Formation and development of methodology of language training for foreign students of a classical university. Part 1. Teaching students of non-linguistic specialties

Abstract

The article begins a series of scientific and methodological studies on the formation and development of the methodology of language training for foreign students of a classical university. The first publication deals with the problems of training applicants for higher education of non-linguistic specialties. The purpose of the article is to analyze the development of the conceptual foundations of the methodology for language training of foreign non-philological students and their practical implementation using scientific and methodological activities of the Department of Language Training 1 of the Institute of International Education for Study and Research of V.N. Karazin Kharkiv National University as an example. The main research method was a systematic analysis of the scientific heritage and methodological work of the department related to the process of language training of foreigners. The authors traced the transformation of the approaches of the paradigm of language education that had influenced the directions of scientific research and the principles of educational and methodological activities of the Department of Language Training 1 for the implementation of the tasks of professionally oriented teaching of a foreign language in the foreign language socio-cultural and academic environment. The article contains descriptions of the areas of scientific activities of the department, topics of dissertation research, and methodological support of the educational process. The methodological basis for the activities of the teachers has been the development of the concept of language education for foreigners, and the identification of the structure of the modern educational paradigm. It was confirmed that language teaching should be based on a system of approaches of the methodological, sociolinguistic, linguodidactic levels of the educational paradigm. Modern requirements for the creation of curricula, textbooks and manuals show that the competence-based approach made the greatest impact on the update of the methodology of language education, which resulted in a transition to a credit-modular training system, and later to a credit-transfer system, which was reflected in the educational and methodological support of the process of forming a complex of components of the communicative competence of foreign applicants for higher education. The educational and methodological work of the department is a systematic implementation of approaches at all levels of the paradigm and the elaboration of best practices in creating educational materials.