Variability of teaching foreign language aerospace terminology to future engineers

Abstract

Introduction. The accelerated development of knowledge-intensive industries in the aerospace industries requires an influx of highly professional engineers capable of international professional communication. However, mastering highly specialized terminology in a foreign language when teaching students at an aerospace higher education institution remains a weak link in the chain today. The purpose of the study is the scientific substantiation, development and implementation of educational and methodological material for teaching a foreign language to future aerospace engineers based on variable approaches. Materials and methods. The study involved 87 first-year students of the technical departments of the Moscow Aviation Institute (the Russian Federation). Methods of source analysis, sequential experiment, student selfassessment, repeated questioning, comparative analysis, statistical methods (Fisher criterion) were used. Results. A set of exercises has been developed and tested to enhance mastery of a foreign language engineering and environmental vocabulary of aerospace specialties. It was found that the basic request of students is to master highly specialized terminology as a tool for increasing competitiveness (92%) with recognition of the effectiveness of a variable approach to studying the vocabulary of a specialty (97%). The maximum level of assessment of the need to study highly specialized vocabulary for research work (100%) and increased interest in the study of environmental issues based on mastering foreign language terminology (92%) were identified. The highest average value was obtained in students' assessment of the importance of using authentic texts of engineering and environmental orientation (52%), as well as in the growth of interest in participating in scientific conferences on aerospace issues in a foreign language (48%). However, the level of development of listening skills in terms of understanding highly specialized terms when watching video materials remains low (46%). The problem of low motivation of students to independently study specialty materials in a foreign language also requires a solution (62%). Despite the proposed variable approaches, only 57% of respondents are ready to diversify traditional individual forms of learning by working in pairs, mini-groups, and only 64% agree to study in the form of panel discussions and business games. The results of statistical processing of the results based on the Fisher angle coefficient showed the feasibility of using a set of exercises to increase students’ involvement in studying international news (φ*emp = 5.415; p < 0.01), to motivate students to analyze foreign language materials on engineering and environmental issues in addition to basic textbook (φ*emp = 7.413; p < 0.01). Conclusion. The proposed educational and methodological materials for variable teaching of aerospace engineering and environmental vocabulary make it possible to increase the effectiveness of the formation of communication skills in professional international communication in terms of young people’s understanding of the harm from the impact of aerospace on the environment and possible ways to reduce risks.