ON UPDATED CONTENT OF FOREIGN LANGUAGE EDUCATION FOR STUDENTS OF NON-LANGUAGE SPECIALTIES AT A UNIVERSITY

Abstract

The author explores theoretical and practical issues aimed at fi nding innovative methods and strategies of education, the use of which will ensure not only an increase in the effectiveness of teaching a foreign language, but also the formation of professional identity among students at an early stage (1st–2nd year of study). In response to the need for fundamentally new approaches to defi ning the goals, objectives and principles of higher education, attempts are being made to revise approaches to the selection of professionally oriented content of the discipline “Foreign Language”. In the research, the author relies on the concepts of professional discourse and psychotherapeutic discourse as a source of situations of professional interaction for the formation of foreign language communicative competence among students – future clinical psychologists. The article also provides examples of communicative technologies: self-presentation, argumentation and active listening. The didactic potential of the discipline “Foreign Language” in the formation of high professional qualifi cations and competence of future specialists is considered. In the course of the study, an updated program of the discipline “Foreign Language” is being developed for the specialty 37.05.01 “Clinical Psychology” based on an analysis of existing curriculums, educational and methodological materials available in electronic library systems, professional standards that served as the basis for the Federal State Educational Standard of Higher Education in this specialty, as well as available scientifi c and methodological developments in teaching professionally oriented foreign languages, on the basis of which typical situations of professional communication of future clinical psychologists are identifi ed, criteria for selecting the content of foreign language training and recommendations for methodological support of the discipline are proposed. The author concludes that the formation of universal communicative competence should occur in conditions of immersion of students in professional discourse due to the careful selection of linguistic and sociocultural material of a professional orientation, as well as a set of situational tasks that involve the use of modern communicative technologies to solve problems of a professional orientation.