Abstract
Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.
Highlights
IntroductionAccording to the analysis of modern teaching practice at higher professional educational institutions, currently the direction of studying foreign languages, especially English, is widely popular among a number of different educational areas
According to the analysis of modern teaching practice at higher professional educational institutions, currently the direction of studying foreign languages, especially English, is widely popular among a number of different educational areas.“Intercultural communicative competences” are becoming more and more widespread in foreign language training (Yang, Xiang & Chun, 2018)
The authors conducted the study of the features of curricula and disciplines that are offered for example by such organizations and institutions of higher education, as: the Centre for Language Development, Kharkiv National University of Economics named after Simon Kuznets, Kharkiv National Automobile and Highway University, National Technical University of Ukraine “Kyiv Polytechnic Institute” in order to provide professional foreign language training for applicants in the context of learning Ukrainian as a foreign language, as well as National Technical University “Dnipro Polytechnic” in the context of learning English as a foreign language
Summary
According to the analysis of modern teaching practice at higher professional educational institutions, currently the direction of studying foreign languages, especially English, is widely popular among a number of different educational areas. “Intercultural communicative competences” are becoming more and more widespread in foreign language training (Yang, Xiang & Chun, 2018). An intercultural approach is applied in the professional training foreign languages through the growth of multilingual students (Calafato, 2019), which is especially evident in EU countries. Students’ mobility is growing, and as a result, the mobility of professionals through the needs of the labour market is increasing; the convergence of policies in providing professional foreign language training takes place due to the lack of specialists in the labour market and economic goals of countries (Pérez-Llantada, 2018). Training formats are becoming flexible and student-cantered (Arrosagaray, González-Peiteado, Pino-Juste & Rodríguez-López, 2019).
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