Students Of Non-linguistic Specialties Research Articles

THE PROBLEM OF OVERCOMING LANGUAGE BARRIERS BY STUDENTS OF NON-LINGUISTIC SPECIALTIES

The article presents studies of barriers to learning a foreign language and possible ways to overcome them. The relevance of the problem is proven by the analysis of modern processes of globalization and their influence on the demands placed on future specialists. An analysis of psychological-pedagogical and scientific-methodical literary sources of domestic and foreign authors, who studied various aspects of the emergence and overcoming of foreign-language barriers in the educational process of modern higher education institutions, was carried out. The purpose of the article is to analyze the barriers that arise when learning a foreign language and to determine ways to overcome them in the conditions of modern institutions of higher education. The content of the concept of psychological barrier in the context of learning a foreign language is specified. Having considered the available definitions of barriers in learning a foreign language, the authors state that the barrier in foreign language communication is an internal obstacle of a psychological nature that prevents the successful implementation of a certain activity. The article is devoted to the problem of overcoming language barriers by students of non-linguistic specialties when learning foreign languages. It is emphasized that the elimination of language barriers is the main a condition for optimizing the teaching of foreign languages in a technical university. The main causes of communication failures. Recommendations are given for organizing the educational process in foreign languages taking into account the language barrier factor.

LEARNING MOTIVATION OF FOREIGN LANGUAGE AMONG NON-LINGUISTIC SPECIALTIES’ STUDENTS

The article deals with the issue of the foreign language learning’s motivation among students of non-linguistic specialties. The relevance of the research is due to the ambiguous attitude of non-linguistic specialties’ students to the foreign language subject. We investigate that this is one of the main psychological and pedagogical problems in the framework of the research of psychological and pedagogical conditions for forming a foreign language learning motivation, based on analysis of the learning motivation. There are also noted the classification of motivation, and reasons contributing to a decrease in the motivation of learning. The article reveals evidence that allows us to determine the development level of the foreign language learning motivation among students of non-linguistic specialties, and its dependence on the psychological and pedagogical activity of the teacher during the educational process. Some of the study’s result, that firstly, show the process of forming a learning motivation, which is related to the implementation of different approaches; and secondly, some important factors affecting the students’ interest in the studied subject are summarized in the article.

МОВНЕ ПОРТФОЛІО ЯК РЕАЛЬНИЙ ПРОГНОЗОВАНИЙ РЕЗУЛЬТАТ КЕРОВАНОГО ОСВІТНЬОГО ПРОЦЕСУ

In institutions of higher education the question of motivation arises while studying any discipline, however, the problem of motivation for professional improvement of English level knowledge plays an important role. This task is especially topical for teachers and students of non-linguistic specialties. The language portfolio provides an opportunity for learners to record and independently review their own achievements and mistakes while learning any language in general and English in particular. The article offers a step-by-step algorithm for familiarizing students with the language portfolio method at meetings of “English in Intercultural Communication” scientific group. The specified mechanism is based on the theoretical and practical works of domestic and foreign teachers. When considering the topic of using the “Language Portfolio” technology in higher education institutions, it is necessary to appeal to its successful implementation in general secondary education establishments. The main attention is focused on the main characteristics of the language portfolio, the structural and functional loading of its sections as well. It has been noted that the teacher faces a difficult task: to teach students to plan a portfolio the ultimate goal to be clear, to outline the amount of information they need to master, and what level they will reach by the end of the semester or the academic year. The language portfolio integrates all components of teaching (training, learning, assessment and self-assessment) and covers all types of speaking activities. It has been assumed that motivating students and ensuring their step-by-step organization of reflective self-assessment and complex control can be done not only in foreign language classes, but also at meetings of the “English in Intercultural Communication” scientific group by surveying, presenting and clarifying the essence of the language portfolio, its key properties, a detailed description of its sections (language passport, language biography and dossier) and a well-directed and carefully thought-out pedagogical approach.

Аnalysis on motivation of students in non-linguistic educational programs

Motivation is considered one of the key factors influencing success in learning a foreign language. This article presents the results of an empirical study on the problem of motivating students in non-linguistic educational programs to learn a foreign language. The aim of the study is to identify the type and level of motivation for learning English among students of non-linguistic specialties. The study involved 84 first-year students of Shoqan Ualikhanov Kokshetau University. The analysis was carried out using a questionnaire developed based on the method for assessing the motivation in learning a foreign language (Attitude / Motivation Test Battery by Robert Gardner). Keywords: higher education, non-linguistic university, foreign language learning, motive, motivation, motivation to learn a foreign language, instrumental motives, integrative motives, analysis.

To the question of formation of intercultural communicative competence in professional education

Formation of intercultural communicative competence in a future specialist is an urgent problem of modern professional education. Problems of training graduates of higher educational institutions who are able to solve communicative and professional tasks in an international context are considered in the article from the position of competence-based approach. It is shown that intercultural communicative competence has an integrative nature and it is a complex interdisciplinary problem. The structure and components of intercultural communicative competence, its cultural and anthropological aspect, which is no less important than the linguistic one, are analyzed. It is substantiated that competence-based approach sets the goal for teaching foreign languages to form a linguistic personality capable of going beyond their own culture, but saving own cultural identity. The European experience in the formation of competencies that an applicant for education must master in order to be able to communicate productively in a foreign language in a broad social and professional context is analyzed. It is concluded that in order to form intercultural communicative competence among students of non-linguistic specialties, it is necessary to improve methods of teaching foreign language, to acquaint students with history, modern reality, culture, way of life, and style of behavior of the country which language is being studied. It is also advisable to include elective disciplines in the curricula such as basics of theory of intercultural communication, theory of discourse, theory of argumentation, etc.

Linguocultural approach in modern foreign language education

The article highlights peculiar features and aspects of developing the linguocultural approach in Foreign language teaching (Flt) to students of non-linguistic specialties of pedagogical universities in the framework of the cognitive-linguocultural methodology which serves as the universal conceptual basis for the theory of modern Foreign language education (Fle) and multilingual education in the Republic of Karakalpakstan.

GENERAL CULTURAL COMPETENCE FORMATION OF STUDENTS IN ENGLISH CLASSES

The article discusses the process of formation of general cultural competencies of students of non-linguistic specialties of the university in English classes. The most important tasks in the formation of this competence are highlighted. Methods are given that contribute to the formation of general cultural and intercultural communicative competence (work with a geographical map, with proper names, with proverbs and sayings, with signs and symbols, quiz, with projects of a country-specific nature, with pictures, with videos). According to the results of the research conducted by the authors, it was found that these methods can be used as extremely effective in order to achieve the goals of teaching a foreign language and intercultural adaptation.

Grammar as a Fundamental Aspect in Teaching the French Language to Students of Non-Linguistic Specialties

Grammar as a teaching aspect holds a special place in foreign language education. This is a section of linguistics that studies the patterns according to which words are changed and combined to form meaningful statements. The formation of grammatical knowledge and the acquisition of communicative and cognitive competence in teaching French is a long process that ensures the development of reading, speaking, listening, and writing skills, the non-observance of whose laws results in the language losing its meaning. Due to these circumstances, for the design of a speech act it is essential to explore grammar as the main aspect in comprehending the French language, which is an urgent problem of our research. In our opinion, the inevitability of mastering grammatical theory is indisputable and time-tested. The article provides brief information on the origin of the French language, materials on evolutionary shifts in grammatical structure, as well as on the use of the comparative method in teaching the language. The study describes the practice of using generally accepted teaching methods employing exercises for working out certain grammatical phenomena, combined with the implementation of a communicative activity approach, which contribute to the development of students’ mental function. To improve the students’ grammatical speech skill, the expediency of activating dialogue and monologue statements, of creating communication situations, and of conducting role-playing and business games is shown. The article also describes the practice of referring to authentic language materials. Of considerable importance in teaching French grammar are various forms of testing for intermediate and final control.

Технологии формирования умений деловой коммуникации на английском языке у студентов неязыковых вузов

The purpose of the study is to identify and analyze modern technologies for the formation of business communication skills in English among students of non-linguistic universities. The scientific novelty lies in the fact that the paper considers the features of the implementation of small talk technology in teaching business English to students of non-linguistic specialties. As a result, the relevance of the study of technologies for the formation of business communication skills among students of non-linguistic universities was established, the main components of the modular small talk technology were identified, the content of the educational material that contributes to the implementation of the identified components was analyzed.

Implementation of online foreign language teaching for students of non-linguistic specialties through the Skyes University training platform at North-Eastern Federal University

The forced transition to distance learning contributed to the rapid development of online learning and the active implementation of educational platforms in the educational process. The previously free choice of online education or mixed formats in a pandemic is being replaced by forced online education. This article examines the process of implementing online foreign language teaching for students of non-linguistic specialties through the Skyes University learning platform. The Institute of Modern Languages and International Studies of the North-Eastern Federal University began teaching 1st year students of non-linguistic specialties English through the Skyes digital learning platform (DLP). Skyes University's digital learning environment contains a large number of regularly updated training courses. The purpose of this training is to develop the communicative competence of students of nonlinguistic specialties. The article provides an overview of the scientific works of domestic and foreign researchers in the field of e-learning. The concepts of "online learning" and "distance learning" have been clarified. The analysis of the digital educational environment of Skyes University was carried out and the possibilities of implementing online English language teaching for students of non-linguistic specialties in a higher educational institution were considered. Conclusions are made based on the analysis of the digital educational environment of Skyes University as part of the implementation of online education at North-Eastern Federal University.

Features of Speech Development as Monologue and Dialogue in Teaching a Foreign Language to Students of Non-Linguistic Specialties using English-Language TV Series (on the example of the TV series 'Prison Break')

Features of Speech Development as Monologue and Dialogue in Teaching a Foreign Language to Students of Non-Linguistic Specialties using English-Language TV Series (on the example of the TV series 'Prison Break')

Специфіка використання предметно-мовного інтегрованого навчання студентів немовних спеціальностей ЗВО

The article deals with the specificity of the content and language integrated learning of students of non-linguistic specialties of higher educational institutions which is an innovative method of teaching the subject by means of a foreign language and the main aim of which is the study of the subject and to improve students’ communicative skills in foreign languages. Based on the results of the conducted pedagogical experiment, the author comes to the conclusion that besides the obvious advantage expressed in the increase of the level of language training, there are several other advantages of content and language integrated learning, namely: students acquire the ability to cognitive and conscious learning, because this method gives them an opportunity to use knowledge from one context as a base for another, because it helps them apply, integrate and transfer the knowledge developing critical thinking; content and language integrated learning can increase students’ motivation to study foreign languages because students interested in a particular topic will have an additional incentive to master the language, which will give them an opportunity to master the material, participate in discussions and express their opinions; an increase in interest in foreign languages results in the development of interest in foreign cultures, and as a result intercultural communication, knowledge and understanding of intercultural differences, and respect for the cultures of other peoples are developed.

Programme «The translator in the field of professional communication» as one of the types of further vocational training

Further vocational education is one of the priorities of Ministry of Education and Science of the Russian Federation. Nowadays professional retraining is of special interest for those who wish to get further vocational education. The article examines the relevance of the Translator in the Field of Professional Communication programme in the context of further vocational education at the present stage in a classical university setting. The authors describe the experience of implementing the above-mentioned programme at Nizhnevartovsk State University. The programme provides an opportunity for getting additional qualifications that allow for a combination of professional knowledge and translation competences in the area of professional interest. The authors emphasize the importance of the programme aimed at the university self-presentation at the regional level. The programme is designed for students with higher professional education and university students of non-linguistic specialties. The article sets out the legal basis on which the programme was developed, presents the main provisions of the program, the content and form of, the technology and teaching methods used, as well as the planned results of the programme. The article stresses that in accordance with the objectives of the programme and FSES 3++, students should develop universal, general professional and vocational competencies, which allow graduates to implement a new type of professional activity in the field of translation. The factors conditioned viability and demand for this professional retraining programme are pointed out. In conclusion the authors underline the students realization of a foreign language command pragmatic value while pursuing the programme.

Features of the educational process organization in foreign language classes with students of non-linguistic specialties when switching to distance learning

This paper discusses the problems of working with students of non-linguistic specialties in foreign language classes when switching to distance learning. The tasks have been set to assess the advantages and disadvantages of distance learning. The following has been noted among the aspects that have a positive effect on teaching a foreign language in a distance format: activation of cooperation of teachers to improve the educational process; closer contact between teachers and students; activation of students' independent work; mastering by teachers of the skills of working in the learning management system (Moodle/lms.mai.ru) and the format of video conferencing, etc. It is concluded that the distance format allows improving the learning process. In the future, it is advisable to use the elements of the distance format in combination with the traditional one to optimize teaching a foreign language.

«FLIPPED CLASSROOM» APPROACH FOR COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES IN FOREIGN LANGUAGE LESSONS

The article is devoted to the Flipped Classroom approach (FC), which is currently characterized as one of the innovative approaches to the organization of education process during the quarantine period caused by the pandemic SARS-CoV-2. The role of the FC teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. Models and peculiarities of using FC approach in higher educational institutions are given.

The English lesson plan on the theme “English is like oxygen for young professionals”

This work presents a scenario of the introductory lessonto the four-year course «Profession-Oriented Foreign LanguageStudy (English)» which comprises a set of tasks for the first-yearstudents at the B1-B2 level at English classes. The suggestedactivities provide reading, speaking, listening and writing practicesand encourage the students of non-linguistic specialties to discussthe issue of the importance of learning English for their futureprofessional activity.

ENHANCING PROFESSIONAL COMPENENCE OF PHARMACEUTICAL STUDENTS IN THE ACADEMIC ENGLISH COURSE

The paper presents the ideas on integration of English language academic writing into the training of Mater of Pharmacy students. The academic literature demonstrates a powerful didactic potential for the development of both language and professional competence of students majoring in pharmacy. This fact is evidenced by the empirical study that demonstrates the finding reflected in students’ graduation academic project performance. As a measurement tools we employed assessment rubrics of the graduate project, content analysis and questionnaire on teachers’ feedback. The participants of the study were students from the Pharmacy faculty and teachers of English for Academic Purposes in cooperation with teachers of pharmacy. Together they outlined the criteria for the texts selection. According to the results, students mastered not only academic writing skills, but also the skills of information processing and evaluation, critical thinking, presentation of information and academic integrity. The paper also presents methodological recommendations on academic texts selection for pharmaceutical students and forms of teachingacademic writing to students of non-linguistic specialties. The results of the study allow to draw the conclusion academic writing course will enhance professional competence and reduce students’ misinterpreting of academic language.

COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF CLIL APPROACH IN FOREIGN LANGUAGE LESSONS

The article is devoted to the subject-language integrated approach (CLIL), which is currently characterized in the world scientific and methodological literature as one of the innovative approaches to the organization of bilingual education and involves the simultaneous implementation of two learning goals in two subject areas – language and subject; various interpretations of its essence are presented, its varieties, possibilities and features of implementation in bilingual education are highlighted through the application of its basic principles and strategies. The role of the subject-language integrated teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. The main features of the teachers’ of profile subjects work as well as teachers of foreign languages in the system of subject-language integrated teaching are considered. Models and peculiarities of using CLIL methodology in a higher educational institution are given.

МЕДИАОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ В ПРЕПОДАВАНИИ ИНОСТРАННОГО ЯЗЫКА: К ВОПРОСУ ИНТЕГРАЦИИ ЗНАНИЙ

In modern society as a result of the processes of globalization of both the media space and the educational environment, the need for learning the English language is actively promoted. The economy of the new information, communication and technological level makes special de-mands to the modern person. They must be a versatile personality who knows how to find neces-sary information, criticallyanalyze it, navigate well in the media space and know a foreign lan-guage. This article discusses the possibility of creating such a model for conducting English languageclasses which would contribute to the formation of media educational competencies in students of various fields of training that meet the requirements of the modern digital economy. The authors of the article suggest that this problem can be solved by using media education technologies during English classes. The authors analyze in detail the use of the original content of the TED Talks portal, which for 5 years (since 2016) has been usedat English language classes with students of non-linguistic specialties at Bunin Yelets State University. The authors are confident that this ap-proach allows students to more actively immerse themselves in the language environment, get better acquainted with cultural realities of the country of the target language and listen to mod-ern live English speech. The article describes the development of an integrative lesson for students of the depart-ment of journalism, where the media content of the TED Talks portal is used. It is concluded that modern education requires closer integration of a foreign language and media. This can be partly realized by the systematic use of the modern content of the TED Talks portal, which con-tributes not only to the development of language skills, but also teaches to critically analyze me-dia materials of various genres and create own communicative media product.

Formation of lexical competence in students of nonlinguistic specialties (on the materials of French media texts dedicated to the coronavirus (COVID-19) pandemic)

Formation of lexical competence in students of nonlinguistic specialties (on the materials of French media texts dedicated to the coronavirus (COVID-19) pandemic)