguistic Facultiess Students in the Modern Russia

Abstract

According to globalization of economy, science and education spheres and requirements of Bologna process Russian higher educational institutions train both bachelors and masters of different profiles. Goals of bachelors and masters training are different and these two levels of training demand different approaches and methods. While masters are aimed at the research, bachelors are mostly practical professionals. The result of practical goal of bachelors training during EFL learning is the EFL competence formed as integrative development of the subject of communication during foreign language activity. EFL competence comprises several components: 1) linguistic competence (knowledge of vocabulary and grammar mastering); 2) pragmatic competence (ability to make statements depending on the purpose of communication); 3) socio-linguistic competence (ability to use idioms and set-expressions, polite formulae, i.e. ability to make linguistic statements depending on the certain situation). At present linguistic training means communicative intensive method within the transdisciplinary approach. Transdisciplinary approach is used to teach the students how to communicate in a foreign professional environment, that is, it means a gradual acquiring of the ESP competence. Transdisciplinary approach to foreign language teaching is implemented in interactive training because the format of interactive lessons helps to solve very difficult tasks of EFL and ESP competences development, professional competence realization and personality development of the students. Researchers recognize four types of transdisciplinary abilities during the linguistic study: 1) cognitive abilities, 2) social abilities, 3) personal skills, 4) organizational skills. The essence of interactive training means its implementation through experience. Experience means a certain condition of interactive training (experience of a role-play, training, Internet project), and quasi-professional communication experience acquired during different interactions of the study period. Knowledge, abilities and skills acquired during the process of training build cognitive, motivational and operational components of EFL and ESP competences.