ОСОБЛИВОСТІ ПРОФЕСІЙНО-ОРІЄНТОВАНОГО НАВЧАННЯ ІНОЗЕМНОЇ МОВИ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

Abstract

У статті розкрито сутність поняття професійно-орієнтованого навчання іноземної мови, визначено мету навчання іноземної мови на немовних факультетах ВНЗ. Розглядаються деякі критерії відбору лексико-граматичного матеріалу для професійно-орієнтованого навчання іноземної мови студентів немовних спеціальностей. Звертається увага на необхідність диференційованого підходу до пошуку і добору навчального матеріалу з метою використання його у процесі професійної комунікації. Автор розкриває роль автентичних іншомовних фахових текстів у формуванні професійної іншомовної комунікативної компетентності у майбутніх фахівців. Ключові слова: професійно-орієнтоване навчання, іноземна мова, професійна іншомовна комунікативна компетенція, немовні спеціальності.

FEATURES OF PROFESSION-ORIENTED FOREIGN LANGUAGE TEACHING FOR STUDENTS OF NON-LINGUISTIC FACULTIES The article deals with the features of profession-oriented foreign language teaching for students at non-linguistic faculties of higher educational establishments. The essence of the concept of professionally-oriented teaching foreign languages is revealed, the goal of teaching a foreign language at non-linguistic faculties of higher educational institutions is determined. The author states that studying foreign languages at non-linguistic faculties at higher educational institutions is professionally directed. This means that the languages are taught in order to teach students to apply them in their professional activities - to read special foreign-language literature for obtaining the necessary information, as well as be able to communicate with foreign colleagues on professional issues. Along with this, the teaching a foreign language to future specialists should be considered through the prism of their further professional activities. Some criteria of selecting terminological vocabularies (glossaries) for developing students’ communicative skills and habits in the process of profession-oriented teaching foreign languages have been considered. The author reveals the role of authentic professional texts in forming professional foreign speech competence in prospective specialists. She has drawn the reader’s attention to the necessity of differentiated approach in choosing authentic reading materials with the aim further application in profession-oriented foreign language teaching. Students are most interested when the educational material is based on the chosen specialty that stimulates the study of a foreign language, increasing and expanding their professional knowledge. In the center of the learning process is the student's personality, his needs and opportunities for development. The role of a teacher is to create favorable didactic conditions for the motivation and stimulation of students' intellectual development and creativity, and for mastering of professional skills and foreign speech communicative competence, which are necessary for prospective specialists. Keywords: profession-oriented teaching, foreign language, professional foreign speech communicative competence, non-linguistic faculties/specialties.