Professional Foreign Language Communication Research Articles

The usage of media content technology in teaching of Military English

Nowadays, the issue of teaching military students is paid attention to the formation of professionally significant competencies by means of a foreign language in our country. The relevance of the research is conducted by the author of the article. The purpose of the article is to reveal the features of learning military English language by students for military areas of training. Taking into account which allows to determine the specifics of the military topics of foreign language communication and the requirements for training materials. The research is based on a contextual approach to professionally oriented learning, which suggests that information should be assimilated in context by modeling the subject and social content of professional activity in the military English language classes. The theoretical significance of the article lies in the fact that it contributes to the study the issue of creating a foreign-language professional communication environment with the help of modern educational technologies that allow students to immerse themselves in a foreign language environment, observe culturally specific realities and hear samples of modern foreign speech

ДИДАКТИЧЕСКАЯ СИСТЕМА ОБУЧЕНИЯ ИНОЯЗЫЧНОЙ ПРОФЕССИОНАЛЬНОЙ КОММУНИКАЦИИ СТУДЕНТОВ-МАГИСТРОВ НЕЯЗЫКОВЫХ ПРОФИЛЕЙ

The possibilities for the implementation of international contacts, interaction and exchange of experience between specialists from different countries make it necessary to master a foreign language as a means of professional communication. Educational standards and curricula of the new generation are focused on the formation/development of many-sided, general professional and professional competencies. Teaching professional foreign language communication is focused on the formation of foreign language communicative competence as a component of the corresponding universal, general professional and professional competencies. The effective forming of foreign language communicative competence at a professional level is possible through the substantiation and description of an integrated teaching system in the interconnection and interdependence of all significant aspects of foreign language training. The "Analysis of recent research and publications ..." provides an overview of scientific and methodological works, whose subject was the issues of improving foreign language training at a non-linguistic university, as well as the implementation of a systemic approach; application of models in the context of the development of foreign language training. The paper aims at substantiating and describing the teaching system of teaching professional foreign language communication, which ensures the self-development of the ICC in the field of professional communication and the ability of self-education for master students of non-linguistic profiles. The "Presentation of the main material ..." examines the teaching system of teaching professional foreign language communication. The peculiarities of the system components under consideration are due to the interdependence of external and internal factors, namely, the requirements of the professional sphere and the education system. The target component determines the general didactic goal of training in the relationship of its educational (pragmatic), developing and educational aspects. The content component determines the content of foreign language communicative competence (a set of knowledge, abilities, skills), as well as the specifics of the informational basis of training, due to a set of principles (multilevel, professional and social and cultural orientation, consistency). The procedural component reveals the possibilities of independent work of master degree students in the conditions of the electronic information educational environment; implementation of its systematic monitoring and evaluation. The model gives valuable ideas about the teaching system of teaching professional foreign language communication; reflects the internal structure and logic of the process under consideration. The conclusions summarize the main results of the study, formulate the theoretical and practical significance of the article, which correspond to the research goal achieved.

Межкафедральное взаимодействие в аграрном вузе как основа для разработки курса профессионального иностранного языка на основе модели интегрированного предметно-языкового обучения

One of the new approaches to foreign language teaching for professional communication in non-linguistic universities, including agrarian ones, is content and language integrated learning. In contrast to a foreign language for special purposes, an integrated approach aims to develop a foreign language communicative competence and professional competence of students within one course. In this case, the discipline “Foreign Language for Professional Communication” is aimed at intra-profile specialization. However, the main difficulty in developing an integrated course arises in determining the subject-thematic content of training, reflecting the future professional activities of students. A foreign language teacher, for objective reasons, is not compe-tent to highlight this subject-thematic content of education. In this regard, interdepartmental inte-raction is presented as an effective and efficient solution to the current problem. In this work we: a) determine the relevance of interdepartmental interaction for the development of integrated courses; b) highlight the key differences between teaching a foreign language for special purposes and content and language integrated learning; c) illustrate interdepartmental interaction at all stages of the development of an integrated course and teaching materials. There are seven such stages in the work: 1) assessment of students’ needs; 2) defining the goals and objectives of the course; 3) definition of course topics or subject-thematic modules; 4) definition of subtopics of each sub-ject-thematic module; 5) selection of foreign language texts of a professional orientation; 6) development of problematic tasks of foreign language speech and professional orientation; 7) course assessment.

Отбор предметно-тематического содержания обучения иностранному языку для профессионального общения в медицинском вузе в рамках предметно-интегрированного обучения

The issue of selecting the subject content of teaching a foreign language for students of non-linguistic specialties is one of the topical issues facing many authors dealing with the teaching of foreign languages. For many specialties, this issue remains open. Few authors come to a common opinion on this issue, but separate courses are already ready for a number of specialties. However, on the issue of selecting the subject content of teaching a foreign language in a medical university, many practicing teachers have not come to a consensus. We examine the issue of teaching a foreign language in the framework of two directions: ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning). We consider the issue of the subject content of training and give our understanding of this topic in the framework of teaching the specialty of medical students and propose to highlight the subject aspects of the content of teaching a foreign language for professional communication of students of medical universities of the specialties “General Medicine” and “Dentistry”.

Проблемы преподавания иностранного языка для профессионального общения в аграрном вузе и пути их решения

Foreign language teaching for professional communication in an agrarian university is carried out on the basis of one of two approaches: a) foreign language for specific purposes and b) content and language integrated learning. The purpose of foreign language teaching within the framework of a foreign language for specific purposes is the mastering of professional vocabulary by students and teaching translation of a professional orientation text. Content and language inte-grated learning aims at a) the development of students’ foreign language communicative compe-tence in the professional sphere of communication and b) teaching a profile discipline in a foreign language. Depending on the choice of a methodic approach to teaching, the content and methods of teaching, the requirements for teaching materials and the competence of the teacher of a foreign language will change. Based on the analysis and generalization of the experience of the Voronezh State Agrarian University named after Emperor Peter the Great, the main problems associated with foreign language teaching for professional purposes in an agrarian university are considered. We identify four such problems: 1) different levels of students’ proficiency in a foreign language; 2) teaching materials in a foreign language for professional communication are developed on the basis of a foreign language for special purposes; 3) the selection of the subject content of teaching is not carried out taking into account the intradisciplinary specialization of students of a specific training profile; 4) a foreign language teacher is not always competent in the field of the students’ profile specialty. We discuss each problem in detail and offer possible solutions.

MODERN PRINCIPLES OF ORGANIZATION AND FUNCTIONING OF THE PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION COURSES IN GREAT BRITAIN

The objective of this article is to analyze the content of the professional foreign language communication courses at the universities of Great Britain – Oxford, Cambridge and London School of Economics. The purpose of our project is to identify the features of the organization and functioning of the professional foreign language communication courses at universities of Great Britain and to substantiate the possibilities of using the British experience in Ukraine. According to the purpose of the project, the following main tasks of our research are defined: to study the state of the problem research; to investigate the directions of reforming courses in Great Britain; to describe the organization and functioning of the professional foreign language communication courses; to carry out a comparative and pedagogical analysis of language policy in Ukraine and Great Britain and to exemplify some recommendations for the possible implementation of the experience of Great Britain in the practice of higher education in our country. The object of the project is the professional foreign language communication courses in universities of Great Britain. The subject of the study is the content, forms, methods and technologies of the above mentioned courses. During our research it has been proved that an important incentive for the creation of courses is the introduction and practice of both compulsory and optional elective courses in British universities. The practical significance of the obtained results of the project lies in the possibility of using the experience of organizing and functioning of professional foreign language communication courses in universities of Great Britain in higher educational institutions of Ukraine.

ОПЫТНО-ЭКСПЕРИМЕНТАЛЬНАЯ ПРОВЕРКА МЕТОДИКИ ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ В ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОЙ ИНФОРМАЦИОННОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВУЗА

The article focuses on the problem of creating conditions for the preparation of university students for their future professional activities in the foreign language classroom. For this purpose, we took into account the external and internal factors of the organization of the educational process. The external factors include the Federal State Educational Standard of Higher Education, the Cultural Studies syllabus; the combination of competence-based, environmental, professionally oriented and intercultural approaches. The internal factors include the conditions of the educational process in the first year, the level of the development of students’ personal and subjective qualities. These factors are determined by the principles of selection (intercultural and professional orientation, informational richness) and organization (personal and subject individualization, comparison, problematic sufficiency of educational material and its adequacy to components of the intercultural competence). The aim of the article is to present a methodology for the intercultural competence formation in a specifically selected and organized professionally oriented informational educational environment and the results of its experimental verification. The methodological basis of the research is a combination of competencebased, environmental, professionally oriented and intercultural approaches. The research methods include the analysis of literature, designing polls, experimental verification, quantitative and qualitative analysis of the results, statistic data verification. The article presents the methods of the intercultural competence formation in the professionally oriented informational educational environment designed for foreign language learners majoring in culturology. As a result of the purposeful selection and organization of the environment, the methodology is filled with the intercultural professionally oriented information and instrumentally equipped with the system of exercises to achieve the expected results. Controlling and evaluating tools for diagnosing the level of the intercultural competence formation are created. The process and results of experimental verification are described for determining the efficiency of the designed methods of the intercultural competence formation, which the future culture expert needs in order to take part in the professional foreign language communication. The results of the research and the statistic data verification have proved the efficiency of the designed methods of the intercultural competence formation in the purposefully selected and organized professionally oriented informational educational environment and its contribution to the professional training of students majoring in culturology.

Context business game as a form of foreign language professional communication training

Context business game as a form of foreign language professional communication training

Особливості навчання усній професійної комунікації студентів старших курсів немовних ВНЗ

The article deals with the problem of teaching students (for whom foreign language is not a specialty) an oral foreign language professional communication. A number of scholars’ woks, including methodologists and linguists devoted to this topic were analyzed. Numerous studies are dedicated to the problem of teaching oral speech in a nonlinguistic university but most of them are often concern only with the initial stage of education. Less attention is given to the problem of teaching senior students professionally oriented oral communication. Professionally oriented teaching refers to training based on the needs of students in teaching a foreign language dictated by the characteristics of the future profession or specialty. It involves the combination of mastering a professionally oriented foreign language with the development of the personal qualities of students as well as with the acquisition of special skills based on professional and linguistic knowledge. It is necessary to highlight the communicative intentions of business communication among other communicative intentions. A typical example of the natural conditions of communication in the specialty is the defense of master's projects. Oral speech during the defense of master's projects is a conversation, a special type of dialogue between the master and the examiner, which is based on the examiner's questions and the master's answers. This type of communication is typical for other situations of communication between specialists. As a result of the study, we came to the conclusion that the basis of the linguistic material in the specialty can be some complexes of information on certain topics composed of texts of different types of technical literature and presented not only in the form of printed sources but also audiovisual materials. The topics of oral speech, the choice of speech means to a large extent will be determined by the range of so-called selected problem questions-tasks. Training specialists in a non-linguistic university is carried out within a limited time as well as on a rather limited material therefore mastering spontaneous speech is quite problematic.

THE ROLE OF FOREIGN LANGUAGE PROFESSIONAL COMMUNICATION IN A MODERN SPECIALIST'S TRAINING IN A NON-LINGUISTIC UNIVERSITY

The relevance of the research stems from the fact that the role of professional foreign language communication is significantly increasing in the context of expanding international contacts, establishment of relations with foreign partners. The purpose of the research is to substantiate the importance of a foreign language in the process of a modern specialist's training in the non-linguistic university. FSES demands professional specifics when learning a language. A foreign language is considered not as a separate, independent discipline, but as the one allowing to acquire special knowledge of terminology in a selected area. The problem of modern specialists is that the low level of foreign language literacy can significantly reduce their competitiveness in the labor market. In this regard, professional-oriented training in foreign languages is a priority direction in modern education. Relying on their own teaching experience, the author emphasizes that professional-oriented texts are easier to cope with the issue of improving motivation to the study of a foreign language. Using a tutorial for bachelors "Horticultural and Landscape Design in English", the author introduces thematic sections and methods used in working with "Landscape architecture" students. When selecting a material for a textbook in a foreign language, a teacher may face certain difficulties. The article provides ways to solve this problem. The author has analyzed scientific literature on the stated topics. Methods of observation, comparison, analysis have been used. It has been concluded that foreign language is a necessary component in the process of training a specialist of any profile.

ВЫБОР МЕТОДОВ ФОРМИРОВАНИЯ ГОТОВНОСТИ СТУДЕНТОВ – БУДУЩИХ ИНЖЕНЕРОВ К ПРОФЕССИОНАЛЬНОМУ ИНОЯЗЫЧНОМУ ОБЩЕНИЮ

Introduction. The present study identifies the reasons for choosing teaching methods to prepare students majoring in engineering for professional foreign language communication and presents specific teaching methods. The scientific novelty of this paper is the selection of criteria for choosing the methods to shape the readiness of future engineers for professional foreign language communication, correlated with the readiness components. The theoretical significance lies in the expansion of the understanding of shaping the readiness for professional foreign language communication through a reasonable choice of methods correlated with the components of the studied phenomenon. The practical value of the research is in the use of the specific teaching methods in the educational process to shape the readiness of undergraduates majoring in “Mechanical Engineering: Welding Production” at the Siberian Federal University (Krasnoyarsk). The findings can be applied in teaching a foreign language to students of various specialties. Materials and methods. General theoretical methods employed to achieve the research goal are an analysis of regulatory information; comparative analysis of teaching methods; analysis and synthesis; and reflexive-evaluative procedures, which justify the choice of teaching methods in accordance with the set goal. The research materials are psychological and pedagogical sources, including scientific papers, dissertations, monographs, etc. Research results. The requirements for the choice of teaching methods are supplemented by the requirement for the communication with a focus on the studied readiness for professional foreign language communication, the need to increase motivation and the ability to get a specific visible result. The study proves that the readiness for foreign language communication in future professional activities can be effectively achieved using active teaching methods, in particular, brainstorming, case method, and game technologies. These methods consider the communicative nature of the phenomenon shaped and the professional context in its implementation when teaching English to undergraduates majoring in “Mechanical Engineering: Welding Production” at the Siberian Federal University (Krasnoyarsk). The practical application of the game-based method in the scenario of lessons and its expected results are presented. Conclusions. The research examines one of the pedagogical conditions related to the choice of a teaching method that allows involving students in cognitive activity in a professionally oriented educational environment. The grounds for the choice of teaching methods that shape the readiness of future engineers for professional foreign language communication are indicated. The methods for the productive preparation of students for professional foreign language communication are selected in accordance with the requirements of the competency-based and the activity-based approaches. Three active teaching methods have been identified to achieve this goal within the educational process of students specializing in “Mechanical Engineering: Welding Production.” These are brainstorming, case study method, and game methods. The practical application of the research results is relevant in the context of teaching a foreign language to students majoring in various disciplines. Keywords: readiness, foreign language communication, active teaching methods, professional activity

Interactive means of motivating students to learn English for specific purposes at agrarian and technical universities

The article presents the analysis of the implementation of interactive technologies at the English for specific purposes lessons for motivating students at agrarian and technical universities. It is emphasized that the use of an interactive learning model, which includes modelling life situations, the use of role-playing games, joint problem solving, effects students’ motivation. Unlike the subject-object approach, the students become the subjects of interaction; they actively participate in the learning process, following their individual route. The students acquire knowledge in the process of interactive learning not in the finished form, but obtain it themselves, in the process of their own activity. Therefore, the goal of the teacher is to create the conditions under which the students will discover new knowledge, construct it, and use it. It is noted that the process of learning a foreign language for special purposes requires the creation of a mixed learning environment, in which a new type of cooperation between teachers and students emerges. The authors gave the examples of the use of interactive learning technology which can improve the training of future professionals and ensure the formation of the professional foreign language communication skills. The results of experimental implementation of interactive means for developing students’ motivation are presented.

Значение и особенности обучения иноязычной профессиональной коммуникации в образовательном учреждении МВД России

The author emphasizes that the world integration processes put forward qualitatively new require-ments to professionals. In this regard, one of the tasks of an educational process is training highly qualified personnel able to conduct business and professional communication in a foreign language. The present study substantiates the importance of foreign language skills for internal affairs officers. It is noted that possessing these skills will allow inter-nal affairs officers to solve problems in the sphere of law enforcement at an international level. The study focuses on the fact that the pedagogical efficiency of teaching foreign language professional commu-nication to police office candidates and postgradu-ate students at the Academy of Management of the Ministry of Internal Affairs of the Russian Federation is achieved due to the application of the communi-cative method and consideration of andragogical principles of foreign language education of adults.

Аспекты формирования культурных знаний в обучении студентов деловому общению на иностранном языке

The paper justifies the necessity to form students’ cultural background knowledge and crosscultural competence when teaching professional foreign-language communication. The article examines the phenomenon of cultural background knowledge, analyses numerous interpretations of this notion, describes peculiarities of forming students’ communicative and crosscultural competences, cultural background knowledge when teaching professional foreign-language communication. Teaching professional foreign-language communication is based on situations of professional communication described in the paper. Scientific originality of the study lies in the fact that the authors provide a theoretical analysis of the notion “background knowledge” within the framework of teaching professional foreign-language communication, introduce new approaches to choosing, modelling and systematizing educational speech situations. The research findings are as follows: the authors analyse the existing interpretations of the notion “background knowledge”, suggest their own definition and provide examples of educational speech situations of professional communication.

Совместимость и несовместимость коммуникативных систем английского и русского языков в области пожарно-технической коммуникации

To exchange information in some joint activities the communication is necessary which can be both verbal and non-verbal. The authors compare possible links between Russian and English elements of in the field of fire safety communication which will help to receive, process and transmit information from one subject to another both in Russian and English. The problem of understanding cultural codes performing certain functions in a particular language communication system (Russian and English) is discussed. The principles of communication systems combinability of Russian and English languages enables interaction are considered. The article presents the basic functions of the word as a unit of foreign language professional communication. Special attention is paid to monologue and dialogue speech which is important for mutual understanding. Clichéd speech patterns used in professional speech of fire-fighting services in Russia and Great Britain are presented. It is described non-verbal means of communication play an important role in transmitting certain information in the professional activity of fire safety specialists on the example of two countries.

МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ІНШОМОВНОГО ПРОФЕСІЙНО ОРІЄНТОВАНОГО СПІЛКУВАННЯ МАЙБУТНІХ ФАХІВЦІВ

У статті розглядаються деякі методичні аспекти формування іншомовного професійного спілкування майбутніх фахівців, виокремлюються методи, які оптимізують процес навчання. Аналізується важливість методичного забезпечення навчального процесу у вищих навчальних закладах. Зауважується, що знання іноземної мови, вміння входити в іншомовне комунікативне середовище мають особливо важливе значення для конкурентноздатного працівника. Звертається увага на те, що професійна іншомовна підготовка майбутнього фахівця повинна ґрунтуватися на гнучкості навчальних програм та курсів підготовки, інтегрованості знань з професійно орієнтованих дисциплін та іноземної мови, а також новітніх інформаційних технологій.
 Зазначається, що формування іншомовної комунікативної компетентності студентів немовних спеціальностей можна розглянути як підготовку до спілкування в умовах професійної діяльності.
 Вміння входити в іншомовне комунікативне середовище передбачає комплексне використання сукупності інноваційних методів і технологій навчання іноземної мови, а також організацію освітнього процесу, побудованого на основі компетентнісного і комунікативного підходів.
 Процес формування іншомовного профільно орієнтованого спілкування повинен бути спрямований не лише на оволодіння системою знань, вмінь та навичок, але і на формування комунікативної компетентності майбутнього фахівця, що в свою чергу сприятиме саморозвитку та самовдосконаленню в рамках європейських стандартів.
 Зміни, що відбуваються у соціальний сфері, зумовлюють трансформації в теорії і практиці іншомовної освіти. Нагальним є питання впровадження в навчальний процес інтерактивних методів, інформаційно-комунікативних технологій. Вченими виділяється декілька методичних аспектів формування іншомовного професійно орієнтованого спілкування: навчальний аспект, пізнавальний аспект, виховний аспект, розвиваючий аспект.
 У процесі утвердження стратегії міжкультурного спілкування, полікультурне професійне спілкування набуває все більшого значення серед провідних європейських країн.
 Володіння іноземною мовою передбачає як знання фонетики, лексики, граматики, так і іншомовної структури загалом. Це в свою чергу стає можливим у сукупності певних аспектів: навчальному, пізнавальному, розвиваючому та виховному.
 Подальші перспективи досліджень у цій сфері можуть включати питання вдосконалення змісту і формування іншомовного спілкування майбутніх фахівців у професійній сфері.

Holding a mock trial in teaching foreign language professional communication to law students

The article focuses on the steps of holding a mock trial in teaching English to law students and the importance of a simulated court for professionally oriented language teaching. The paper details different types of tasks in terms of court language and etiquette that can be used while preparing for a mock trial.

Problem-based activities as a tool to develop cross-cultural competency at the foreign language classes

The article is devoted to applications of problem-based learning. Teaching foreign language is aimed nowadays at developing various skills to communicate with a speaker of another language as with a representative of a different culture, in other words, developing cross-cultural competency. Cross-cultural communication, especially in business, may imply various problems and challenges so in foreign language classes it is necessary to reveal them and teach students how to deal with them most efficiently. Therefore, most teachers of foreign language try to incorporate problem-based approach in their classes. The choice of teaching material for connected with solving a problem tasks should be made with reference to applied problem-solving methods, intellectual level of students, and level of their critical and creative thinking. Problematisation can be based both on socio-linguistic materials and on professionally oriented assignments, in the form of case studies or specialized texts discussions in accordance with other teaching tasks. The article describes an experience of using problem-based technique in foreign language classes for students of Economic Faculty taking a course of “Foreign language for professional communication” as a way to develop skills helping to solve a variety of professionally oriented communicative tasks.

ВИЗНАЧЕННЯ ОСОБЛИВОСТЕЙ СПРИЙНЯТТЯ ЧАСУ З МЕТОЮ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ПРОЦЕСУ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article focuses on improving the efficiency of the process of intercultural communication, namely the finding out of the peculiarities of time perception by the participants of communication, who belong to different cultures, to eliminate barriers that arise during intercultural interaction between them. The relevance of this topic for lawyers, law enforcement officers and applicants for higher education in the field of "Law" and "Law Enforcement" is justified, because professional foreign language communication activities of law enforcement officers and lawyers require the establishment and maintenance of contacts not only with foreign colleagues but also with foreign citizens of different age, professional, cultural and ethnic groups. The article reveals the essence of the concept of "intercultural communication", presents its main characteristics; analyzes indicators of economic culture such as the division of cultures into high-context and low-context and time parameters. It also determines that English, as the language of intercultural communication, is one of the main components of intercultural communication and is considered as a means of communication and involvement in the culture of the other people. It has been found out that the perception of time and its value significantly affects the types and forms of communication, and taking into account the differences in attitudes towards it when interacting with people from different countries and cultures, prevents misunderstandings, contextual errors and promotes and ensures a high level intercultural dialogue of its participants. Successful application of language is the ability to create an atmosphere of general importance of communication for all its participants, which will positively result in its effectiveness. Achieving high efficiency of intercultural communication largely depends on the formation of intercultural competence of its communicators, which involves learning a foreign language with obligatory consideration of the socio-cultural aspect. So, the defining and study of important and relevant aspects of the process of intercultural communication during the training of future lawyers and law enforcement officers become especially important.

Методическая модель обучения иноязычному профессиональному общению студентов направления подготовки «Технология производства и переработки сельскохозяйственной продукции» на основе интегрированного предметно-языкового обучения

Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.