Professional Foreign Language Communicative Competence Research Articles

Comprehensive Approach to Training English Communicative Competence in Chemistry

Abstract The development of foreign language professional communicative competence (FLPCC) is crucial for professionals, considering communicative skills as an integral part of their competence. In Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements and exchange knowledge. Content and language-integrated learning (CLIL) stands out as an effective approach for cultivating FLPCC in future chemistry teachers. This study addresses the scarcity of theoretical and practical tools in content-language integrated learning in pedagogical universities. It aims to enhance the training quality for pedagogy bachelor’s degree students studying chemistry in a foreign language. By identifying active teaching forms, methodologies, and approaches in integrated learning, students’ foreign language competence can be successfully developed within the professional domain. A meticulously designed training model and exercises were developed to achieve these goals. The proposed modeling approach was evaluated using the Quasi research method, involving questionnaire data analysis. The results confirm that implementing this approach significantly improves future chemistry professionals’ training quality, enabling confident communication in English within their professional domains and demonstrating well-developed speaking skills. The practical value of this research extends to university educators implementing CLIL practices and researchers studying students’ FLPCC formation.

THE USE OF THE CLIL METHOD IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES

Learning a foreign language in the modern world is an undeniably important component of training specialists in various branches of the economy. A specialist who speaks a foreign language should also know professional terminology in both languages for more efficient work. Thus, there is a need to learn a foreign language in the relevant professional field. Scientists have studied this problem and have developed and implemented a new method in foreign language learning ‒ CLIL (Content and Language Integrated Learning). The purpose of the research is to determine the concept and effectiveness of the CLIL method in forming the professional foreign language communicative competence of students of higher education institutions. The article defines CLIL based on research by many scientists. On this basis, a proper definition of this concept is proposed. It has been demonstrated that CLIL is a harmonious combination of teaching a foreign language and a professional subject by a teacher of a foreign language or a professional subject. It is shown that in order to use the CLIL method in a non-linguistic university, teachers must meet two essential criteria: knowledge of a foreign language at a level suitable for teaching and knowledge of a professional subject at the appropriate level for teaching. Preparation for implementing the CLIL method in HEIs is a very complex and time-consuming process. The importance of understanding the concept and working principles of this method by the teacher himself should be emphasized, as well as what needs to be done for this. In addition, cooperation between the teacher of a foreign language and a professional subject is essential. An experimental study was also conducted to determine the feedback of students regarding the use of the CLIL method in the process of learning a foreign language. The survey showed that all students were satisfied with the CLIL teaching method. The surveyed students emphasized the effectiveness of duplicating topics from professional subjects and a foreign language using the CLIL method and increasing motivation to study.

Psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach

Importance. Proficiency in a professional foreign language at the present stage is one of the key requirements determining competitiveness in the labor market. The formation of professional foreign-language communicative competence of medical specialists gives them access to specialized research and journals, since most of them are published exclusively in English. However, in practice, when receiving medical education in residency, the main attention is paid to the study of natural sciences, while learning a foreign language is of secondary importance. Using an integrated approach to learning, it becomes possible to organize a more effective educational process through a comprehensive study of a subject discipline and a foreign language in a single educational space. The purpose of this work is to identify the psychological and pedagogical conditions of training residents of foreign language professional communication based on an integrated approach.Research Methods. The study was conducted using theoretical and empirical methods that allow to study and analyze scientific and methodological literature on the organization of foreign language teaching based on an integrated subject-language approach. The analysis of the literature revealed certain patterns that actualize the need to comply with a number of psychological and pedagogical conditions when teaching residents of foreign language professional communication based on an integrated approach. Based on the available research, the external and internal factors underlying the psychological and pedagogical conditions aimed at optimizing the educational process were summarized.Results and Discussion. In the course of the conducted research, the following psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach were identified: 1) motivation of residents to study professional English; 2) possession of professional foreign language competence by residents at the Advanced Mid level on the ACTFL scale; 3) formation of an integrated course of professional foreign language communicative competence and competence in the field of professional communication by the teacher; 4) the methodological dominant in the educational process are professionally oriented cases.Conclusion. The process of teaching residents of foreign language professional communication is not an axiomatic phenomenon, therefore it is directly dependent on a number of psychological and pedagogical conditions. The identified psychological and pedagogical conditions are of a recommendatory nature and act as a starting point for teaching residents of foreign language professional communication based on an integrated approach. The results of the study can be used in the methodology of teaching foreign languages to medical students and residents.

METHODOLOGY FOR DEVELOPING CHEMISTRY TEACHERS’ FOREIGN LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCIES

This study’s significance lies in its the need to develop foreign language professional communicative competence (FLPCC) of non-linguistic university students and the exploration of ways to achieve it. Developing FLPCC embodies not only speaking fluently in a foreign language in the professional field but also enhancing linguistic and communicative skills alongside subject knowledge. The purpose of this research is to identify effective methods and approaches for fostering fluent communication skills within the context of teaching chemistry in English. Analysis of the diverse methods of developing FLPCC enables us to reveal the components of this competence and create a set of exercises based on Kunanbaeva’s modelling. To evaluate the effectiveness of this set of exercises used in class organization, diagnostic monitoring was conducted. The findings obtained from the final exam revealed that the students enhanced their professional communicative skills, expanded their vocabulary, and were motivated to further develop their linguistic skills. These research findings are beneficial for young scientists, teachers, and students conducting research in this field.

The model of tandem content and language integrated learning: Justification and evaluation of its effectiveness by education stakeholders

Introduction. The need to master a foreign language in the professional field of education is determined by contemporary challenges: the rapid growth of intercultural interaction, as well as the processes of globalization and informatization of education. The article examines the problem of using tandem content and language integrated learning focused on developing future teachers’ readiness and ability to communicate effectively in a foreign language in the professional environment. The purpose of the article is to propose the model of tandem content and language integrated learning and evaluate the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. Materials and Methods. The study was conducted during 2020–2023 period. The sample included 86 students of 3–5 years majoring in Primary education and English as a Foreign language. The authors used the following research methods: theoretical and methodological analysis, comparison, interpretation, modeling, questionnaires, analysis and systematization of accumulated experience of tandem content and language integrated learning. Results. The main results consist in substantiating the model of tandem content and language integrated learning and in assessing the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. The authors identified a mechanism of interaction between all education stakeholders in dynamic groups based on task level-differentiation within the framework of content and language integrated learning (CLIL). Conclusions. The study concludes that the model of tandem content and language integrated learning was substantiated and the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers was assessed.

On developing language subcompetence in cadets of educational organizations of the Russian Ministry of Internal Affairs: Foreign language learning

The development of foreign language professional communicative competence is based on improving the students’ language subcompetence since only with the automated language skills it is possible to move on to the types of speech activity with the concomitant development of communication skills. Given the variety of forms of organizing students’ educational activities, aimed at mastering their lexical and grammatical skills in the formulation of utterances, it is important to solve the problem of a systematic approach to the implementation of tasks. In this regard, the main goal of the article is to develop a consistent model for improving the lexical and grammatical skills in cadets of educational organizations of the Ministry of Internal Affairs of Russia based on a specific type of the task. To this end, the article elicits the possibilities of developing a series of tasks in the format of lexical and grammatical transformations to improve language subcompetence as a constitutive part of foreign language professional communicative competence.The proposed system of tasks for improving lexical and grammatical skills is built on the principle of growing complication: from one-component grammatical transformations, which are aimed at practising one specific skill on the studied lexical material without restrictions of thematic repertoire, to multicomponent lexical grammatical transformations.The range of tasks includes grammatical transformations of the active voice patterns into the passive voice ones, the use of modal verbs and their equivalents to convey the given modal meanings with attention to the use of infinitive forms, the reconstruction of syndetic conditionals into asyndetic ones, the transformation of compound sentences into sentences complicated by predicative constructions and vice versa.Within the framework of the lexical skills development, we illustrate the transformations requiring the use of synonyms or synonymous phrases, antonyms (taking into account phrasal verbs, which represent a separate lexical group), as well as substitutions, taking into account the collocation properties of lexemes and different degrees of idiomaticity inherent in complex nominative units.Consistent and regular use of transformations is one of the effective ways to form a mechanism of equivalent substitutions.

Cуть та структура іншомовної професійної компетентності студентів технічних спеціальностей

The article examines the fact that in modern state standards of higher education, from a number of areas of training of students of technical specialties, mastering a foreign language is presented at once in two competences. At the same time, if previously the goal of foreign language learning in higher education institutions was the formation of foreign language communicative competence and all components in the social, everyday and sociocultural spheres of communication, then modern state standards of higher education also emphasize the formation of communicative competence in the professional sphere of communication. It was found that such an expansion of the spheres of using a foreign language as a means of communication contributed to the designation of the formation of professional foreign language communicative competence as one of the main goals of teaching a professional foreign language to students of technical specialties. At the same time, scientists have not yet reached a consensus regarding the structure and component composition of professional foreign language communicative competence. The history of the issue is considered, the structure and component composition of the professional foreign language communicative competence of students of technical specialties is proposed. Structurally, students' professional foreign language communicative competence includes two components: foreign language communicative and professional. Foreign language communicative consists of five sub-competencies: linguistic, language, socio-cultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific field of professional activity and professional activities of specialists in a specific field of training. It has been investigated that this component will largely determine the content of training components of foreign language communicative competence, adding professionally-oriented subject content to the training process, which reflects the specialty of specialists in the technical field. In addition, it was established that as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The content of these components is described in detail in the work.

THE USE OF INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN FOREIGN LANGUAGE CLASSES AT THE UNIVERSITY

Purpose. The purpose of this article is to analyze innovative technologies used in foreign language classes and identify their advantages over traditional forms of education, as well as systematize their key features: practice-oriented nature, focus on joint activities of the teacher and the student, activation of the search, creative and research position of students. In the modern world, the ability to operate with lexical units and knowledge of grammatical rules are the basis for foreign language communication. Effective mastering of these skills is possible only through the use of innovative technologies in the classroom, which make it possible to enrich the content of learning, make it logical and interactive, as well as stimulate students’ interest in learning a language.
 Methodology. In the course of the research, such methods as analysis and generalization of scientific sources, verbal and communicative methods, pedagogical observation, study of program documentation and experiment were used.
 Results. The introduction of innovative technologies into the educational process contributes to the activation of students’ cognitive interest, the formation of foreign-language professional communicative competence at the university, as well as provides access to various information resources and various educational events.
 Practical implications. The results of the study can be applied to foreign language classes in many higher educational institutions to develop the intellectual and creative abilities of students, to increase the level of proficiency in a foreign language and stimulate interest in its further study.

Structural Components of Professional Competence of Future Economists Studying at Professional Economic Colleges

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

Чтение и письмо как интегрированный навык профессиональной иноязычной коммуникативной компетенции будущих экономистов-международников

The article explores the process of teaching an integrated skill of reading and writing to students of higher edu-cation institutions majoring in international economic relations with emphasis put on its contribution to students’ overall foreign language communicative competence in its professionally oriented variant. In the course of the analysis it is discovered that amid the challenges of real professional communication reading and writing skills undergo a significant transformation: while reading an original professionally meaningful text in a foreign lan-guage aims to help write a secondary text, writing, as such, logically completes the integrated process of read-ing and writing. Thus these two skills should be taught in an integrated manner, for which practical recommen-dations are provided. It is concluded that such an approach to teaching reading and writing enables building up students’ professional foreign language communicative competence preparing them for dealing with real-life professional tasks.

Лингводидактический потенциал новостных текстов в профессионально ориентированном обучении русскому языку как иностранному курсантов военных вузов

The study aims to characterise the linguodidactic potential of news texts of modern Russian online media for foreign-language competence formation in foreign cadets in professionally oriented teaching of Russian as a foreign language. The paper describes the specifics of professionally oriented foreign-language teaching, characterises the features of foreign-language professional communicative competence of foreign cadets of military universities, examines the notion of the linguodidactic of the text in teaching Russian as a foreign language, sheds light on the aspects of this potential. The scientific novelty of the work lies in providing deep insight into the linguodidactic potential of online media news texts determined by their structural, content, functional and linguistic characteristics. As a result, it is stated that online media news reports have a significant educational (linguistic and communicative), developmental (cognitive and meta-subject) and educative (socio-cultural, moral, ethical and aesthetic) potential contributing to the formation and development of all aspects of foreign-language professional communicative competence in foreign cadets of military universities.

Pedagogical Concept of Integrative Teaching and Learning in the Context of Interdepartmental Interaction

This article presents the pedagogical framework for integrative teaching and learning, melding foreign language instruction with professional disciplines within the interdepartmental interaction. Through a comprehensive review of both foreign and domestic literature, the authors highlight the insufficient development of this concept in Ukraine, particularly in practical application. The study advocates for adapting and assimilating positive foreign experiences to the distinctive contours of Ukrainian higher education, underpinned by a robust theoretical and methodological foundation. The authors contend that the demands of modern life necessitate the active integration of interdisciplinary links into higher education curricula, leveraging foreign languages to develop foreign language professional communicative competence as an integral component of professional competence. They emphasize the pivotal role of interdepartmental collaboration in fostering such interdisciplinary convergence. Considering the unresolved nature of this issue in Ukraine, the significance and imperative for establishing an integrative teaching and learning concept in the context of interdepartmental interaction are undeniable. The article delineates the concept’s goals and objectives, scrutinizes the pivotal preconditions and rationale for its development, and furnishes a comprehensive algorithm for the seamless integration of professional subjects and foreign language instruction. Two main stages of integrative training, preparatory and organizational-procedural, are distinguished, with their characteristics outlined. Additionally, the article underscores the need for designing specialized transitional courses to harmonize profession-oriented content in foreign languages with specific disciplines.

Formation of the speech competence in students – future economists to the level of independent English proficiency (B2)

Introduction. Proficiency in English is becoming increasingly important in the global economy, especially in business and finance. By studying English, economics students can improve their communication skills, gain access to information, career opportunities, and gain a competitive edge in their academic and professional interests. That is why in the modern system of higher education, the process of teaching a foreign language in a professional direction requires special attention, which involves the preparation of future specialists for the use of a foreign (English) language in specific business areas. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. First of all, communication should be carried out by mastering the English professional vocabulary (EPV). In turn, the possession of EPV is one of the most important components of the formation of speech competence up to level B2 (according to the all-European scale of levels CEFR), which is the main aspect of learning English at a university for students of foreign language professional communicative competence. The purpose of this study is to determine the most effective model for teaching students – future economists English professional vocabulary (EPL) to the level of independent English proficiency (B2) and develop proposals for improving this model. Research methods. 96 2nd year students of the financial faculty of the Financial University under the Government of the Russian Federation took part in the pedagogical experiment. The study was conducted within 5 months. The main research methods were the method of scientific literature analysis and experimental study of the learning process of students – future economists using three learning models (traditional (classroom learning), distance (electronic), blended). Methods of mathematical statistics used: Kruskal-Wallis H-test and Mann-Whitney U-test. Results. Conducted test tasks (both written and oral) by students of three experimental groups before the methodological experiment showed the absence of statistical significance between the results of performance. This indicated that in the three experimental groups, first-year students are at the same level of mastering the EPV. However, after conducting a methodical experiment, the presence of statistical significance was revealed. This indicated that after the completion of the methodological experiment, the students of the three experimental groups of the first year of study are at different levels of mastering the EVP. Based on the results of the control assignments performed by students, it was found that in all experimental groups there was an increase in all indicators, but the greatest progress was observed in the performance of written and oral tasks in the EG3 group, in which the EPV was trained according to a blended model. Conclusion. Thus, the blended learning model turned out to be the most practical approach to the educational process at the university when learning a foreign language. Calculations have shown that the use of a blended model of EPV training for students of economic specialties ultimately led to the largest increase in the performance of written and oral assignments. To improve the model of blended learning, the authors have developed some improvements, upon implementation of which, the model of blended learning will become more effective in teaching English to the level of independent proficiency (B2) of students – future economists. The prospect of further research may be to determine the most effective ratio of classroom (traditional) and distance (remote) classes in teaching English to reduce the cost of education while increasing the level of foreign language professional communicative competence among students.

Integrated foreign languages teaching: development of learning outcomes for IT majors

Introduction. Design of descriptors for achieving objectives of foreign language education in case of non-language majors at tertiary level on the basis of the existing scales of the Common European Competences in Foreign Language (CEFR) promotes the policy of cultural diversity and multilingualism implemented by the Council of Europe. The motivation for the research lies in the fact that Russian universities lack a clear and transparent system of criteria that can be used for planning and assessing foreign language competences for non-language majors. The paper presents a developed scale of descriptors for planning learning outcomes and assessing language proficiency of undergraduate students majoring in information technologies in the context of Russian education at tertiary level. With regard to federal state educational standards for higher education, foreign language competence is described as integrative foreign language professional communicative competence which combines professional and linguistic constituents. Materials and methods. The exploration adopted combined methods of analysis of previous studies, CEFR descriptors, interviews with master and bachelor students of IT majors (Togliatti State University, Russia), and foreign language communicative needs analysis in the IT industry. The obtained data were then processed in the backward design of targeted learning outcomes following the Common European Framework of Reference for Languages format. Research results. The study elicited cross-cultural communicative needs in the industry in question, and then there were selected appropriate CEFR descriptors for their subsequent modification. The choice of the CEFR format was justified by its high adaptability and the author’s previous successful experience of elaborating such scale descriptors for automotive engineering majors. The author designed a scale for A2, B1 and B2 levels, where learning outcomes are presented as descriptors of communicative language activities with CEFR level distinctions being combined with activities involved in on-the-job cross-cultural communication. Conclusion. The initiated research should be helpful to investigate ways of devising and testing adequate sets of CEFR-based descriptors to improve the quality of university syllabi. The proposed scale of descriptors has certain limitations, therefore, further exploration directions are outlined. Keywords: integrative foreign language professional communicative competence, learning outcomes, CEFR-based descriptors, assessment, IT majors

IMPROVEMENT OF THE STUDENTS MOTIVATION IN FORMING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE

The article deals with the issues of students’ motivation for foreign language learning in non-linguistic universities. Motivation is regarded as a factor giving focus to educational activities, dynamic character and determinant of its success. The paper presents a theoretical analysis of methods to improve students’ motivation in learning foreign languages and results of the research carried out at the medical university. During the research we studied students’ foreign language level: knowledge and skills, willingness to learn a professional foreign language with the use of an interview and a placement computer test. A survey of the 1st year students in order to find out the motives for learning foreign languages with the help of a special questionnaire developed by us was conducted. Such diagnostics made it possible to obtain information about students’ level of motivation in foreign language learning, their initial level of proficiency, and understanding the purpose of learning foreign languages. To improve students’ motivation a model of professional foreign language communicative competence development in e-learning environment was designed and introduced into the educational process of the medical university. The content-procedural module of the presented model includes technologies of foreign language virtual communication: e-mail, webinars, videoconferencing, an LMS Moodle. The authors believe that the students’ motivation in foreign language learning is associated with the prospective personality development, namely the formation and development of professional competencies, mastering new knowledge and skills, getting experience.

TRANSLATION COMPETENCE AS COMPONENT OF PROFESSIONAL COMPETENCE OF STUDENTS IN INTERNATIONAL RELATIONS

Background. The article considers and analyzes the main modern requirements for the professional training of these students at the level of FSES 3++ and needs of the labor market for the occupations corresponding to International Relations under the modern social conditions.
 Purpose. The purpose of the research is to model the process dealing with the translation competence formation of the bachelor students in International Relations. The scientific novelty of the study is to clarify the foreign language professional communicative competence (IPCC) components.
 Materials and methods. The main research methods used are the methods of scientific description (the study of specialized literature, its systematization and interpretation) and experimental methods of study (the identification of the competence formation model stages and its implementation).
 Results. The paper reveals the concept of translation competence and its components. The language training of the bachelor students in International Relations at the undergraduate stage without thorough translation competence formation and training in written translation skills is not very productive. The ways to solve the problem are seen in the highlighting of stages in the model of the translation competence formation of the students in International Relations. This implies the underlining of two levels: 1) basic level – teaching students to translate educational texts on the main educational programs; 2) professional level – a training course in the translation of professionally oriented texts as part of implementation of the additional education program “Translator in the field of professional communication”.
 Practical implications. The result of the study is to practice the translation competence formation model in the course of foreign language training for students in International Relations taking into account these two levels.

БІЗНЕС-КОМУНІКАЦЇЇ З ТОЧКИ ЗОРУ АНГЛІЙСЬКОЇ МОВИ

The proposed article is devoted to considering the problems of organizing business communications in higher educational institutions majoring in Economics and Management, as well as the need to improve business communication skills of young professionals. It is well known that the viability of a business directly depends on the ability of managers working in the field of International Business to establish and maintain business contacts with staff, consumers, and business partners. Research in the city of Berdyansk and the Berdyansk region showed that young professionals faced the problem of organizing business communications (BC) when doing business with foreign partners. In this regard, it is very important to increase the level of efficiency of mastering BC skills, which determines the relevance of this work. Knowledge and skills in the field of BC can become a decisive factor for successful business development. Being aware of the priority of Western BC traditions, due to their linguistic and economic position in the world, it should be remembered that Ukraine, like other Eastern European states, has its own communicative style, generously filled with national character and new economic realities. In addition, when preparing future specialists in the field of Foreign Economic Affairs, in the field of International Business, it is necessary to use new, interactive, professionally oriented methods along with traditional training methods. It should be noted that the knowledge acquired by students in the specialty is very important, but does not guarantee successful business development. While business communication skills are crucial. There were developed recommendations to increase the efficiency of business communication skills of future specialists in the field of Foreign Economic Affairs and International Tourism. We believe that it is of great necessity to include into the existing English language study programs special courses that provide an opportunity not only to expand students’ outlook in the field of Philology and Linguistics, to realize their interest in the subject, but also most to master foreign language professional communicative competence, which allows them to use a foreign language as means of business communication to solve specific problems in situations of business interaction. Key words: Business Communications, communicative style, corporate communication, communicative competence.

The Concept of Generalised Syllabi of the Discipline «Foreign Language» for Non-Linguistics Major Courses of Study

The paper raises the issue of the relevance of creating generalized syllabi for each enlarged group of majors, when teaching linguistic disciplines of compulsory and optional parts of the curriculum related to the subject area «Foreign Language». The authors show the need for generalized syllabi as being grounded by existing controversies in modern foreign language training. The paper suggests a concept that substantiates the demand for targeted generalized syllabi for this discipline and contains a number of principles, which can help to design their optimal content. The notions of «zones of near and further content and competence integration» are introduced. The content of these zones is revealed, and their role in modelling the key components of generalized syllabi is shown. Integrated foreign language professional communicative competence of an engineering graduate is introduced as a prospective model of foreign language competence. It is regarded as an integrative notion combining traditional components of communicative competence with professional knowledge, skills and experience involved in the process of mastering cross-cultural professional communication. The realization of the concept principles in the content of generalized syllabi aims at the reflection of university graduates’ real foreign language communication needs in their professional activity in learning outcomes in accordance with the FSES HE 3 ++. The authors express certainty that the concept of generalized syllabi will allow to initiate the process of their creation and will become a stimulus to the development of foreign language teaching methodology in a non-linguistics university.

О целях и содержании иноязычной подготовки будущих инженеров

Globalization of economy, rapidly developing new technologies and enormous information flows dictate new requirements for the organization of a higher education process in the field of engineering. Taking into account the situation on the world labour market, new educational standards are being developed for training engineering personnel to gain the required professional competencies. A special place is occupied by a foreign language professional communicative competence. The purpose of the article is to consider a foreign language training of future engineers at a technical university in accordance with the requirements of the Federal State Educational Standard for Higher Education of a new generation. It is of great importance to form a basic level of foreign language professional competence among students of technical specialties for effective intercultural professional communication. The article touches upon universal foreign language competencies according to the requirements of the program for the specialty «Aircraft and helicopter design». The peculiarities of a two-stage organization of the foreign language educational process is also discussed. It is argued that the effectiveness of teaching is inextricably linked with the formation of motivation among students and depends on understanding the connection of their future profession with the practical application of a foreign language. The use of a personality-oriented approach helps to develop a number of necessary qualities and make future graduates competitive on the world labour market according to the requirements of modern employers. The conclusion regarding the modernization of the foreign language training with all positive and negative aspects arising in the process of teaching a foreign language at a technical university is made.

MODEL OF FORMATION OF FOREIGN-LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF INTENDING TRANSLATORS

The article deals with the model of formation of foreign-language professional communicative competence of intending translators. The given research defines the object as the process of formation of foreign-language professional-communicative competence of intending translators with the use of multimedia technologies, and its subject is the pedagogical means aimed at creating an effective process of formation of foreign language professional-communicative competence of future translators using multimedia technologies. It is noted that the construction of the model is effective, and it consists of three blocks: target, content-operation and result. The target block contains the purpose and objectives of the educational process. The main tasks are the formation of language and speech, as well as linguistic and sociocultural, strategic and discursive, professional components. Content-operation presents principles, methods and means of teaching during the formation of foreign language professional communicative competence of future translators with the use of multimedia technologies. The principles can be characterized as both general didactic (scientific, systematic and consistent, activity, consciousness, accessibility) and specific (interaction between subjects, professional focus, communicative orientation, individualization, productivity, authenticity). Selected forms of study are classroom activities (lectures, practical classes, seminars, group, team, frontal work), extracurricular activities (project-group, media work), distance activities (synchronous practical classes, asynchronous online tasks). Teaching methods are cooperative learning, collective group learning, situational modeling learning. Effective means include a training set of exercises using multimedia teaching methods, multimedia tools, remote online platforms (Moodle, GoogleMeet, StudyMo, Edmodo), dictionaries, encyclopedic guidelines, online services (MentiMetre, Kahoot). Result block includes criteria for the level of formation of foreign language professional communicative competence of future translators with the use of multimedia technologies. Acquisition by future translators of language and speech, linguistic and sociocultural, strategic and discursive, professional components will testify to the awareness of the relevant areas and the achievement of the goal. All blocks are interconnected.