Abstract
The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.
Highlights
Foreign language learning (FLL) has exceeded the margins of learning the subject as it is, but for specific professional purposes and the result of it is communicative competence in a foreign language which is regarded as the ability to solve communicative tasks with native speakers taking into account norms and cultural traditions in the conditions of direct and mediated communication
Students for various reasons do not effectively utilize this time: − lack of effective control, for instance tutorships, where students can demonstrate their progress and receive the guidelines on further steps; − little attention is paid to the forms and methods of student’s independent work, tasks are mostly formal and not elaborated enough; − low level of initial communicative competence in a foreign language is a demotivating factor that discourages the students from autonomous learning, for they often feel unable to cope with the tasks by themselves, while a language studying process is effortand time consuming
Suffice it to say, that in most European education systems the emphasize is put on the FLT at the stage of compulsory and secondary schooling, where children achieve a necessary level of communicative competence and can apply these skills in learning professional foreign language
Summary
Despite the recommendation letter of the Ministry of Education and Science of Ukraine “On organization of studying humanities” No 1/9120 dated March 11, 2015 [4] that calls all the universities to create necessary conditions for learning English as the language of international academic communication in which the students should achieve level B2 according to the CEFR [2], little has been done towards increasing the academic load and designing a curriculum that is based on real students’ needs.
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