FEATURES OF TEACHING FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALITIES AT HIGHER EDUCATIONAL ESTABLISHMENTS
Introduction. The problem of mastering a foreign language at a high professional level has become relevant, as modern progress, the appearance of new technologies involves the broadening ties which, in turn, require profound knowledge of a foreign language. Therefore, the modern concept of teaching foreign languages at any level requires new approaches, both in the organization and in the implementation of the educational process. This issue is especially important at the tertiary level of studying foreign languages of non-linguistic specialities. Knowing foreign language at a high professional level, a young specialist has the opportunity to apply for a high-paid job, reveals new opportunities.
Purpose of the article is to analyze the peculiarities of teaching foreign languages to students of non-linguistic specialities at higher educational establishments and to determine the most effective methods that contribute to the formation of foreign-language communication professional competence.
Result. The article considers the levels of mastering foreign language and analyzes the possibilities of mastering it at a professional level in a higher education institution. The author outlines the factors that influence the search for new approaches to the foreign-language communicative professional competence formation for students of non-linguistic specialties. Among them, the diverse levels of foreign language proficiency are determined by the first-year students, their different abilities, the lack of academic hours, and the lack of continuous learning of a foreign language throughout the period of study at universities. The article describes the forms of work aimed at the development and self-improvement of the educational and communicative process. Intellectual maps, memory maps, which allow to enlarge foreign language vocabulary and then to activate, deserve special attention. The case method is highlighted as one that is aimed at solving specific problem situations. Cases immerse the students into a problem, forcing them to look for a solution to a specific task. The essence of the case-method lies in the independent cognitive activity of students in created professional environment, which makes it possible to combine the theoretical training and practical skills necessary for creative work in the professional field.
Originality. The novelty of our study is that it determines the most effective methods that contribute to the formation of foreign-language communication professional competence.
Conclusion. The study of a foreign language at the tertiary level is an important component in the formation of a professional who possesses not only knowledge and skills in his specialty, but also is competitive in the labor market; Teaching of a foreign language at an institution at higher educational establishments is complicated by several factors, such as the diverse levels of foreign language proficiency are determined by the first-year students, their different abilities, the lack of academic hours, and the lack of continuous learning of a foreign language throughout the period of study at universities. Therefore, they requireoth the search for unified teaching methods and the use of information and communication technologies.
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