Students Of Non-linguistic Specialties Research Articles

О некоторых принципах мотивации к изучению иностранного языка у студентов непрофильных направлений подготовки

О некоторых принципах мотивации к изучению иностранного языка у студентов непрофильных направлений подготовки

NEW APPROACHES TO TEACHING BUSINESS ENGLISH TO FUTURE ECONOMISTS

The article deals with the problems of teaching business English to future specialists in Economics in the context of quickly changing business environment. The authors of the article investigate the challenges which face professional training of future economists and prove a very important role of acquiring skills in English for special purpose for future professional activity describing the current requirements to teaching business English to students of non-linguistic specialties. The new methods of teaching a foreign business language are revealed and the importance of gaining skills to maintain the stable contacts with business partners by means of perfect knowledge of English is proved. The authors define the main principles of organizing a business foreign language teaching in higher educational establishments and analyze the indicators of successful acquiring of language skills by students of economic faculties. The set of tasks aimed at further formation of language competence and acquisition of practical skills of language proficiency is suggested.

EFFECTIVE FOREIGN LANGUAGE TRAINING THROUGH EDUCATIONAL TECHNOLOGY WITH THE USE OF DICTIONARIES

The article introduces the educational technology with the use of dictionaries into the process of foreign language training of the students of non-linguistic specialties. The author defines this technology as an algorithm of teachers and students’ common actions aimed at formation the abilities and skills of working with dictionaries of different types, learning the information obtained from dictionaries and its usage in the further practical activity. The paper demonstrates the convincing superiority of the newly developed technology which, under methodically correct conditions of its application, can significantly improve the qualitative indicators of the educational process. This hypothesis was confirmed by the results of the research conducted in 2016/2017 academic year at non-linguistic faculties ofLesyaUkrainkaEasternEuropeanNationalUniversity. 183 first- and second-year students, among them 92 students of the experimental group (EG) and 91 students of the control group (CG), were involved in the research. The study of the discipline “Profession-Oriented Foreign Language Study” in EG was carried out in the form of experimental teaching by means of the suggested technology while in CG traditional methods of teaching were used. The comparison of the students’ knowledge results obtained before and after the experiment allows us to state that there is a substantial increase in foreign language proficiency of EG students compared with the students in CG. This paper mainly presents the idea that application of the suggested technology ensures continuity and consistency of a foreign language acquisition, and a gradual transition from training to future professional activities.

COMMUNICATION-CENTERED APPROACH TO TEACHING FOREIGN LANGUAGES IN NON-LINGUISTIC UNIVERSITIES

The article deals with the process of realization of the communication-centered approach to the study of foreign languages of the students of non-linguistic specialties. It consists in the modeling of the basic regularities of foreign language communication taking into consideration their professional needs The main conditions of the communicative organization of foreign language classes have been analyzed: the foreign language speech orientation of the educational process, which consists in the practical application of the target foreign language; the learning functionality that includes the methods allowing the most effective acquisition of lexical units and grammatical structures in speech; the situational learning that permits to coordinate the educational material with the professional orientation of students; the novelty of the educational material, consisting in the continuous updating of the material studied; taking into account the individual characteristics of each student. The emphasis has been placed on the fact that the communication-centered approach to the study of foreign languages contributes to the maximum immersion of a student into the foreign speech activity. It has been shown that the communication-centered approach to the study of foreign languages involves the formation of students’ skills and abilities of the adequate perception of foreign language speech and expression of their own opinions in the foreign language according to the specific situation. The peculiarities of the formation of foreign-language communicative competence of students of non-linguistic specialties as mastering special linguistic means and non-verbal aspects of the studied language have been revealed. It has been proved that the development of foreign language communication skills of students of non-linguistic specialities is successfully realized in business communication training, which combines the foreign language knowledge and special scientific skills as well. They contribute to the formation of the productive professional language skills of students. Some of the most effective types of communicative activities (conditional conversation, discussion, commentary, dramatization, business game) and techniques (work in pairs, group work and cooperative learning) have been analyzed. The conclusion about the necessity of using the communication-centered approach to teaching foreign languages in a non-linguistic university has been made. It maximally brings the learning process to a real linguistic situation, developing the professional communication, sociolinguistic, socio-cultural competences of students.

Bilingualism and intercultural communication in teaching a foreign language to students of non-linguistic specialties

Bilingualism and intercultural communication in teaching a foreign language to students of non-linguistic specialties

Метапредметный потенциал иноязычной подготовки в системе высшего нелингвистического образования

Theoretical and practical issues of implementation of interdisciplinary approach in the system of foreign language training of University students of non-linguistic specialties are examined. The research urgency is caused by necessity of formation of holistic scientific worldview of future professionals on the basis of interdisciplinary integration in the crisis of disciplinary knowledge. Genesis of the interdisciplinary approach to general and higher education is covered. A review of the domestic and foreign psychological-pedagogical and didactic literature covering the experience of application of interdisciplinary approach in University practice is made. Concepts of “meta-competences,” “meta-subject competences,” “over-professional competences,” “soft skills,” etc. are distinguished. The structure of foreign models of the formation of meta-competency of graduates that meet the requirements of employers are described. Organizational-pedagogical conditions of realization of interdisciplinary approach in the system of non-linguistic higher education are analyzed. There is a sample list of meta-competences, which can be effectively formed in the process of foreign language training in higher education. Techniques and technologies of forming meta-competences of specialists of non-linguistic profile by means of the discipline “Foreign language” are classified. The results of experimental work on forming meta-competences in students of the undergraduate training of 06.03.01 Biology field of study are described. The prospects of application of interdisciplinary approach in the field of vocational didactics are examined.

Techniques of Teaching English by Information-Communication Technologies (The North-Eastern Federal University)

The article contains research of the education system and techniques of teaching English to students of non-linguistic faculties by communication technologies in all aspects of cognition, education and science at the North-Eastern federal university in Republic Sakha (Yakutia) Russia. The authors analyze language teaching to students of non-linguistic specialties according to the Federal State Educational standards. The purpose of this paper is to reflect upon the value and role of learning activity with a proposal of possible measures that could be taken to improve foreign-languages teaching in the university by means of information-communication technologies. The article contains research of the educational system capable to provide effective communication of specialists in global space as a necessary condition of education quality of the modern students. DOI: 10.5901/mjss.2015.v6n3s3p255

FUNCTIONAL INTERACTION OF CORTICAL AREAS IN THETA-BAND OF STUDENTS DURING READING RUSSIAN AND ENGLISH GRAMMATICAL CONSTRUCTIONS

The brain bioelectrical activity changes in students of non-linguistic specialties during silent reading of Russian and English collocations - syntagmatic and paradigmatic constructions - has been studied. A coherent analysis of electroencephalographic components (EEG) has identified specific topographical characteristics of theta-band functional connections: increased synchronous activity of the frontal associative and occipital, temporal and parieto-temporo-occipital areas of both hemispheres. Active participation of the frontal areas in the process of decoding of verbal information of different collocation types has been detected. It has been shown that Russian paradigmatic constructions were more difficult for processing compared to syntagmatic ones. Reading in English is complicated in general for the students of the non-linguistic departments independent from types of grammatical constructions.