Professional Foreign Language Competence Research Articles

THE ESSENCE AND SPECIFIC FEATURES OF PROFESSIONAL COMPETENCE FOR SEAFARER SPECIALISTS IN THE PROCESS OF TEACHING FOREIGN LANGUAGE FOR SPECIFIC PURPOSES

. The article deals with the issues connected with the essence and characterize the specific foreign language professional competence of future marine specialists in the process of studying English in a professional direction. The analysis of recent publications on the topic is carried out; the basic peculiarities of seafarer specialist foreign language professional competence are revealed. Special attention is paid to implementing the communicative approach to studying foreign languages. In addition to that, the author determines the role of foreign communicative competence in the process of forming a well-qualified seaman. Key components of communicative competence and training methods are defined; factors of cadets’ readiness for future professional activity are characterized. It is determined that foreign professional competence of future seafarers is complex of lexical, grammar, social and cultural and professional knowledge, skills needed for foreign communication in different situations and spheres that are interconnected with fulfillment of professional tasks and functional duties. The essence of a foreign seafarer's professional competence in foreign language is revealed in a certain level of foreign language learning, getting of socio-cultural and professional knowledge, skills and abilities that make it possible to use language appropriately depending on the situation of professional communication. The totality of training with life situations is possible in professional activity, the introduction of a communicative approach in teaching – all these are the undisputed key to becoming a fully developed, capable of high quality work and self-organization of a professional seaman. The main idea which the author wanted to cover in the article is the importance of communicative competence and also foreign communicative approach in forming a comprehensively developed seaman, ready to his professional activities and also to act appropriately in all possible extreme situations which may occur.

ENGLISH FOR SPECIFIC PURPOSES DISCIPLINE FOR MASTERS IN PUBLIC ADMINISTRATION LEGAL FRAMEWORK ANALYSIS

Responding to the modern challenges in the educational domain and an increase interest of the appropriate level of English among the public servants of SESU, the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection initiated the research work aimed to improve the training content and methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ in April 2019.
 A significant contribution to the development of the theory, methodology and the certain methodological issue developing were made by a number of scientist such as O. Bykonia, V. Chernysh, Z. Korneeva, G. Dyvnych, R. Makarova, Ya. Mandryk, M. Dyachenko, T. Dudley-Evans, T. Hutchinson, A. Waters, P. Strevens and others.
 At the same time, some thorough research of the legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ has not been done under the condition of modern reforms in the education domain.
 The legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for the second (Master) level in field of expertize 281 ‘Public Administration’ is under consideration.
 The article outlines the main peculiarities of the current legal framework related to the teaching English for Specific Purpose which is used as the premise for further analysis of the current curriculums used in the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. The list of legal framework includes the Law on Education, The Law on Higher Education, The law on State Service, National ESP Curriculum of English.
 Clarifying the terminology used in the current regulatory environment in the sphere of professional activities of future public leaders and managers (individual learning curve, competence, learning outcomes, language proficiency, universal design in the sphere of education, curricula) has given the authors an opportunity to reveal the methodological value of the National ESP Curriculum of English and clarify the appropriate language level for Master’s degree students, evaluate the current curriculum used by the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection.
 Foreign language professional competence is a multi-component, hierarchically organized and multi-level phenomenon based on professional skills, knowledge and awareness.
 English for Specific Purposes as a discipline can be considered as the tool for developing special professional skills that create the premises to deal efficiently with challenges concerning public management, political-legislation, social-economic issues.
 The further analysis of the universal design in the educational sphere also let the authors clarify the teaching materials peculiarities; correlate the international current testing system with NATO STANAG 6001 used within SESU and explain the necessity to implement В1 (CEF) /СМР1+(NATO STANAG 6001) for Master’s degree students in in the field of expertize 281 ‘Public Administration’.
 The analysis of the current legal framework related to the second (Master) educational level in field of expertize 281 ‘Public Administration has revealed the fact that, on the one hand, the current curricula structural elements and content as the elements of educational design comply with the legislation norms, on the other hand, the issues of looking for improving the training content and efficient teaching techniques to obtain the desirable language level for Master’s degree students have to be under further consideration.

Технологія формування іншомовної професійної компетентності студентів в освітньому просторі закладу вищої освіти

Educational space of a higher education institution constantly and continuously influences student’s personality as well as his / her developing as a competent specialist. The research was aimed at substantiating pedagogical technologies that optimize the process of forming students’ foreign-language professional competence within the educational space of a higher education institution. Theoretical (analysis, synthesis, comparison, systematization, pedagogical modelling), empirical (observation, pedagogical experiment, peer review method, reflexive evaluation method) and statistical methods were applied to achieve the set goal. Educational space of a higher education institution is defined as a purposefully created, methodically provided continuum of students’ foreign-language professional communication under conditions of which the development of their personality and effective formation of their foreign-language professional competence take place. Foreign-language professional competence as an integrative personality trait, determined by the synthesis of knowledge and skills, professional and life experience, values that ensure long-term readiness and ability to pursue professional activity in a foreign language, is developed effectively if the educational space of a higher education institution is multilingual and multicultural in its nature, broad, rich in foreign-language professional content, open, directed outwards. When designing educational space, it is necessary to rationally combine educational and non-educational components, provide in-class and out-of-class / extracurricular foreign-language educational and cognitive activities of students, use facilities of virtual educational environment, apply technics of contextual teaching, implement imitative and playing activities, interactive forms of training (games, project activity, case-study). In-class educational activity influences such components of foreign-language competence as “knowledge” and “skills”, whereas an extracurricular one aims at forming “values” and “experience”. Keywords: educational space of a higher education institution, foreign-language professional competence, virtual educational environment, educational and non-educational components, imitative and playing activities.

ПРАВОВАЯ ЛИНГВИСТИКА В КОНТЕКСТЕ ОБУЧЕНИЯ ЮРИСТОВ ПРОФЕССИОНАЛЬНОМУ АНГЛИЙСКОМУ ЯЗЫКУ

The article examines linguistic tendencies and modern approaches to teaching future lawyers professional English intended to overcome cultural barriers in professional communication and to raise the level of professional foreign language competence of law higher school graduates. The paper provides a list of recently available foreign recourses relevant when teaching juridical English. Two problems are tackled: the tendency to use Plain English instead of legalese in foreign jurisprudence and the use of the learner-centred approach in foreign language teaching.

Development of professional foreign language speaking competences of students majoring in «Tourism Business» at the economic university

This paper discusses ways to optimize the process of students professional foreign language competence development at a non-linguistic university, based on students language and speech training at the economic university training program of Tourism business, which combines a comprehensive business training with entrepreneurial approach to future qualified professionals working in the leisure and tourism industry. This involves acquisition of necessary competencies by students, aiming them at the prospect of becoming entrepreneurs and managers who are able to realize their working potential both at the national and international level. This, in turn, imposes quite high requirements for professional language training at a non-linguistic university and implies fluency in a foreign language by graduates. An additional catalyst for the Samara Region and a dozen other regions of the Russian Federation was the 2018 FIFA World Cup, which stimulated the formation of modern infrastructure of the tourism industry and confirmed relevant changes in the field of higher education. Globalization and the Internet have changed all aspects of foreign language training, including at a non-language university, especially for the tourism and hotel industry. Many of the strategies that have been applied in higher education until recently are no longer effective at present because of new and constantly evolving technical capabilities.

PROFESSIONAL FOREIGN LANGUAGE COMPETENCE FOR SUCCESSFUL INTEGRATION INTO THE LABOUR MARKET

Good knowledge of a foreign language is an important factor contributing to the professional recognition and career prospects. In order to improve professional foreign language competence, the study of the situation in professional foreign language teaching and learning was carried out in three business sectors: logistics, transport, service industry. The survey was carried among three target groups: employers, foreign language teachers and students. Employers were asked to name language skills which employees need most to perform work, to express an opinion on the role of employers in the English language learning process as well as to identify topics, most common words, phrases, or specific professional terms which would be important for their employees to know. Students were asked about motivation and foreign language needs, training environment and teaching methods as well as about their learning styles. Foreign language teachers' questionnaires contained the evaluation of teaching process and methods used, lessons preparation and evaluation of learning. The study results show that foreign language competences are considered by employers as one of the most important for the employees. However, the level of language competences varies according to the position and role within the company. Based on the findings, suggestions and recommendations were developed for acquiring a professional foreign language in the three business sectors.

Teaching resources in professionally oriented foreign language learning

This problem is important because it is necessary to improve the methodical and didactic perspective of specialists’ professional language learning process at an organization. The purpose of the article is to consider the role of a study aid as one of the methodical and didactic tools in the system of skills development. Research methods of abstract analysis, methodical and didactic sampling, modeling, forecasting were used. Significant criteria for a study aid structure have been identified to develop the personnel’s dominant foreign language communicative skills at an organization. The object of the research is study guide materials providing the process of professionally oriented language learning. The subject of the research is study aids forming the professional foreign language competence of economists and technical specialists (on the material of the German language). The study has revealed that we should abandon the idea of existence of universal, effective methods of teaching a foreign language and attempts to develop an “ideal” study aid solving all methodical and didactic problems. This applies not only to educational materials on teaching German as a foreign language, developed in Russia, but to original ones published in Germany.

ESP TEACHING STRATEGIES OF UKRAINIAN BORDER GUARDS TRAINING ON THE EXPERINCE OF EUROPEAN UNION COUNTRIES

The study identifies the ESP teaching strategies of the personnel of the State Border Guard Service of Ukraine (SBGSU) training in the framework of European language standards. According to the results of the needs analysis, the Ukrainian border guards require improving their professional foreign language competence based on the European educational standards and best practices. The main attention is paid to developing listening and speaking skills of border guards. The methodology of the course is aimed at forming the border guards’ foreign-language professional competency, which will facilitate their effective service in the state border protection units. The course program provides border guards with the opportunity to develop the language competence and strategies they need to effectively engage in situations of professional communication that they can have at the border, both while conducting border surveillance activities and border checks.

Formation of future doctors’ professional culture

In the ar cle it was analyzed the peculiari es of the forma on of the professional culture of future doctors in the educa onal space of Ukrainian ins tu ons of higher educa on. It was stated that the component of the professional culture of the doctor is a communica ve culture, which involves the forma on of foreign competence of future doctors in teaching the discipline «Foreign language (in professional direc on)». The author focuses on the existence of tradi on of intercultural interac on in the educa onal space of the medical school in Slobozhanshchyna during the imperial era. The ar cle gives examples of the forma on of skills of successful professional speech ac vity in foreign languages at the Imperial Kharkiv University. It has been determined that professionally directed medical foreign language is an integrated subject, which combines the coverage of grammar, vocabulary, spelling and punctua on in general with the classical foreign language, as well as the study of grammar, vocabulary and stylis cs of a medical foreign language. It is noted that professionally directed medical foreign language is also closely connected with the subjects of medical and cultural orienta on. The structural components of the professional foreign language competence of the physician are determined, which include: axiological (mo ves, goals, values), cogni ve (transforma on of foreign language knowledge of different levels in the professional field of ac vity) and ac vity (skills, forms and methods of using foreign language knowledge in professional ac vity). It is noted that the ac vity component of the professional foreign language competence of the physician involves the implementa on of the principles of personal and professional orienta on, coopera on, mul func onality, problem approach, as well as the introduc on of problem-based teaching methods. It has been established that the introduc on into the educa onal process of problem tasks causes the interpreta on and upda ng of professional informa on in foreign language classes, cri cal thinking of medical students. Further research is required in the field of theore cal analysis of the teaching of the discipline “Foreign Language (in professional orienta on)” as a means of introducing innova ve teaching methods and technologies with the aim of forming the competence of future foreign doctors.

Methodological Approaches to University Instructors Professional Foreign Languages Competence Development

Development of foreign language professional competence of university instructors requires use of approaches different from those traditionally applied when teaching younger students. Research was conducted to determine the combination of approaches that will be suitable to train university instructors. In the course of the research, teaching approaches used in various countries were compared in terms of their efficiency when applied to adult audience. Moreover, such factors as teaching educators, the roles of a trainer and a learner, increasingly international environment and the learning environment were considered. Finally, implications of using teaching approaches when training educators were analyzed and the ones with the highers potential to produce the desired outcomes were selected. As a result the authors suggest that androgogical, competence-based, environmental, dialogic and student-centered approaches should be used to maximize learning outcomes in adult learners.

ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В ІНШОМОВНІЙ ПІДГОТОВЦІ ФАХІВЦІВ З ОХОРОНИ КОРДОНУ КРАЇН ЄВРОПЕЙСЬКОГО СОЮЗУ

The article reveals the development of information and communication technologies (ICT) in the foreign languages training of the European Union countries border guards, such as: implementation of the student-centered approach; development of the communicative component of foreign languages training of border guards using ICT; introduction of mobile learning (using of mobile gadgets); the use of augmented, virtual and mixed reality technology. An overview of the possibilities of using augmented, virtual and mixed reality technologies based on the developed by FRONTEX Agency learning tools: An Electronic Training Course (ETC) "English for Personnel of the border crossing points"; ETC on the basis of mobile learning technology (m-learning), English for self-study of EU countries border guards - "English for border guards"; ETC "Training of marine safety specialists on board of a ship" using VR technology; training course on interviewing irregular migrants based on VR technology; interactive program for the first line officers on Schengen law. The content, structure and objectives of the electronic course "Communicative English for Border Guards’ professional use" based on the Virtual Aula web platform has been considered in detail. The training course is an example of an innovative, communicative educational tool for English learning, it is a student-centered, professionally-oriented one and contributes to the development of the professional foreign language competence of the personnel of the border guard authorities. The experience of developing an ETCs for the professional training needs of the border guards in the EU countries provides an opportunity for the specialists in the field of border guards training and education to develop professionally-oriented ETCs according to present-day requirements and common border guard educational standards. Summarizing the responses from the participants of the course shows its effectiveness and students’ motivation to improve their communicative foreign language competence, resulting in their average score increased from 3.92 to 4.11 points.

ИНТЕРАКТИВНЫЕ МЕТОДЫ КАК СРЕДСТВО РЕАЛИЗАЦИИ ПРАКТИКО-ОРИЕНТИРОВАННОГО ОБУЧЕНИЯ БУДУЩЕГО УЧИТЕЛЯ ИНОСТРАННОГО ЯЗЫКА

The article examines the problem of improving the professional training of future foreign language teachers. In the authors’ opinion, the use of the interactive training technology contributes to the formation of foreign language professional competence among students majoring foreign languages at higher pedagogical institutions. The conditions for interactive training organization are described. The concrete examples of the use of interactive methods are given in the framework of the practice-oriented teaching of foreign language to bachelor’s degree students.

СЕМАНТИЧЕСКИЕ ГРУППЫ СЛОВ И СЛОВОСОЧЕТАНИЙ (НА ПРИМЕРЕ АВИАЦИОННОГО АНГЛИЙСКОГО ЯЗЫКА)

The article discusses the vocabulary of aviation English in different semantic groups. The semantic field is allocated; lexico-semantic and thematic groups are revealed. The paper presents synonymic sets and antonymic pairs as well. The author believes that at technical universities it is advisable to study the vocabulary of aviation English systematically to ensure the effective acquisition of these linguistic means. Combining words and phrases into semantic groups will help to systematize the material; the process of the vocabulary memorization will be easy and fast, which will lead to the significant expansion of students’ vocabulary and the formation of the professional foreign language competence of future aviation specialists.

ORGANIZATION OF INDEPENDENT STUDENT WORK BASED ON STUDENT BLOGGING ACTIVITY

Introduction. Today, the students’ personality traits and increasing their motivation to self-development are the most complex and urgent problems in foreign language training at higher technical university and in the system of higher education in general. According to the authors, the technology of student blogging is a means for addressing these issues, despite the lack of research on its methodology. In that regard, there is a need for further studies on information and communication technologies (ICT) application by promoting independent student work. The aim of this paper is to present the developed model of organization of bachelors’ independent work through educational blogging; to fulfill educational potential and to prove the efficiency of ICTs application in education taking into consideration professional foreign language competence development of future specialists in tool making. Methodology and research methods. When designing the model, the basic considerations of the following methodological approaches were considered: competency-based, personal-oriented, activity-based, thesaurus, and qualimetric; the listed above approaches enable to realize the principles of individualization, professional orientation, integrity, self-organization and interactivity in the performed work. The method of group expert assessment, as the leading one in pedagogical qualimetry, was chosen as the main method in the research undertaken. The methods of modeling and pedagogical experiment were involved. Results and scientific novelty. The structure of professional foreign language competence (including communicative, cognitive and subject components) of future toolmaking bachelors is identified. The development of the competence formation model among students is described in detail: having studied independently the subject topic, the students post the material. Pedagogical conditions and didactic guidelines for the model realization are formulated. The developed model, unlike many other models based on using ICT in foreign language teaching, takes into account the necessity of professional orientation of students’ foreign language self-learning. The model involves the use of thesaurus approach to enrich the learner’s vocabulary; and qualimetric approach to identify the level of their professional foreign language competence development. The developed model and the technology of student blogging were successfully tested as a part of pedagogical experiment at M. T. Kalashnikov Izhevsk State Technical University in the 2016−2017 academic year. Practical significance. The materials of the present investigation can be useful for teachers to organize independent student work. The technology of student blogging can be generalized and adapted to a wider range of higher education training programs.

ФОРМУВАННЯ ПРОФЕСІЙНОЇ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ЮРИСТА

The article deals with problems of formation of foreign language professional competence of the future lawyer in his/her professional training. Foreign language professional competence includes holistic set of knowledge both in language and in professional sphere, the ability to apply this knowledge in practical professional activities. Professional foreign language competence of the representatives of legal profession covers sufficient level of knowledge that would allow them to be understood, to be informed as with all the linguistic aspects of another (foreign) language, and with the professional (legal) vocabulary, peculiarities of professional activities, and the ability to apply knowledge in practice.

РЕАЛИЗАЦИЯ ДОЛГОСРОЧНОЙ СТРАТЕГИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ ПО ИНОСТРАННОМУ ЯЗЫКУ КАК ЭФФЕКТИВНОЕ СРЕДСТВО ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ БУДУЩЕГО СПЕЦИАЛИСТА

В данной статье рассматриваются вопросы разработки и реализации долгосрочной стратегии организации самостоятельной работы студентов и магистрантов средствами иностранного языка, которая позволяет спроектировать вектор дальнейшего профессионального и личностного развития будущего специалиста. Предлагаемая стратегия основывается на четырехэтапном подходе, предусматривающем интеграцию коммуникативных средств обучения с информационными технологиями, упорядочение эффективных средств и форм реализации СР и контроль, укрепление взаимосвязей преподавателя-студента, соблюдение принципа преемственности и последовательности. Были использованы методы теоретического и эмпирического исследования; описаны этапы подхода, являющегося основой самой стратегии, при помощи которых определена последовательность пошаговых элементов управляемой самостоятельной работы; сгруппированы и конкретизированы ее формы и виды; определены и уточнены критерии результативности овладения компетенциями по дисциплине «Иностранный язык». Авторы приводят данные проведенного экспериментального исследования, доказывающего положительное влияние реализации долгосрочной стратегии организации самостоятельной работы студентов на формирование профессиональной иноязычной компетенции.

Determining Descriptors of Professional Foreign Language Competence for Law-setting Specialists

Abstract Nowadays the main task of foreign language teaching in a higher education institution is to train professional communication, to develop special foreign language and personal competences. A foreign language is considered as a tool of professional life-long learning and development. However, special foreign language competencies of lawyers-to-be cannot be regarded as a set of competencies that are trained in the course of a general foreign language studying at a higher education institution. The purpose of this paper is to determine descriptors of foreign language learners’ communicative behavior in accordance with their profession inter alia law and legislation. As both the professional and linguistic competences are formed on the basis of communicative language competences cultivated in the process of learning a foreign language of the profession, the descriptors of general language competencies are added by the professional language competencies of lawyer-mediators working in a professional setting. Research data and findings are resulted from the teaching experience of Foreign Languages department, Institute of Law, Peoples’ Friendship University of Russia.

Professional and communicative foreign language competence of future teachers

Studying of foreign-language competence at the present stage of higher pedagogical education development acquires the increasing relevance. In this paper the requirements of federal educational standards of pedagogical education and teacher’ professional standard to forming students’ foreign language competence mastering non-linguistic pedagogical specialties are specified. Analysis of understanding of professional and communicative foreign language competence by researchers has been performed; the author’s structure of future pedagogues’ foreign language competence is presented. The following subcompetences are distinguished as its structural components: linguistic, discursive, colloquial, pragmatic, information-technological, strategic, socio-cultural, personal-creative. The results of the foreign language competence level of the first and second year students of non-linguistic pedagogical specialties are shown. It is determined that the key structural elements of students’ foreign language competence are within the advanced level of development. The strategic sub-competence is in a zone of optimal development level that makes actual creation of the psychological and pedagogical conditions for their development.

IMPLEMENTING EUROPEAN STANDARDS IN THE ESP CURRICULUM FOR STUDENTS OF NON-LINGUISTIC SPECIALITIES IN UKRAINIAN UNIVERSITIES

The article presents the current tendencies in teaching English for Specific Purposes (ESP) for students of non-linguistic specialities in the European context. The author analyses the requirements of English language proficiency set by the Common European Framework of Reference for Languages (CEFR), in the context of European integration processes. The National ESP Curriculum for Universities (2005) focuses on the necessity to acquire professional and functional communicative competence in English by the graduates, providing an opportunity for effective functioning in a professional environment. The current challenges in the ESP field in Ukraine are caused by the integration of the Ukrainian education system into the international academic community. The present situation of ESP teaching, learning and assessment does not satisfy the needs of students of non-linguistic specialities in Ukrainian higher educational institutions. The author discusses the idea of incorporating international English tests, such as FCE, CAE, IELTS and TOEFL in a higher education environment in Ukraine as a part of teaching ESP. The possibility of gaining the international experience in the field of certification and evaluation of students’ English language proficiency level in accordance with the European requirements and criteria will help future specialists to develop their professional foreign language competence. The improvement and development of new forms and methods of ESP training and assessment in accordance with CEFR will give an opportunity for students to succeed in the competitive job market in the future.

CONCEPTUAL BASIS OF PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TRAINING OF FUTURE SPECIALISTS IN APPLIED MECHANICS

The article deals with the problem of definition of the notion of “professionally oriented foreign language training of future specialists in applied mechanics”, particularly, it reveals the differentiation of the notions of “foreign language training”, “foreign language education” and “teaching foreign languages”, determines the purpose and the content of foreign language education and teaching foreign languages and the peculiarities of foreign language education of future specialists in applied mechanics. Integration into European educational space caused the changes in the Ukrainian educational market including professional training of future specialists in applied mechanics who should be able to adapt to multicultural, multilingual environment for the realization of personal and professional needs. The concept of professionally oriented foreign language training is analyzed and defined by scientists as a process of teaching foreign languages oriented to the formation of foreign language professional competence for solving professional tasks in their sphere. The key factors of professionally oriented foreign language training of future specialists in applied mechanics (cognitive and informational, linguistic, professional, psycholinguistic, content and structural) are introduced in the paper. The leading role of foreign language education consists in effective communication, cultural awareness, ability to work and adapt to multilingual and multicultural teams and high level of communication competence, which are considered as the key requirements of the recruitment strategies of employers.