Specialty Language Research Articles

Purpose and objectives of linguo-didactic training in the Military İnstitute

The article deals with Instilling the teaching of the taught foreign language following the linguo-didactic basis­ still remains one of the most important and not properly s­ol­ved problems of modern methodology. Talking about the instillation of speech habits in the specialty language in ­military­ schools the special importance of instilling reading habits in­ students at this stage of training should be noted. It should also be empha­sized that by properly organizing teaching in English here, we create the appropriate conditions for the more effective development of speaking, writing and hearing-understanding skills and habits in the cadets. The main features of conducting training on a metholodogical basis is a progress of informative, creative solution of problems, understanding, analyzing abilities during the learning-teaching process with cadets. This type of teaching can provide interactivity in the process of live communication.

Personalization in higher education: Textoriented learning of Russian

One of the main goals of Russian higher education is to train a professionally competent specialist. In this regard, personalization of education, which concerns various aspects of the formation of students’ personal potential, is becoming increasingly relevant in our universities. This, first of all, refers to the leading modern principles and methods of teaching when the key role belongs to the language training of a modern specialist, i.e. their mastering the language - native and foreign, as well as the development of information and professionally oriented communicative competence.The scientific novelty of the research lies in highlighting the modern approach to the personalization of learning in teaching the Russian language, taking into account the students’ individual learning trajectory. The article touches on the issues of teaching the Russian language in higher educational institutions of Moscow. We consider the process of teaching Russian as a native, non-native and foreign language to students from different regions of the country and foreign countries in a technical and pedagogical university under personalization conditions. Russian language learning means the development of all types of students’ speech activity, moreover it contributes to mastery of their future specialty language - professional Russian. The article presents a selection of current didactic materials containing the spelling patterns, punctograms for working on language norms and spelling skills of students, as well as tasks that contribute to the development of communication skills.

PROBLEMS OFTEACHING THE SPECIALTY LANGUAGE IN TEACHING RUSSIANAS A NON-NATIVE LANGUAGE

Proficiency in the language of the chosen specialty in a non-native language provides foreign-language scientific and professional communication when studying at the university. The main idea of teaching the language of specialty and professional scientific speech is based on the statement that learning a language should not be for the sake of formal knowledge, but for practical mastery of it. Being proficient in a language means having skills and abilities in all types of speech activity.

Optimization of the approach to teaching the second foreign language

Learning a second foreign language remains a relevant issue in higher education, especially today when the need for changes in the educational process has become increasingly urgent. This research aims to justify the optimal approach that will make learning a second foreign language at MGIMO more attractive and beneficial, while improving students’ language training and knowledge level with minimal cost. The research is based on survey data analysis of students and teachers that revealed the most pressing problems. The introduction of compulsory study of two foreign languages at MGIMO can serve as a catalyst for change, without which the process of learning a second foreign language will not yield desired results. A comparison between the current approach, which has been criticized by both students and teachers, and the approach proposed by the authors convincingly shows that optimization should involve all language departments and entail a range of measures, including providing a full six-semester program; revising the syllabus of the “Second Foreign Language” discipline to make it easier; reallocating hours for basic lexical-grammatical course compared to other aspects (language of specialty, translation depending on faculty profile); creating special lines of text-books and teaching aids for the second foreign language that are interesting for students in terms of both content (relevant to the topic) and design (using digital technology capabilities). The article may be of interest to both foreign language teachers and university administrators. The proposed project will undoubtedly require effort and goodwill from both the deans and the language departments, as it entails a review of curricula and programs. However, its implementation will ultimately raise the significance of the second foreign language and improve the level of language training at MGIMO as a whole, thereby ensuring the competitiveness of graduates in the job market.

Teaching Foreign Speakers Algorithms for Working With a General Scientific Text: Initial Stage of Preparation

The article presents the technology of comprehensive work with general scientific text while studying the language of specialty by foreign students of engineering and technical field of preparation at the pre-university stage.The relevance of the study is determined by the scientific, theoretical and practical significance of the problems associated with the formation of competencies of foreigners necessary for communication in educational, scientific and professional spheres. The difficulty of foreign speakers’ perception of lexical and grammatical structures, understanding of an educational general scientific text and its production require teachers to use an effective methodological apparatus already at the stage of pre-university preparation.The novelty and scientific value of the research lies in the development of a system for working with the text in the language of specialty using tables and schemes that stimulate cognitive activity. The development and testing of a system for working with general scientific text using schemes that stimulate cognitive activity was carried out on the basis of Southwest State University as part of teaching the language of specialty to foreign students of e engineering and technical field of preparation at the pre-university stage.In the process of research, theoretical, empirical, pedagogical methods were used, such as analysis and synthesis of scientific literature, modeling, as well as observation of the educational process. The technology of comprehensive work with general scientific text is presented on the material of the text “Classification of inorganic substances”, studied in the topic “Classification of objects and phenomena” in the course of the discipline “Language of the educational and scientific sphere of communication” (engineering and technical field of preparation).The presented technology for working with general scientific text using tables and schemes contributes to the effective achievement of educational goals, development of student’s professional and communicative competence.

СТИЛЕВЫЕ АСПЕКТЫ ОБУЧЕНИЯ ИНОСТРАННЫХ СЛУШАТЕЛЕЙ ЯЗЫКУ СПЕЦИАЛЬНОСТИ

The article is devoted to the methodology of studying the language of the specialty by foreign students of universities of the legal profile of the Ministry of Internal Affairs of Russia. The article assesses various approaches to professionally-oriented teaching of foreign students, methods of formation of professional language competencies, taking into account the humanitarian profile of the educational organization. The author points out the need to combine traditional and innovative teaching methods based on the linguistic and stylistic features of the specialty language, the introduction of effective methods and techniques of language training of students. In addition, the author draws attention to the problems, which one has to face in pedagogical practice in the process of learning the specialty language in law schools: a large amount of theoretical material for memorization; complexity of the language of law, stylistic features of legal texts; lack of practical, professional experience among students; low level of coordination of curricula between language and specialized departments on the issues of teaching the specialty language. The article contains recommendations for optimizing the process of professionally-oriented training of foreign students in law schools: the need for indepth linguistic and stylistic analysis of texts in the specialty in practical classes in a foreign language; increasing motivation for professionally-oriented communication (studying a specialty through language and language through a specialty); improving methodological support of the educational process (creation of integrated interdisciplinary educational-methodological developments combining professional and linguistic aspects); optimization of the curriculum by introducing specialized linguistic academic disciplines.

Проектный метод как технология создания языковой образовательной среды для овладения русским языком как иностранным: опыт российско-венгерского учебного проекта

The article presents the results of the implementation of a Russian-Hungarian educational project, conducted in the form of a remote Russian conversation club in 2021–2023. The participants of the project were master’s students from Tomsk State University (TSU) and students from Budapest Business University (BBU), who joined the project with their goals and achieved results important to both of the sides. The methodological basis of the study was scientific works on project-based learning. At BBU, Russian is taught as a specialty language. Many students have to start studying Russian at the university; they know very little about Russia, and their knowledge often diverges from reality. This fact makes it difficult to study the language and understand Russian culture. The training should be comprehensive. It is not enough for future economists and partners of Russian business people to learn a set of phrases and expressions used in the field of business communication. They are in need of knowledge about the Russian reality and cultural life of modern Russia. Thus, Hungarian students have a need to communicate with native speakers of the language they study. TSU master’s students studying philology, specializing in Russian as a foreign language, also need contact with their potential students and broaden their information about foreign students from different countries. It was decided to organize a club. The conversation club has become a multicultural space for thematic conversational online meetings using multimedia technologies (presentations, video and audio materials), in which not only representatives of Russia and Hungary, but also TSU undergraduates from other countries participated. They joined the project as part of the course Project and Research Activities in Philology. Creating a favourable atmosphere contributes to more successful learning. In accordance with the curriculum, the first block of this course involves studying the specifics of organizing project activities in education; design technologies; principles of organizing project activities, conditions and results of project activities; features of organizing project activities in the aspect of Russian as a foreign language. The objective of the project was to create optimal conditions for solving the above-mentioned tasks. The authors of the article emphasize that the Russian Club for Hungarian students became an opportunity to practice speaking skills in Russian with native speakers and became a guide to Russian culture. The particular significance of the project for undergraduates from TSU is that the project provides an opportunity to demonstrate both creative and role-based research activities based on interaction with young foreigners studying Russian. The project can be recommended as an effective technology for developing communicative competence among all project participants and professional competencies among future teachers of Russian as a foreign language.

УЧЕБНИК ПО ЛИТЕРАТУРЕ КАК ИНСТРУМЕНТ ПРЕДПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ ИНОСТРАННЫХ СЛУШАТЕЛЕЙ НА ДОВУЗОВСКОМ ЭТАПЕ ОБУЧЕНИЯ

This article discusses the issues of teaching humanities to foreign students of additional educational programs. The authors share their experience of teaching literature to students of philology at the pre-university stage at the Institute of International Education of Voronezh State University. The relevance of the article lies in the characteristics of the language of the specialty in the field of literary studies. The relevance of this article is to identify the features of pre-professional training in the literature of foreign students at the pre-university stage of education. The authors emphasize the need to form the language of the specialty among foreign students-humanities, along with students of other fields. A brief overview of productive techniques and methods of teaching the discipline "Literature" in a foreign audience is given. The authors pay special attention to the practical significance of the textbook "Literature. Fundamentals of the Theory and History of Russian Literature", developed and published at the Institute of International Education. This publication is an effective and modern tool that allows you to form the language of the specialty of foreign students-humanities during the pre-university stage of training. The textbook on literature is universal in content for different specialties of humanitarian orientation. It also contains a system of methodological tools that form students not only the basics of the specialty language, but also language and speech competencies. In conclusion, the authors share the results of further training of graduates of additional educational programs.

СПЕЦИФИКА ОБУЧЕНИЯ ИНОСТРАННЫХ СЛУШАТЕЛЕЙ ВУЗА СИСТЕМЫ МВД РОССИИ ЯЗЫКУ СПЕЦИАЛЬНОСТИ «СУДЕБНАЯ ЭКСПЕРТИЗА»

The article examines the main issues of teaching foreign students the language of the specialty as one of the aspects of teaching Russian as a foreign language. Proceeding from the fact that the language of the specialty is predetermined, first of all, by the terminological system of the future profession, the author addresses the problems of mastering the vocabulary of the specialty chosen by foreign students. The issues of teaching the language of the specialty are also being updated, taking into account the mastery of students' skills in composing genres of documents in accordance with the official business style, along with the development of the scientific style of the language inherent in most educational publications. The author substantiates the specificity of teaching foreign students of the university of the Ministry of Internal Affairs of Russia the language of the specialty "Forensic examination" by a number of circumstances. Since the genre of the document "Expert opinion" assumes an infinite number of topics for a forensic expert, in addition to the actual legal vocabulary, he needs to master a significant amount of heterogeneous thematic lexical complexes at the training stage, which should be used terminologically correctly in expert documents. The author illustrates his conclusions by analyzing a specific type of lesson in the discipline "Russian in forensic expertise", the techniques, methods, and techniques used in teaching the specialty language to foreign students of the university of the Ministry of Internal Affairs of Russia.

МЕТОДИКА РАБОТЫ НАД КОММУНИКАТИВНОЙ КОМПЕТЕНЦИЕЙ СТУДЕНТОВ-МЕДИКОВ (ПО ТЕМЕ «СТЕНОКАРДИЯ»)

The most effective principles of the organization and intensification of the educational process on the subject of "Scientific style of speech" (Russian as a foreign language) are described. The development of a set of exercises of pre-text, pre-text and post-text exercises aimed at systematization and consolidation of knowledge, as well as the development of communication skills in a foreign language of future doctors (foreign medical students of the Faculty of Medicine 2-3 courses, topic "Angina pectoris", section "Patient Survey") is presented. Keywords: medical record, patient survey, role-playing game, communication, teaching method, methodology, specialty language, Russian as a foreign language.

Linguistic and didactic principles of teaching at the Aviation Academy

The article deals with Instilling the teaching of the taught foreign language following the linguo-didactic basis­ still remains one of the most important and not properly s­ol­ved problems of modern methodology. Talking about the instillation of speech habits in the specialty language in ­aviation the special importance of instilling reading habits in­ students at this stage of training should be noted. It should also be empha­sized that by properly organizing teaching in English here, we create the appropriate conditions for the more effective development of speaking, writing and hearing-understanding skills and habits in the students. The main features of conducting training on a linguo-didactic basis are the formation and development of educational, informative, creative solution of problems, directing to thinking, understanding, analyzing abilities in cadets. Such training can provide interactivity in the process of live communication.

Research of theh issues of teaching the russian language in Turkey

The article deals with the topical issues of teaching Russian as a foreign language in state higher educational institutions of Turkey. The relevance of this study is due to the lack of a detailed description of an integrated approach that would determine the objective patterns of teaching and learning a language. Russian as a Foreign language teaching in Turkey is analyzed in detail in the article, as well as the accumulated experience in the methodology of teaching Russian as a foreign language in Russia and the People’s Republic of China is presented. The article examines the current situation on the application of an integrated approach in teaching Russian as a foreign language, presents innovative approaches of various authors on the subject, as well as some practical recommendations for Turkish citizens studying Russian. The author substantiates the further need for further creation of textbooks and teaching aids that will take into account the principles of an integrated approach to teaching aspects of language and types of speech activity necessary for high-quality teaching of Russian as a foreign language, as a specialty language, the communicative orientation of teaching, the possibility of individualization of the educational process. The prospects of the study consist in developing a practical approach to solving the above-mentioned problems that are relevant at the moment and introducing it into the educational space of Turkey.

Linguistic and Didactic Potential of Working with Text in the Course of Proffessionally Oriented Teaching the Russian Language to Inophones — Future International Lawyers

Communicative and functional co-direction in the process of learning and teaching any foreign language gives the text the function of the highest unit of teaching speech communication. The article aims to study the linguistic and methodological basis of teaching foreign students professionally-oriented communication of international legal character in Russian. The aim of the study is to develop a comprehensive methodologically grounded approach to the process of teaching the language of specialty to future specialists in the field of international law and international relations. The research is based on an interdisciplinary approach to the problem under study, since the formation of professional competencies in this group of foreign students takes place in the Russian language, which is primarily a means of obtaining a specialty for them. The general scientific methods of cognition used in this study include, in particular, observation of the speech behavior of foreign speakers in the educational and scientific spheres of their activity, analysis of textual and linguistic material relevant to the students, experiment as a means of approbation of the developed methodology, as well as analysis of the obtained results. The article substantiates a comprehensive approach to the study of professionally oriented text, describes grammatical, lexical and conceptual difficulties characteristic of professional non-adapted texts in the specialty “Jurisprudence. International Law”. The novelty of the approach lies in the description of the typology of pre-text, and post-text exercises and tasks that contribute to the acquisition of scientific speech norms by foreign speakers, the formation of receptive, reproductive and productive speech activity relevant for professional communication of a future international lawyer. At the same time, the lexical material, on the basis of which the above system of exercises and tasks (“ETS”) was created, has not been previously included in such studies. The final part of the article presents the results of the final testing of students, conducted for experimental purposes and confirming the effectiveness of the proposed integrated methodological approach. The methodology of working with professional texts in the process of teaching Russian as a foreign language to future international lawyers presented in the article can be used by Russian and foreign methodologists in order to create a linguistic and didactic model of professionally oriented teaching for other contingents of foreign students, as well as by practicing teachers working on the creation of professionally oriented teaching tools (textbooks, teaching aids) in the context of an interdisciplinary approach to teaching Russian as a foreign language

THE USE OF PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN THE CLASSROOM OF A HIGHER SCHOOL

The article is devoted to the problems of finding innovative ways and means to optimize the teaching of a foreign language and increase the effectiveness of teaching. Particular attention is paid to personal technologies as a means of more complete implementation of the upbringing, educational and developmental potential of the subject. They are aimed at forming the student's subjective position in a holistic educational process and are based on the mechanism of dialogue, reflectivity and cooperation. Examples of the application of project technology in the course of the Russian language as a specialty language are given.

Teaching students of the specialty "international law" in professionally-oriented vocabulary of the russian language on the basis of a complex of tasks

The purpose of this article is to describe a set of tasks for the development of vocabulary for students of "international law" in the professionally oriented Russian language. Scientific novelty lies in the fact that a number of exercises and tasks are presented, which is aimed primarily at developing and improving students' vocabulary based on new textual material. This approach will allow students to develop the ability to extract and process the information received in accordance with the goal from various international documents. In addition, they will be able to perceive professionally-oriented information by ear and highlight the main and secondary in accordance with the communicative task of the text. Based on professional vocabulary, they can argue their point of view, clarify or supplement information in compliance with the norms of speech etiquette. As a result of the study, we found that, firstly, in order to improve vocabulary, it is necessary to develop and give students more than 10-15 exercises both as pre-text and post-text tasks. Secondly, the development of professionally oriented vocabulary becomes a key mechanism in the formation of the communicative competence of a future specialist in international law. Thirdly, it is the development of students' vocabulary that increases motivation, both in the development of legal disciplines and in the study of the Russian language. The practical significance of the article lies in the fact that the presented system of exercises aimed at mastering the vocabulary of the specialty language in the Russian language can be used for seminars and practical classes.

Development of Socio-Cultural Competence in Teaching a Professionally Oriented Language Using ICT

This paper aims to characterize the role of considering socio-cultural characteristics in teaching foreign speakers a professionally oriented language in the framework of teaching them a foreign language. The author pays special attention to the ways and methods of developing the socio-cultural competence of foreign students in teaching them their specialty language, in particular when using modern means of information and communication technologies (ICT). The basis of the author’s reasoning is the principle of the communicative orientation of teaching a foreign language. At the end of the study, the author concluded it is effective to form the relationship between professional and sociocultural competencies for the qualitative teaching of foreign students in the language of their specialty. The particularly an integrated approach contributes to the organic integration of the foreign language into a new cultural environment, and, therefore, prepares it for effective functioning in the conditions of intercultural communication.

Video Materials in Teaching the Specialty Language at the University

Teaching a specialty language as one of the aspects of a foreign language course requires the teacher to pay special attention to the vocabulary. One of the strategies for expanding the vocabulary of students is the use of English-language video materials devoted to the topics studied and lexically echoing them. The object of the study is the influence of English-language video materials with a certain set of words and notions as one of the tools for expanding vocabulary. The hypothesis was that the effectiveness of using this type of educational work to expand the vocabulary of students. The experiment was conducted in groups studying the specialty language. The authors of the study selected experimental and control groups, and a preliminary test was conducted before the experiment. After the course, students were offered a post-test, which consisted in checking students' vocabulary in control and experimental groups and an oral interview based on the results of training. The main conclusions of the study are: the results of the experiment show that the use of specially selected video materials has a positive impact on the development of special vocabulary. The final conversation of the teachers with the students of the experimental groups revealed a high level of satisfaction with the course and significant signs of an increase in motivation to further study the language of the specialty. Despite some limitations of the study, the authors consider the results of the experiment to be a weighty argument in favor of using video materials as an effective tool for expanding vocabulary.

Language difficulties in teaching esp

This article explains the reasons for arising the quality of teaching foreign language as a language of specialty in nonlinguistic universities. For realizing modern aim of teaching foreign languages - developing learner's communicative competence - it is required to revise the existed ESP programs and textbooks for the efficiency of their content to the set goal. Textbooks must be effective not only for developing linguistic competence but also it must include didactic resources for developing sociolinguistic, sociocultural, discourse and strategic competences crucial components of the communicative competence. The article also underlines the importance of methodical instructions for overcoming linguistic and cultural difficulties in teaching ESP. The difficulties in teaching foreign language as the of the language of specialty both linguistic and extra linguistic may be overcome only by enlightening them in the appropriate didactic materials and by using modern methods and techniques in the ESP classroom. Some samples of the linguistic such lexical difficulties, syntax difficulties, stylistic difficulties, semantic difficulties in English for law are given in the article for using them in real life academic procedure. This article may help practitioners to improve their content of teaching ESP and to create effective textbooks and manuals in accordance with the modern requirements to realizing the aim of teaching foreign languages.

Teaching the Language of Specialty to Chinese Music Students on the Material of the Texts on the Creative Heritage of Russian Composers of the XIX-XX Centuries

Teaching the Language of Specialty to Chinese Music Students on the Material of the Texts on the Creative Heritage of Russian Composers of the XIX-XX Centuries

Terms of Trade in Bilingual and Multilingual Dictionaries

In this article, we analyze a corpus made up of two general French-Italian and Italian-French bilingual dictionaries and two multilingual dictionaries. We take into account, in particular, the macrostructure, the microstructure, the technical terminology and the phraseology of these dictionaries. Using a magnifying glass metaphorically, we focus on the treatment of the specialty language of commerce within the articles of the general bilingual dictionaries. With regard to plurilingual dictionaries, we try to show the lexicographical choices dictated by a requirement of extreme synthesis; the size of a dictionary, especially for schools, influences not only the convenience of consultation but also the price. The prodromes of the first business specialty language dictionaries represent an interesting corpus for understanding the first steps taken by lexicographers who decided to include specialty terminology in general bilingual dictionaries or to write multilingual business dictionaries.