Karaganda State University named after E.A.Buketov
ISSN (печатный вариант): 2073-0071
foreign language, objective, objective component, model of training, specialist. Ключевые слова: иностранный язык, цель, целевой компонент, модель обучения
The question of inclusion of an objective component in structure of model of the professional focused foreign language teaching of specialists of not language profiles is considered in this article. This component is important because the result of all process of training depends on the correct statement of the objective.
Need of justification of the theoretical model of the professional focused foreign language learning assuming orientation to future professional activity of university graduates on the basis of humanitarian, social and economic and special knowledge and its realization in educational process of high school educationinstitution is caused by the social order of society for training of the expert knowing a foreign language in the professional and scientific sphere. We suggest to consider the professionally focused foreign language learning (PFFLL) model as the didactic system directed to realization of the mechanism of language vocational training of students of not language faculties of high school education and assuming scientific justification of organizational approaches to definition of the purposes of learning, to selection and structuring content of foreign-language learning, the choice of forms, methods and tutorials, checking of results of study and its correction. The analysis of pedagogical and scientific and methodical literature, studying of experience of teachers of departments of foreign languages led to a conclusion that it is expedient to include the following components in structure of the considered model: 1) objective - assumes definition of the block of the purposes and problems of training in a foreign language at not language faculties of higher education institutions; 2) motivation - is connected with existence of requirement of acquisition of a foreign language; 3) substantial assumes selection of maintenance of training material procedural provides the choice of methods, forms and tutorials; 4) the checking and evaluative component is connected with periodic checking of the course of the pedagogical process and assessment of its results. In this article the inclusion of anobjective component in the structure of the model of foreign language learning of students of non Language faculties of higher school education will be theoretically proved and its contents will be in detail considered. Allocation of an objective component in the offered model is connected with detailed consideration of the purposes of training - practical, educational and developing. It gives the grounds to reveal certain regularities of the process of their achievement, and also to concretize each of the specified purposes within the studied problem - PFFLL at non Language faculties of higher school education. In the theory and practice of foreign language learning (FLL) the aim is understood as a consciously planned result of teaching and studying of language and culture. At the same time the aim should be considered as an important social and pedagogical and methodical category. The methodical component of the concept "aim of foreign language learning" means to address its formulation of basic provisions of the theory and practice of FLL. Thus, the aim, on the one hand, is caused by objective needs of society and the state, expressing their social order, on the other hand it determines all system of language education, determining its content, organization and results. The theoretical analysis of programs, concepts of foreign-language education has shown that now the purposes of FLL are as follows: mastering foreign-language culture for the purpose of forming personalitynecessary for society; development of the personality ready to creativity and creation, self-education, self-checking, to activity in the conditions of technological society . The main and ultimate aim of learningis to provide active possession of graduates of non Languagehigher school education of FL as a means of formation and formulation of thoughts in the field of daily communication and the corresponding specialty, formation of the identity of a future professional. At PFFLL of students of non Language faculties of higherschool learning various purposes have to be successfully realized (practical, educational and developing). All these purposes are defined by professional communicative and informative needs of the expert of a concrete profile. It means that a future specialist has to be able to accept, to process and transfer information which is connected with reflection of various parties of reality, areas of knowledge, art, future professional activity. At the same time he has to possess data of regional geographic character, including knowledge of the realities taking place in the country of the learned language . Achievement of the developing purposes means harmonious development of the personality trained that includes: development of intellectual activity, intellectual initiative, creative abilities of the identity of the student, development of thinking, improvement of abilities to think independently logically and critically, development and improvement of all types of memory, attention, imagination, speech communicative opportunities, development of informative abilities. According to the message of the President of the Republic of Kazakhstan of 2016 and also the Plan of the nation - 100 steps on realization of five institutional reforms ofNursultanNazarbayev , a main problem of students’ learning of non Language faculties foreign language learning is the formation of the communicative competence necessary for the qualified information and creative activities in various spheres and situations of business partnership, joint production and scientific work. The main aim of foreign language learning at non language faculties of higher school education is formation of the students’ communicative competence which assumes ability to understand and generate foreign-language statements according to a concrete situation, concrete purpose and communicative intention. Linguistic competence consists of knowledge of the system of language and rules of operating by language knowledge in speech activity. Sociocultural competence provides an opportunity to be guided in the authentic language environment, to predict possible sociocultural hindrances in the conditions of cross-cultural communication and ways of their elimination. Professional competence assumes ability of a student to organize the foreign-language speech activity in adequatesituations of the professional focused communication. At the present stage the process of acquisition of a foreign language is an effective factor of social and economic, scientific and technical and common cultural progress of society at achievement of all purposes facing learning in high school education. Detailed consideration of the objectives of learning gives the grounds to reveal certain regularities of the process of their achievement when forming skills of professional communication in a foreign language. Therefore, the careful accounting of features of the objectives of learning and their interaction with all components of the PFFLL system is necessary.
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