English For Professional Purposes Research Articles

Wymagania akademickie studentów medycyny w kontekście ich kształcenia zawodowego

The research aims at studying academic requirements of medical students in the context of their professional education. The paper defines the appropriateness of academic goals in relation to modern professional trends and requirements of future health care professionals. The survey involved 407 participants. It was directed at defining the state of student’s learning environment at the department of Latin and foreign languages, in particular it concerned the quality and efficacy of learning and teaching the subject “English for professional purposes”. The results prove that all of the defined academic aims of the subject “English for professional purposes” correspond to academic requirements of medical students. The following is confirmed by a significantly higher number of responses “very important” and “important” compared to the responses “unimportant” and “absolutely unimportant” (p<0.05), while evaluating the importance of the academic aim. Thus, the performed analysis of survey results concerning the academic requirements of medical students confirmed the appropriateness of setting academic goals in the context of professional education of future physicians. The system of academic goals aids realization of competence-based approach in higher medical education and consequently the development of professional readiness to communicate in a medical setting with health care professionals and patients.

LANGUAGE POLICY OF UKRAINE: METHODOLOGY OF ANGLICIZATION IN EDUCATION

The object of the article’s research is the policy of Anglicization in the field of education. The purpose of the article is to reveal the problem of anglicization on the basis of the official educational documents «Conceptual principles of state policy regarding the development of the English language in the field of higher education» (2012) and «Methodological recommendations for ensuring high-quality study, teaching and use of the English language in higher educational institutions of Ukraine» (2023) as threatening the state status of the Ukrainian language. Among the tasks is to analyze the nature of Anglicization in the educational and legislative field of Ukraine. The subject of the study is the principles, methodological recommendations and legislative initiatives of Anglicization in the educational field of Ukraine. In the research, we apply the national principle of assessment of sociolinguistic phenomena and the analytical-descriptive method, which makes it possible to reveal the xenophilic nature of language policy in the conditions of war. As a result of the adopted «Conceptual principles...» (2014), «Methodological recommendations...» (2023) and a number of other proposals, the English language acquires the highest level of prestige, eliminating the state Ukrainian language from apriority position in the field of education. The neutralization of the Ukrainian language occurs from within and without: from within - through the introduction of courses in professional disciplines in English, English for professional purposes and for academic purposes with passing exams as a condition for the career growth of the teaching staff; from without - through the planned transformation of the status of the English language in the legislative field of Ukraine. The spread of the English language should by no means narrow the scope of the Ukrainian language in its own state, and not only because the Ukrainian language has nowhere else to develop as in Ukraine. The officialization and protection of the Ukrainian language in the educational field is a preserved national identity. It is the imbalance between the state Ukrainian language and the dominance of both Russian and English that causes reasonable concern about the independence of our Ukrainian perspective and the subjectivity of Ukraine on the world political chessboard.

ОСОБЛИВОСТІ ІНТЕГРАЦІЇ АВТЕНТИЧНИХ МАТЕРІАЛІВ У ПРОЦЕС ВИКЛАДАННЯ ІНОЗЕМНОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ

The article examines and analyses the methodological literature on the aspect of using authentic materials in foreign language classes at a non-native language higher education institution. A brief overview and characteristics of the main types of authentic materials are given; the importance of their use in teaching a foreign language in a non-language institution of higher education is substantiated on the example of the discipline «English for professional purposes» taught in the first year of the Faculty of Veterinary Medicine of the State Biotechnological University of Kharkiv. Particular attention is paid to the analysis of methodological work with audio/video material, which is traditionally carried out in three stages: preparatory, while reading/watching or demonstrative (direct work with video/audio material) and after reading/watching or post-demonstrative. As an example, the authors present their own development of a lesson based on authentic video with the use of a large number of exercises to activate the main types of speech activity: listening, reading, speaking and writing. It has been proven that authentic materials are an important component not only in learning but also in teaching a foreign language at all levels, as they arouse great interest and motivation in students, which is a significant contribution to achieving the learning objectives of the programme. However, when developing teaching materials based on authentic texts/videos, teachers should focus on the general level of language proficiency among students. The results of this study prove that the integration of authentic materials into the EFL classroom has a positive impact on the development of EFL students' speaking skills. Authentic audio/video materials have great potential for solving learning and educational tasks, but only if the teacher organises the lesson properly. Being highly informative, authenticity creates an atmosphere of real language communication, and therefore can ensure students' successful perception of a foreign language and increase their motivation to learn the language. Keywords: authentic materials, speaking skills, English for professional purposes, audio/video material, and language communication.

STUDENTS’ AND TEACHERS’ PERCEPTIONS OF USING MOOCs IN TEACHING ENGLISH FOR PROFESSIONAL PURPOSES

The present research aims to determine the perceptions of students and professors of Massive Online Open Courses in teaching English for Professional Purposes at several universities in Almaty. More specifically, we would like to find out the attitudes of professors and their students toward the use of the MOOC in teaching English for Professional Purposes and what key factors they would suggest to make the course successful. Quantitative data were collected from junior students and language teachers studying/teaching in the Faculty of Education and Humanities at three different universities. The results of the questionnaire revealed the positive attitude of both students and teachers toward using MOOCs in teaching English for professional purposes justifying it by the fact that it provides flexible teaching and learning environment. Keywords: Massive online open course, digital education, e-learning, higher education, English for professional purposes. Жаппай ашық онлайн курстар – бұл барлық жастағы адамдарға бүкіл әлем бойынша білім алуға мүмкіндік беретін цифрлық білім беру бағыттарының бірі. Кәсіби мақсатта ағылшын тілін оқыту процесіне MOOC интеграциясы болашақ мамандарды даярлау кезінде оқытудың дербестендірілген ортасын құруға ықпал етеді, сол арқылы жоғары білім беру жүйесінде білім берудің қолжетімділігі мен сапасын арттыруға ықпал етеді. Академиялық оқытудың бұл түрі алғаш рет 2016 жылы ғана Қазақстандағы ашық білім берудің ұлттық платформасы ретінде ұсынылған қазақстандық қоғам үшін жаңа болып табылады. Ағымдағы Зерттеудің мақсаты-Алматының бірнеше университеттерінде студенттердің де, оқытушылардың да кәсіби мақсатта ағылшын тілін оқыту бойынша жаппай ашық онлайн-курстарынан хабардарлығын және қабылдауын анықтау. Сауалнама нәтижелері бойынша, профессорлар мен студенттердің кәсіби мақсатта ағылшын тілінде сабақ өткізу кезінде жаппай ашық онлайн курс жүйесін қолдануға қатысты оң көзқарас білдіргені нақтыланды. Түйін сөздер: жаппай ашық онлайн-курс, цифрлық білім, электрондық оқыту, жоғары білім, кәсіби мақсатта ағылшын тілі. Интеграция массовых открытых онлайн курсов в процессе преподавания английского языка в профессиональных целях способствует созданию персонализированной среды обучения при подготовке будущих специалистов, тем самым способствуя доступности и повышению качества образования в системе высшего образования. Этот тип академического обучения является новым для казахстанского общества, который впервые был представлен только в 2016 году Национальной платформой открытого образования в Казахстане. Цель текущего исследования – выяснить осведомленность и восприятие как студентами, так и преподавателями массовых открытых онлайн- курсов по преподаванию английского языка в профессиональных целях в нескольких университетах Алматы. По результатам опроса было выявлено положительное отношение как профессоров, так и студентов к применению системы массовых откырытх онлайн курсов при проведении занятий по английскому языку для профессиональных целей. Ключевые слова: Массовый открытый онлайн-курс, цифровое образование, электронное обучение, высшее образование, английский язык для профессиональных целей.

THE FORMATION OF MEDICAL STUDENTS’ RESEARCH SKILLS IN TEACHING PROFESSIONAL ENGLISH

The mastery of research methods, the ability to understand effectively English medical terminology, to quickly process and analyze new information, use it productively for optimal treatment of patients provide increased competitiveness of family physicians. The article focuses on the diagnostics of the future family doctors’ research skills using testing methods and expert assessment of the level (high, medium, low). Among the main research skills of medical students, we have identified such as formation of purpose, hypothesis, choice of effective methods; analysis of sources, systematization of scientific information; organization of the experiment; conversations with scientists; argumentation; generalization of the results; presenting the new research results; analysis of positive and negative experience; characteristics of the individual difficulties in organizing the experiment. The assessment followed by the formation of these skills was organized on the basis of Cherkasy Medical Academy and Odessa National Medical University. In addition, a system of tasks for the formation of students’ research skills in teaching professional medical terminology in English is presented. The future family physicians were involved in different kinds learning activities that were aimed at expanding their knowledge of medical terminology and mastering research skills in the educational component “English for Professional Purposes”, and involved working in the student research laboratory and student science club.

Teaching a foreign language for professional purposes: overview of the experience of Kazakhstani teachers and methodologists

The study of problems of teaching a foreign language does not lose its relevance among Kazakhstan researchers in connection with the pace of development of the modern labor market. The need to participate in international scientific conferences, to study and analyze the results of scientific research presented in foreign sources, to communicate and exchange experiences with foreign colleagues have become part of today's reality for the professional development of specialists in all areas of human activity. Representatives of all kinds of specializations face these professionally significant situations, where the use of a foreign language is a self-evident condition for achieving profession-related goals and meeting professional needs. In this regard, this paper examines the problem of teaching a foreign language for professional purposes to students of non-linguistic universities in Kazakhstan. In this study, general theoretical methods of research were applied: analysis, synthesis, generalization. In the course of this research, the following results were achieved: (а) theoretical review and analysis of professional foreign language training models proposed by Kazakhstani researchers for technical, financial and economic, agroeconomic profiles were carried out; (b) the principles that most closely determine the success of the process of teaching a foreign language for professional purposes have been identified and systematized; (c) a basic set of tasks and exercises to improve the effectiveness of the process of learning a foreign language for professional purposes was proposed based on the synthesis of the experience of domestic researchers. Keywords: foreign language education, foreign language teaching, English for professional purposes, professional communication

Putting Real Work Practice into Class: A Case Study on the Application of Project-Based Learning to Teaching English for Professional Purpose

In recent years, Chinese vocational education has progressed a methodological paradigm that places a greater emphasis on the idea of “competence” in order to increase student employability. Given the professionalization of vocational education, more flexible and engaging teaching-learning environments are required. The goal of this study is to conduct research on the application of Project-Based Language Learning (PBLL) to improve instructional strategies in Vocational English for Professional Purposes (EPP) classrooms. This study applied a qualitative case study methodology to gather information from semi-structured interviews, classroom observations, and document analysis. The analysis of the data revealed that the instructors’ application of PBLL has the potential to improve students’ language proficiency and foster the growth of problem-solving skills and relevant competencies that are essential for achieving employability. In summary, this case study offers empirical proof of PBL’s effectiveness in EPP learning. Through the study’s findings, instructors and researchers with an interest in PBL integration in vocational CE classrooms may gain some insight of how teachers perceive and use PBL in actual classroom settings.

The use of ICT in teaching English for professional purposes to мaster’s students

The article highlights the issue of teaching English for professional purposes to master’s degree students. It is noted that graduate students, who are usually the part-time or distance education students, can be defined as adult learners because of their «non-traditional» students’ characteristics connected with their age or social roles. Therefore, they require a specific organization of the educational process and special teaching strategies. Modern information and communication technologies are of particular importance in adult education, as they stimulate independent learning and help to increase students’ motivation. One of the popular strategies that are widely used in foreign language teaching practice is the multisensory strategy, which is based on five basic human senses. It means taking into account the student’s peculiarities in perceiving and processing information coming from the environment. Based on this, students can be conditionally divided by their preferred learning style into visual, kinesthetic, and audial learners. Knowing the learning style of each student, the teacher can use a variety of mobile applications, which influence the speed and efficiency of students’ learning and increase the effectiveness of learning English for further usage in a chosen professional field. Mobile applications in teaching EPP help the student to independently determine the amount of information that they will learn in one class, create a list of words that they want to know, listen to native speakers’ talks or see the rules on the screen with their explanations and examples. The analysis of modern mobile applications used for learning English allows us to conclude that mobile applications is an effective tool for implementing multisensory strategy in the process of teaching EPP to adult learners. A qualitative revision of the content and teaching technologies is necessary, taking into account the characteristics of adult learners, their goals and learning context. Keywords: adult learners, information and communication technologies, English for Professional Purposes (EPP), teaching strategy.

Jezik diskusionih foruma na relacijama student-student i student-sadržaj

Discussion forums, as a form of asynchronous communication, represent an auxiliary tool in teaching that helps students to be involved in a discussion on a given topic, regardless their obligations, level of knowledge of a foreign language, or inhibitions when expressing themselves in a foreign language. The aim of the paper is to analyze two relationships in asynchronous communication: student-student (interpersonal register) and student-content (subject register), as well as the linguistic characteristics of discussion forums (media register). The paper will analyze the frequency of personal forms (first and second person singular and plural), shorter forms of auxiliary verbs and negation, passive, nominalization, as well as the sentence structure complexity in discussion forums created during the course in English for Professional Purposes, in the field of computing, at the Faculty of Technical Sciences in Novi Sad. Additionally, the analysis will be supplemented by the analysis of emoticons and abbreviations, since they form an indispensable part of the Internet language. All analyzed elements were present in two analyzed corpora, although with significant differences in frequency. In the corpus related to the student-student relationship, a greater use of personal forms, a greater degree of interactivity in the text, a large representation of shorter forms of auxiliary verbs and negation, a simpler sentence structure, as well as a greater use of abbreviations and emoticons were observed. It can be concluded that the analyzed corpus in the student-student relationship is more similar to oral discourse - it has the characteristics of everyday speech. In the student-content corpus, on the other hand, the sentences are longer and more complex with a large number of nominalizations and a smaller number of personal forms, while the use of the passive voice is very frequent, which indicates a focus on the text, but also distancing from the text and the object of communication. These features make the analyzed corpus in the student-content relationship more similar to a written discourse, i.e., a more scientific text. Finally, the paper concludes that the language of discussion forums depends on the very context in which communication takes place.

New methodological approaches to improving the preparation of students to take the licensing integrated exam "Krok", the Uniform State Qualification examination, the english language for professional purposes

Relevance. The problem of high-quality training of specialists in the medical field is a significant issue worldwide, including in Ukraine. It is necessary to achieve a threefold task when forming a highly professional specialist: successful completion of the licensing integrated exam "Krok", improvement of one's practical skills and medical manipulations in the conditions of a simulation center and clinic, and formation of awareness of the practical activity of a doctor thanks to the use of an integrative approach of pathophysiology.Objective. To compare the quality of students' preparation for taking licensing integrated exam "Krok", the Unified State Qualification Exam, and the English language for professional purposes using the classical method and the proposed algorithm, which consists of five stages and makes it possible to provide an integrative approach with the transition from dominant memory stress to thinking and intelligence.Material and methods. We analyzed the effectiveness of preparing students for taking the licensing integrated exam "Krok", the Unified State Qualification Exam, and the English language for professional purposes using the classical method and the proposed algorithm.Results. The proposed analysis of 10 test tasks from the license integrated exam “Krok” database in Ukrainian and 5 test tasks in English for professional purposes in each practical session according to this algorithm. A notebook page for practical classes is divided by a vertical line as follows: 2/3 of the working area and 1/3 field. Next, test tasks are selected from the data bank on the topic of the lesson and 1 test task is written on 1 page in the upper part of the work area, i.e., you need to use 10 pages of the notebook for Ukrainian-language tests and 5 pages for professional English test. At the second stage, the correct answer is marked*. The third stage is to explain in writing why the indicated answer is correct and why each distractor is an incorrect answer. The fourth stage is to underline key words in the test. The fifth stage is to find an explanation of all the terms found in the test, the correct answer and distractors and write them in the fields.Conclusions. The application of the proposed algorithm in 5 stages of analysis of test tasks from the open database licensing integrated exam "Krok" in Ukrainian and test tasks in English for professional purposes allows to improve traditional types of education, to move from classical training of students to passing the license integrated exam "Krok", the Unified State Qualification Exam, English language professional orientation with a predominance of stress on memory (consciousness of the past) to the predominant use of thinking (concepts, judgments, inferences) and intellect (analysis, synthesis, abstraction, concretization, generalization), which will allow understanding the essence of test tasks and contribute to the development of awareness of the essence of the doctor's practical activity.

The Establishment of Writing Features in English for Academic Purposes (EAP) and English for Professional Purposes (EPP) and Its Relations to a Discourse Community

The debate about English for Specific Purposes (ESP) has been a primary concern of applied linguists in examining the use of English in a specific domain involving English for Academic Purposes (EAP) and English for Professional Purposes (EPP). Not to mention that writing research has been the focus of attention when dealing with these two different settings. The writers of these two events seem to apply special features to perform an identity and their existence in their community. Therefore, it is worth noting that identifying the features of writing from a global perspective in the specification of EAP and EPP domains leads to a better understanding of their distinctive features. EAP and EPP are classified based on the discourse community theory in studying the distinctions. The data classifications analyzed in the present study were collected based on previous studies of Ruiz-Garrido et al.’s (2010) English Professional and Academic Purposes, and the writing features were classified into five categories in general, including genre, people, linguistic features/content, disciplines, accessibility, setting, convention/moves, and goals.

Factors Influencing Analysis for Level of Engineering English Education Based on Artificial Intelligence Technology

The essence of English for engineering is English for professional purposes (ESP). The assessment of the level of education in engineering English classrooms is one of the key issues currently being discussed in all schools. While the traditional English classroom teaching model has been criticized due to many problems, the changes in the new English curriculum and the changes in the assessment methods have also created new demands on the English teaching methods. The artificial intelligence technology brings a new direction for the optimization of English classroom, and it also provides new support for the realization of intelligent and collaborative English classroom teaching. In view of the current situation that the college English teaching evaluation mode is still dominated by summative evaluation, this paper summarizes the current problems of poor teaching effect, unbalanced ability cultivation, and mismatch between evaluation and teaching in engineering English. On this basis, it adopts the BPNN network combined with the interactive mechanism of English teaching to establish a multi-dimensional interactive English learning framework of teacher, student, corpus, and AI resource base. And the BPNN algorithm process was optimized using the gray wolf algorithm to improve the engineering English teaching model. Finally, an experiment on teaching engineering English was conducted within a university, and the experimental results showed that teaching objectives, teaching contents, teaching methods, and teaching effects had important effects on teaching effectiveness. In addition, the teaching framework constructed using the improved BPNN algorithm was better in terms of the learning effect at the same time, especially in writing, during the teaching process. Finally, the experimental results show that BPNN optimized by gray wolf algorithm can achieve better teaching effect than BPNN.

PROFESSIONAL-ORIENTED ENGLISH LANGUAGE TEACHING TO THE SECOND-YEAR STUDENTS OF INFORMATION SYSTEM SPECIALITY

This article describes the current state of the formation of foreign language professional-communicative competence of IT students at International Information Technology University (IITU) and teaching English for professional purposes (EPP) using Information and Communication Technologies (ICT). This work outlines the purpose of teaching English language as the development of students' communicative skills, which means the development of practical knowledge of English language. The analysis of EPP teaching methods related to its usage in oral and written communication, both in the process of future professional activity and for further self-education is given in this work as well. It is proved that the main advantage of using ICT in teaching professional oriented English is the shift of emphasis from traditional verbal ways of transmitting information to audiovisual methods. The article offers a set of exercises using digital educational resources in teaching professional oriented English course. An experiment which was carried out with twenty-seven students who were studying offline is presented in the work. There were two STEM (Science, Technology, Engineering and Math) groups who were studying professional oriented English language course in this study. According to the academic calendar of the course, they had EPP classes three hours a week and they had to complete some activities using educational tech tools, such as Padlet, Microsoft Teams, Socrative, blogs, etc. After completing the tasks, an online survey was conducted, and students had to leave their feedback on the usage of tech tools while learning professional oriented English language. This article also provides an overview of student performance in a continuous rating without midterm exams. The analysis of the study results confirms the correctness of the chosen methodology to achieve the objectives of the curriculum, and the usage of practical methods in teaching EPP make learning at the university didactically effective and valuable.

Innovation teaching technology in ESP groups by activities

English for Special Purposes (ESP) refers to the teaching and learning of English as second/foreign language, which, unlike other pedagogical approaches, is at the heart of the course content and objectives according to the specific needs of the target students. Thus, often argued that ESP is a general term that covers a range of diverse learning contexts. They are broadly defined as English for Academic Purposes (EAP), English for Professional Purposes and English for Professional Purposes.

A Qualitative Exploratory Study of the Effects of Simulation on Nursing Students’ Self-Efficacy Beliefs for Using English for Professional Purposes

Background The health sector has become more international than ever because of patients’ increased mobility and access to healthcare services. As a result, the ability to communicate in English has become critical for nursing students in countries where English is used as a foreign language. Aim This study aimed to highlight and understand the experiences of nursing students regarding the effect of simulation-based learning on their self-efficacy beliefs for using English for professional purposes. Methods The study was conducted with 28 third-year university nursing students enrolled in a required English course and participating in two nursing simulations conducted in English. Focus groups were conducted using semi-structured interview questions to elicit and understand the self-efficacy beliefs of nursing students for using English for professional purposes. The collected data were analyzed by using content analysis. Results The result of the study emerged under three themes: carrying out nursing duties by using professional discourse, building professional relationships with patients, and maintaining spontaneous conversations with patients. The overall results showed that while the students’ self-efficacy beliefs increased for performing standard nursing duties and establishing rapport with patients, no increase was observed in their self-efficacy beliefs for holding a prolonged conversation with the patient. Conclusion This study’s findings have implications for nursing programs in which English proficiency is considered an important program outcome for nurses who may be expected to work in both their own language and English.

Teaching communication strategies for the workplace: a multimodal framework

Abstract Recent changes in Higher Education (HE) approaches to content delivery, coupled with breakthroughs in the Information and Communications Technology field, have led to a whole new multimodal approach to teaching (Jewitt, C. 2009). In: Jewitt, C. (Ed.), The Routledge handbook of multimodal analysis. Routledge, London & New York; Jewitt, C. (2013). Multimodal methods for researching digital technologies. In: Jewitt, C. and Brown, B. (Eds.), The SAGE handbook of digital technology research. Sage, London, pp. 250–265; Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. Bloomsbury Academic, London). Multimodality in language teaching increasingly draws on multiple channels of communication and not simply text on a page. Multimodal awareness and competence are also paramount in intercultural and interpersonal communication, which has become increasingly common in today’s global workplace. Through the description of the activities implemented in the English for Professional Purposes (EPP) course entitled English for the World of Work, held at the University of Verona, we will illustrate our multimodal, EPP framework based on Littlewood’s learning continuum, which ranges from analytical study to experiential practice (2014). Our principal aim, however, is to highlight ways in which the didactic framework fosters an awareness of and competence in key areas such as multimodal competence and intercultural awareness as skills required for effective communication in today’s world of work.

Book review: Assessing English for Professional Purposes

Book review: Assessing English for Professional Purposes

THE EFFECTIVENESS OF AN ACTIVITY-BASED APPROACH TO TEACHING THE PAST TENSE IN MEDICAL ENGLISH FOR PROFESSIONAL PURPOSES

The present paper explores the methods for effective mastering the past tense relying on an activity-based approach following the Common European Framework of Reference for Languages. The aim of the research is to facilitate the teaching and revising the grammar material on the past simple (indefinite) tense, the past continuous (progressive) tense, and the past perfect tense in the process of training undergraduates, Ph.D. students, academic and clinical teachers at a medical university. The results of the research have been integrated into the 1st edition of “Medical English for Academic Purposes” (2018) and “Medical English for Public Health Purposes” (2021). The authors developed the methodological mechanisms to support courses in professional English at higher medical educational institutions through an activity-based approach, which ensures the effective acquisition of a foreign language, promotes the formation of a linguistic personality capable not only of communicating in all areas, but also of successful integration into the international community. The paper provides a wide range of scaffolding activities and methods: using visuals (graphic organizers, charts, etc.), selecting historically meaningful texts, peer-to-peer talk, strategic pairings, “real-life tasks” and modelling situations, the “fishbowl” model and others. The suggested methodological algorithm is feasible for both oral and written communication, reading and listening comprehension activities, group work, individual and self-directed work in class, as well as for in-class or self-paced learning, depending on the features of the curriculum and students’ English proficiency. The receptive aspect of teaching is represented by read-and-translate exercises, targeted texts describing significant events in the history of medicine, as well as true-false exercises to check students’ comprehension. Meanwhile, the reproductive aspect of teaching covers exercises involving opening the brackets, filling the blanks, as well as creating negative and interrogative forms of verbs. Eventually, the productive aspect of teaching is ensured by a wide range of creative speaking and writing activities and “real-life tasks”, aimed at developing students’ communicative competence in English for Professional Purposes (in-class speaking activities (peer-to-peer talk, class discussion). In addition, collecting family history is yet another pragmatically feasible task to revise and study past tenses. The application of an activity-based approach to teaching the past tenses at a medical university is highly effective to foster essential job-related skills, experience and professional readiness. The authors believe that this, in turn, will promote academic mobility and scientific cooperation, thus contributing to the development of higher medical education in Ukraine, which renders the research relevant.

SOME ISSUES RELATED TO THE TEACHING OF LITERARY TEXTS IN ENGLISH LESSONS

The article examines the issues of teaching the language of specialties to Azerbaijani students studying English for professional purposes in the senior courses of language faculties through texts, their types, teaching texts, as well as literary texts.It is concluded that teaching through literary texts provides a basis for students to master critical thinking, the ability to use language creatively, and verbal and non-verbal norms of behavior in the socio-cultural space in which they live.

MARITIME ENGLISH FOR ENSURING SAFETY OF NAVIGATION

The modern process of teaching the professionals, who are able to solve their occupational problems, should provide not only the formation of professional competencies, but also the development of thinking, self-determination, skilled workers’ readiness for independent action, ability to take responsibility for themselves and their actions. Currently, the most common language for international communication is English. English for Professional Purposes has a significant impact on the formation of a modern maritime transport specialist due to the expansion of international contacts in the maritime industry with foreign companies’ representatives, the development of new foreign technologies. There is a need for competent professionals who speak a foreign language adequately as a means of solving industrial problems, taking into account the specifics of the intercultural communication. Therefore, the level of English language determines the success of the navigator operation, his career growth, ensuring the safety of navigation. This article characterizes the features of teaching a foreign language in maritime institutions of higher education; the existing views on the content of the discipline "English for Professional Purposes" are analysed; the importance of teaching maritime English to ensure the safety of navigation is considered, the terms “Professionally Oriented English”, “English for Academic Purposes” and “English for Occupational Purposes” are defined. English for Professional Purposes refers to the language and related practices that people need for studying or work in a higher education system in English language. Thus, the purpose of the English for Professional Purposes course is to help such people to learn some linguistic and cultural practices related to learning or working in English. English for Academic Purposes is often considered a type of English for Specific Purposes along with English for Professional Purposes and English for Occupational Purposes, in which the education content clearly corresponds to the language, practice and study requirements of students. Key words: professionally oriented English, English for educational / academic purposes, English for professional purposes, maritime safety, navigation, misunderstandings.