Professional Language Research Articles

TEP in the ER: After Hours Tracheoesophageal Prosthesis Management for the Otolaryngologist.

Tracheoesophageal voice puncture and prosthesis (TEP) is a common method of voice restoration following total laryngectomy. A variety of complications, both minor and major, can be associated with the TEP and require timely intervention/management. Some of those complications include premature leakage, periprosthetic leakage, granulation tissue growth, TEP dislodgement, or embedding of the TEP. Patients may present with problems and/or complications with the voice prosthesis in an emergency setting or after clinic hours when a trained speech pathologist is not present or readily available for evaluation and management. This manuscript aims to provide guidance for management of acute TEP complications to otolaryngology responders, especially those who may be less familiar with TEP troubleshooting. Experiential and literature review was undertaken by a group of head and neck specialized Speech Language Professionals in high volume Head & Neck Oncology practices, to develop consensus guidelines for emergency TEP management. TEP emergencies were categorized as (1) leakage through, (2) leakage around, (3) sudden loss of voicing, (4) loss of prosthesis, still in tract, (5) loss of prosthesis, not in tract. Management strategies for each form of emergency were developed to achieve patient safety and stability until definitive measures could be performed by the patient's Speech Language Professional. The goals of emergency management of TEP problems focused on minimizing risk of aspiration pneumonia, risk of foreign body aspiration, risk of wound complications at the puncture site. A simple management algorithm was developed for emergency or on-call otolaryngology responders.

Internet terminology in modern German: semantics and structure

Abstract The article presents an in-depth analysis of the formation of terminology in the professional language of the Internet in German and offers predictions about its future development, in line with the evolution of this area of knowledge. Drawing from a corpus of about 8,000 terms and term combinations, the authors explore the dynamics of German Internet terminology, propose a timeline for the emergence of these terms in relation to advancements in science and technology, and identify key methods of term formation along with their semantic characteristics. The primary source of expansion in German Internet terminology comes from Anglo-American borrowings, which, during their adaptation into German, have undergone structural and semantic assimilation. The main methods of term formation within the examined terminology are compounding (with a predominance of binary structures), derivation, and abbreviation. German Internet terminology is characterized by synonymy and polysemy, reflecting the dynamic nature of network technology development. A distinctive feature of this terminology is the formal redundancy in expressing a single concept, leading to the formation of synonymous sets. The uniqueness of the semantic paradigm of these terms lies in the extralinguistic factors that influence terminological synonymy, polysemy, and the broader system of structural relations in German Internet terminology.

KEY FEATURES OF PROFESSIONAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF ENGINEERS

The authors analyze the approaches towards interpreting the notions of “foreign language competence”, “foreign language communicative competence”, and “professional foreign language communication”. The professional foreign language competence of the specialist is regarded as a result of the integration of professional and foreign language communicative competence. The interrelation between the university graduate's general communicative competence and professional foreign language competence is scrutinized. The components of foreign language communicative competence of engineering students are analyzed. The structure of this competence is based on the analysis of requirements set for the graduates by the job market. Cognitive and operational-technological competences comprising the professional section of the specialized part of the social-professional foreign language competence of the trainee engineer are relevant to the special competences of the linguistic section staying in a dynamic interaction with them. The offered model was successfully tried out during the interconnected learning of engineering subjects and a foreign language at Zaporizhzhia Polytechnic National University.

Assessing Experiential Learning Program Design and Delivery Using Institutional Mission and Professional Standards

BackgroundHigh-impact practices (HIPs), such as mentored research, Capstone projects, study abroad, and field experiences, have been shown to improve college student engagement through experience-based learning. Research indicates that these practices can have high impact when they are intentionally designed and delivered to align with institutional mission and professional standards. The administrative structure of a HIP initiative may not consider how to assess program effectiveness. Few close examples exist in the literature to guide program staff to understand whether the HIPs supported by their programs are being designed and delivered for high impact. Our study details the efforts of one unit at a large private university to evaluate the implementation of an experiential learning initiative intended to support faculty to design and deliver high-impact practices to students. PurposeThis qualitative case study responds to the call for assessment to ensure that HIPs qualify as high impact. It illustrates a standards-based approach to evaluating a program of co-curricular, experientially based high-impact practices by determining how educational design and delivery aligns with the institution’s mission and professional standards for best practice. Methodology/approachTo qualitatively evaluate how well our HIP program aligned with institutional mission and HIP standards, we collected narrative data drawn from six faculty projects, faculty interviews, and reflections from 70 participating students. We used the institutional mission and established HIP professional standards as confirmatory themes to code the narrative and observe levels of coverage. Administrative directives were mapped against the confirmatory themes to identify areas of high and low emphasis and emergent themes that fell outside specific mission and standards language were considered for meaning. Findings/conclusionsOur qualitative assessment of a HIP program revealed program strengths and areas in need of improvement. By evaluating the concentration of institutional mission and professional standard themes across the project narratives and within the way the program was structured and administered, we found strong alignment existed in the areas of intellectual growth and interaction with faculty and peers. When we found that other mission themes and standards were present at lower levels, we mapped the administrative directives to the themes and discovered that the high concentration themes occurred more frequently in the directives. This insight led us to observe that addressing all mission and professional standard themes more clearly in the design phase could serve to align administrative directives more closely. In addition to the presence of confirmative themes across the data, we found emergent themes that had meaning to study participants but fell outside of the mission and industry standards. The evaluative process taught us important lessons around how administration-to-faculty program directives can impact the design and delivery of pedagogical practice. RecommendationsEducational leaders should consistently use institutional mission and professional standard language in directives to faculty and staff; training faculty in designing HIPs to meet professional standards can benefit underserved students; and recognizing meaningful themes that emerge through program evaluation can illuminate important unanticipated outcomes.

Examining the association between professional language interpreter services and intensive care unit utilization among patients with non-English language preference: Evidence from a large U.S. hospital

ObjectiveTo examine the healthcare utilization of patients with non-English language preference (NELP) who utilized a professional language interpreter (PLI) in the intensive care unit (ICU) compared to similar patients with NELP who did not utilize a PLI in the ICU. MethodsSingle center cohort study of patients with NELP with at least one ICU admission a large academic medical center in the U.S. Midwest (1/1/2008-12/31/2022). The first model examined ICU length-of-stay (LOS) using a negative binomial and the second model examined whether a patient was readmitted to the ICU using a logistic regression with each model controlling for PLI utilization and covariates. ResultsPatients with NELP who utilized a PLI in the ICU had 0.87-days longer in the ICU (p<0.01) and had a 46% decreased odds of being readmitted to the ICU (p<0.01) than a comparable patient with NELP who did not utilize a PLI in the ICU. ConclusionProviding patients with NELP with access to a PLI in the ICU can improve patient outcomes and reduce language barriers. Practice implicationsThese results can provide the justification to potentially increase PLI staffing levels or increase the access to existing PLIs for more patients with NELP in ICUs.

Workshops: Enhancing communication for nursing students with patients with hearing disabilities

Abstract Background Nursing students need guidance on effective communication strategies for interacting with patients with hearing disabilities, emphasizing the importance of addressing this gap in their education as future healthcare professionals. Methods A cross-sectional survey was conducted among nursing students at seven institutions before and after workshops led by guides with hearing disabilities from a non-profit organization Ma’agalei Shema and funded by the National Insurance Institute. Data was collected from 2023 to March 2024 and analyzed using SPSS software. Results 279 participants completed the survey before the workshops. and 136 responding afterward. Almost 80% were female. Before the workshops, 68.46% of students expected to gain communication tools for patients with hearing disabilities. About one-third believed the healthcare system offers accessible treatment to these patients, while only 22.22% foresaw no barriers. One-third reported no clinical contact with such patients. Among those who did, lip-reading (25.53%), writing (17.73%), assistance from family members (15.6%), and sign language (9.22%) were commonly used. Only 2.84% used professional sign language interpreters, and 20.57% reported never meeting a patient with hearing disabilities (8% reported “other”). Post-workshop surveys showed that around 82.48% of participants felt the workshops would significantly enhance their communication skills with such patients, with only 5.11% reporting a lack of practical tools received. Conclusions Practical workshops can significantly enhance communication skills and improve patient care. This study underscores the potential impact of minor adjustments in communication strategies on patient care, such as increasing the use of professional interpreters. Main messages: Providing training to nursing students in effective communication with these patients can streamline interactions, diminish reliance on family intermediaries, and enhance medical care. Key messages • Nursing students need guidance on communicating with patients with hearing disabilities to improve future healthcare interactions. • Practical workshops enhance communication skills, stressing the importance of minor adjustments for better patient care.

ISSUES OF FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF STUDENTS IN THE CONTEXT OF CONVERGENCE OF FORMAL AND NON-FORMAL EDUCATION

This article considers the peculiarities of theformation of students' professional foreign language competence in the conditions of convergence of formal and non-formal education. The necessity of integration of formal and non-formal education in foreign language education is substantiated. The role and significance of formal education provided by educational institutions and non-formal education carried out outside educational institutions in the formation of students' professional foreign language competence is analyzed. Special attention is paid to the interaction of these two forms of education and their influence on the development of students' linguistic and communicative skills. One of the main objectives of the study is to identify the educational needs of students in the conditions of formation of their professional foreign language competence. As aresult of the study, the authors made conclusions that the majority of students consider it appropriate to integrate formal and non-formal education, as it will allow them to master additional competencies and increase their motivation for learning. Thus,in conclusion, the authors of the article summarise the results of the study and draw conclusions about the significance of theinteraction between formal and non-formal education for the formation and improvement of students' professional foreign language competence.

Analysis of Al-‘Arabiyyah Lil Hayah Books as Teaching Material from the Perspective of Brian Tomlinson and Hitomi Masuhara’s Theory

Teaching materials are crucial in the learning process, especially in Arabic language acquisition. "Al-'Arabiyyah Lil Hayah" serves as a reference guide for new students enrolled in the Special Program for Arabic Language Development (PKPBA) at UIN Maulana Malik Ibrahim Malang, providing a structured approach to enhance Arabic language skills across various academic disciplines. This study analyzes the book through the lens of the theory of different levels of teaching materials proposed by Brian Tomlinson and Hitomi Masuhara. Utilizing a literature study with a qualitative approach, data were collected through documentation techniques and analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, presentation, and conclusion drawing. The findings indicate that the four volumes of "Al-'Arabiyyah Lil Hayah" largely align with the recommendations of Tomlinson and Masuhara at basic, intermediate, and high levels. However, certain gaps remain, notably the absence of a comprehensive comprehension approach in Volume 1 and a deficiency in extensive reading and listening activities in Volumes 2 and 3. Additionally, Volume 4 lacks real-world professional language use materials, such as newspapers and research reports, which are essential for high-level learners. These shortcomings highlight a disconnect between the theoretical framework and the practical needs of students. Consequently, this research underscores the need for future studies to conduct a more thorough analysis of the suitability of the content, learning activities, and instructional approaches utilized in "Al-'Arabiyyah Lil Hayah," ensuring they effectively address the specific needs and characteristics of students at UIN Maulana Malik Ibrahim Malang.

TEACHING ENGLISH AS A PROFESSIONAL LANGUAGE: STRATEGIES AND METHODOLOGIES IN ESP EDUCATION

The rise of globalization has amplified the necessity for professionals across diverse fields to acquire proficiency in English, not only as a general communicative language but also as a specialized tool within their respective professions. English for Specific Purposes (ESP) has emerged as a crucial subset of English Language Teaching (ELT), focusing on the tailored needs of learners in specific fields, such as business, engineering, healthcare, and law. This paper explores effective strategies and methodologies in ESP education, highlighting best practices for teaching English as a professional language. The article discusses key theoretical approaches, pedagogical techniques, and the role of technology in enhancing ESP instruction.

THE ROLE OF SCIENTIFIC AND TECHNICAL DISCOURSE IN THE IMPLEMENTATION OF SCIENTIFIC LANGUAGETRAINING OF ENGINEERS

In this article the content analysis of the concept “scientific and technical discourse” is carried out and various aspects of this concept are systematized. Based on foreign and domestic practices, the main components that characterize scientific and technical discourse as a separate category have been revealed. The key characteristics and properties of scientific and technical discourse are identified, the knowledge and use of which will ensure successful communication in the scientific and technical environment. The specific influence of the identified characteristics on the effectiveness of scientific training has been clarified, since their correct use can significantly increase the quality of language education and training of technical specialists as a whole, improve their professional knowledge and language skills, as well as make them more competitive in the labor market.This scientific work is the result of research obtained in the process of project implementation “Intensification of scientific and professional language training of technical specialists in the context of digital transformation of education” (IRN AP19678460) by the grant funding of Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan.

Patterns and Pathways: Teachers’ Perceptions, Readiness, Support, and Barriers to Internationalization in Higher Education

In higher education, internationalization is essential because it exposes students to a globalized environment; however, teachers must be sufficiently prepared for this challenge to internationalize. Many studies emphasize the significance of faculty views on and institutional support in relation to institutionalization; however, there is a knowledge gap regarding how perceptions, support, and barriers interact with teachers’ readiness for and obstacles to internationalization, particularly in the Philippine setting. To fill this gap, this descriptive-correlational study used random sampling to examine 200 higher education teachers’ views on and readiness for institutionalization, the institutional support available, and barriers to institutionalization at state universities and colleges in Central Visayas, Philippines. Online surveys were used to collect data, which were then subjected to regression and descriptive analysis. Findings reveal that teachers have positive perceptions, receive ample support, and encounter barriers to internationalization. Based on their attitudes, beliefs, and pedagogical strategies, they were ready to engage in internationalization activities, they were well prepared in terms of professional development, cultural competence, and language proficiency, but only moderately ready to engage in internationalization, because of limited prior experience. Their institutions supported them through dedicated offices responsible for coordinating international efforts; however, they were also challenged by their institutions’ lack of financial resources and limited access to global networks and partnerships. According to the study findings, improving teachers’ preparedness necessitates building institutional support, promoting positive attitudes, and systematically removing obstacles. It is advised that institutional policies are strengthened. Research is required to fully understand these dynamics in various educational situations.

Formation of professionally oriented lexical competence among students of non-linguistic universities in the training program «Technosphere Safety»: a case study of the English language course

Modern methods of teaching foreign languages in non-linguistic universities are determined by the need to effectively combine language and professional training that meets the requirements of the Federal State Educational Standard of Higher Education (FSES HE). The key goal of this system is to develop students’ skills in understanding professionally-oriented information and developing the competence to communicate in a foreign language in professional situations.The article discusses issues related to the formation of professionally oriented lexical competence among students of the Federal State Budgetary Educational Institution of Higher Education «Maikop State Technological University» in the training program «Technosphere Safety». The study emphasizes the relevance of the topic, since when studying a professional foreign language it is impossible to develop lexical competence without the ability to work with thesaurus in one’s professional field.The goal of the research is to clarify the methods of developing professionally-oriented lexical competence among students of non-linguistic universities in the training program 20.03.01 «Technosphere Safety» in the process of reading texts in the specialty in English. The extent to which it is necessary to select lexical material and compile an individual thesaurus with a professional focus is assessed, which allows students to better understand professional texts, expand their vocabulary and accurately use professional terminology.Professionally oriented texts were the research material; linguistic and lexical units were analyzed, the skill of developing lexical competence among students was practiced.The research is based on complex research methods, consisting of theoretical methods (deductive analysis, method of statistical work with lexical material, comparative analysis) and empirical methods (observation method and data analysis).As a result of the research, a strategy for working on vocabulary when reading professionally oriented texts has been proposed, and the most effective exercises for developing lexical competence among students in the training program «Technosphere Safety» have been identified.Key conclusions: the formation of professionally oriented lexical competence among students of non-linguistic universities when working with foreign language texts on the topic «Technosphere Security» helps to analyze the information received and to form lexical competence and the skill of using an individual terminological thesaurus in the professional field, expanding the vocabulary in the specialty.

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.

FORMATION OF CONCEPTUAL AND TERMINOLOGICAL APPARATUS AS A COMPONENT OF PROFESSIONALLY ORIENTED FUTURE PHARMACIST TRAINING

The article analyzes the process of forming the conceptual and terminological apparatus as a component of professionally oriented training of future pharmacists; based on generalization of theoretical foundations, the features, strategies, and methods, the formation of the conceptual and terminological apparatus that contribute to the efficient training of future pharmacists in the process of studying the discipline «Analytical Chemistry» are revealed. The following criteria for the selection of chemical terms and concepts are proposed: thematic affiliation (exclusion of terms from related fields), focus on the vocabulary, systematicity, completeness of terminology coverage, as well as synchronicity (time factor), usage (frequency), semantic value of the term, term-forming capacity, normativity, and connectivity. The article considers the holistic organization of work on the qualitative mastering of the terminological vocabulary of analytical chemistry, and the development of professionally oriented communicative competence of future specialists majoring in the specialty 226 «Pharmacy, Industrial Pharmacy». It involves the use of proven methods and techniques for the rational selection, semantization and presentation of terminological language units. The exercises are divided into types, and their sequence in working with terms is established: introduction of terminological vocabulary (preparatory exercises) – language exercises – communicative and linguistic exercises, which involve the simultaneous selection and functioning of pre-text, while-text, and post-text exercises in such work. Post-textual tasks and forms of application of exercises have been developed. They are the following: work in pairs, organizing a cluster based on reference material, sentence construction, terminological dictation, and crossword puzzles. microtext construction, formulating definitions of terms, working with mental maps, using multimedia, trainings, video presentations, and the game «Guess the term!». It has been concluded that the usage of various communicative and speech exercises aimed at mastering terminological vocabulary in the process of teaching analytical chemistry contributes to professional communication skills improvement in the discipline and, by forming terminological experience, increases the level of professional language competence of future pharmacy specialists.

Bad business practices in the language services industry

Abstract The language services industry has enjoyed consistent economic growth over the past 15 years, yet not all participants have reaped its benefits. Individual language professionals have faced persistently low rates of pay, a lack of social benefits, and reduced job security. This predicament has been exacerbated by disruptions brought by technologies such as machine translation and artificial intelligence, and the questionable business practices of language services providers. Existing research primarily focuses on economic and technological aspects, overlooking the experiences of linguists. This article seeks to broaden this area of study by compiling a comprehensive list of the bad business practices that individual practitioners experience. A survey of 682 freelance translators provides the foundation, yielding a catalogue of 17 detrimental practices along with their prevalence rates. The article also outlines proposals for addressing these issues and identifies potential avenues for future research in this domain.

UKRAINIAN INTERPRETERS IN THE WAR ZONE (2014-2015)

The article focuses on the study of interpreters’ work in Donetsk, Ukraine in 2014-2015, the first two years of the Russian aggression against Ukraine. Complex legal, political and personal aspects of interpreters’ work with international media teams indicate that the legislation regulating the work of interpreters and the general preparedness of Ukrainian professionals for the dangerous working environment are lacking. What political and personal factors affect the language professionals in the field, what risks and challenges they have to overcome, and how they do their best to stay impartial and politically neutral in their work. The study shows that the environment, in which Ukrainian interpreters had to work was complicated and dangerous: they faced many challenges which included performing new functions, taking safety measures to protect their lives and health, adjusting to fast-changing conditions of work and life, coping with psychological pressure, etc. There is an obvious necessity to improve the legislation regulating the work of interpreters in a war zone, introduce training programmes for interpreters working in extreme and dangerous environments, and conduct further research of the work of interpreters in the war zones.

ON THE WAY WITH FRAMEWORK CURRICULA TOWARDS FOREIGN LANGUAGE TEACHING AT NON-PHILOLOGICAL FACULTIES FROM TOMORROW

The aim of our contribution is to show how the framework curricula for the teaching of German and foreign languages which were developed in ten countries during a project for cross-curricular university language education in the period 1998-2014 can support teachers, even under difficult circumstances such as during the pandemic. The holistic approach of these curricula leads teachers to create teaching materials which allow their students to enjoy learning and to develop not only their linguistic, but also methodological, social and personal competences relevant to their future careers. Teaching examples from online classes at Bocconi University (Italy) and hybrid classes at the University in Novi Sad, (Serbia) are presented, which prove that the motivation and creativity of learners, who often perceive professional and technical language as something dry and overly factual, can be stimulated by appropriate working methods and targeted teaching materials. Appropriate teaching materials can be created for German classes as well as for any other foreign language classes, since the indications of principles, objectives, contents and procedures contained in the framework curricula are cross-linguistic and are not bound to the teaching of a single language, although they have been written in German by German lecturers.

The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling

A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect effects of the intervention on L2 achievement were significant, suggesting the key role that autonomy and intrinsic motivation played in understanding the positive impact of teacher motivational strategies on students’ language achievement. The experimental-driven findings represented by the SEM model in the present study denote a strong empirical evidence of the role of teacher motivational practice on student L2 achievement and important implications for the English as a foreign language (EFL) profession in this regard.

A Corpus-Based Text-Centric Approach to the Scientific Discourse Actualization in the Process of Forming the Professional Language Personality of Linguistic Specialties Students

The article analyses the effect of the corpus text-centered approach on the development of the personality of a linguistics student in the changing socio-pedagogical and professional context of modern society. The ways of scientific discourse actualization in the digital linguodidactic space are investigated, a systematic and in-depth justification of its forms is given, practical and didactic measures affecting the formation and harmonious development of the professional language personality of students are considered. The key characteristics of scientific communication necessary for future specialists for successful professional development in the field of linguistic knowledge are being clarified. The specifics of teaching students a foreign language based on a text-centric approach based on the online corpus dictionaries and digital word cloud technology use are being clarified. The purpose of the article is to investigate and demonstrate the conceptual model and principles of the modern didactic system, which is based on the corpus text-centered approach in the teaching of scientific discourse to language students and the development of their professional language personality. Methodology. In addition to quantitative methods, the pedagogical experiment aimed to find out the characteristics of the formation and development of the scientific discussion skills of students in the field of education “Professional education (according to industry)” a text-centric approach was used. In conclusion, it can be stated that the effectiveness of the corpus text-centered approach in the development of the professional personality of language students has been demonstrated. Recognizing the specifics of scientific communication, this approach helps students improve their reading, writing, speaking skills and understanding of foreign scientific discourse, as well as expand their vocabulary and develop logical thinking and communication skills.

SIGNIFICANCE OF ELECTRONIC EDUCATIONAL ENVIRONMENT WHEN TEACHING FOREIGN LANGUAGE FOR STUDENTS’ RESEARCH ACTIVITIES

Background. The paper focuses on the urgent problem of foreign language vocational training of prospective specialists and its significance in students’ research activities. Nowadays, the current concept of teaching foreign languages at non-linguistic university training emphasizes the teaching system combining vocational training and language acquisition. In other words, it is crucial to consider the competencies for prospective occupation and the ability of students to use their professional language skills in a dynamically changing environment. Based on the modern standards of higher education, with an emphasis on project and research activities, the programs of teaching foreign languages consider the student’s research activities one of the most important motivation tools for mastering a foreign language. These activities allow students to creatively apply the achievements of scientific and technological progress in practice. Purpose. The aim of the research is to present a description of the structure of the electronic educational environment of the university and to identify the specifics of foreign language teaching for research activities of students. Materials and methods. The competence approach, in particular foreign-language professional-oriented competence, is considered as the methodological basis of the study. Achievement of the set research goal was carried out on the basis of theoretical and methodological analysis, systematisation and generalisation of scientific literature on the given problem. Quantitative indicators were used as an element of describing the dynamics of changes in the educational environment of the university. Using the given methods, the students should obtain foreign language competencies, including the extensive application of electronic educational resources and research skills. We described the approaches to organizing the teaching process, focusing on the concept of a computer-based environment, including electronic educational resources. Results. The experience of Sevastopol State University (Sevastopol, Russia) serves as an example of the positive experience of the electronic educational environment, which underlines the scientific novelty of the study. Practice shows that using an electronic educational environment is essential in engaging students in research activities. Such an environment promotes the formation of creative skills among students and increases the level of their vocational training.