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УДК 378.4
Шарлаимова Г.Т.
Тихоокеанский государственный университет DOI: 10.24411/2520-6990-2019-10480 РАЗВИТИЕ НАВЫКОВ ПИСЬМА НА АНГЛИЙСКОМ ЯЗЫКЕ У СТУДЕНТОВ ВУЗА
Sharlaimova G. T.
Pacific National University
DEVELOPING UNDERGRADUATES' ENGLISH WRITING SKILLS
Аннотация
В статье показана эффективность внедрения авторской методики (А. А. Егурновой) обучения культуре письменного речевого общения на английском языке в образовательную среду высшего учебного заведения. Обоснована значимость развития культуры письма для полноценного формирования профессиональной компетентности современного специалиста, удовлетворяющей запросам и стандартам мирового сообщества.
Abstract
The paper demonstrates the efficiency of implementing original teaching technique (by A. A. Egurnova) aimed at developing English writing skills in the learning environment of higher educational institutions. It justifies culture in written communication as a significant integral part of undergraduates' professional competence, which meets the requirements and standards of the contemporary global community.
Ключевые слова: навыки письменной речи, профессиональная конкурентоспособность, требования рынка, английский язык, студенты
Key words: writing skills, professional competitiveness, market requirements, English, undergraduates
Developing and improving, Russian universities are aware of the need to form their students' multicultural competencies and try to ensure that their graduates' education is highly valued in the international labor market. Multicultural competencies include knowledge of the national culture and its achievements, understanding of other people and their individualities as well as respect for others, tolerance and ability to live and cooperate with representatives of other cultures [10, 12]. In this regard, it should be noted that more attention is paid to the disciplines, providing successful formation of students as competitive professionals in the foreign-language community.
The requirements to the teaching profession today, under globalization and expansion of international relations between countries and society's information awareness and the entry of many universities (including the Russian ones) into the Bologna process, differ significantly from the requirements of a few decades ago. Today it is not sufficient for teachers to know their subject and teach it skillfully to their students. They should be able to pattern their behavior on the market conditions and adapt to them, modify, if necessary, their activity and teach students do the same [4, 5].
In particular, training teachers of foreign languages and cultures features considerable culture of communication, literacy, including well-bred speech, as an essential constituent of professional competence. Culture of communication, in this perspective, is considered as unity of the following linguistic and extra-linguistic skills [1, 6, 7]:
- ability to lead a discussion;
- ability to use expressive linguistic means under different communicative conditions;
- ability to understand humor;
- proper articulation, trained voice;
- reasonable usage of facial expressions and gestures in speech;
- ability to speak and write in standard English.
The ability to communicate not only orally but
also in writing is an integral part of professional competence, a prerequisite for the professionalism of a would-be specialist. Proficiency in writing (knowledge of the basics of writing, types of writing, rules of etiquette and record keeping according to the style of a document, composition laws, techniques of persuasion, argumentation, etc.), literary editing skills, the ability to create one's own works play a very important role in training of linguists nowadays, under active development of international relations and creation of a unified global space [2, 9]. Thus, the problem of forming culture in written English communication in would-be teachers of linguistics comes to the fore.
Moreover, the study of teaching practice and contents of basic educational programs with a major in "Linguistics and Intercultural Communication" suggests that today the process aimed at formation of culture in English written communication in higher educational institutions is slow. The main reasons why such a situation has developed, in our opinion, are the lack of flexibility and adequacy of theoretical and methodological foundation and methodological support of the process of training highly qualified linguists for the future professional activity as well as the lack of systematic, targeted training of students-linguists focused on formation of culture in English written communication.
Striving to find solutions to the mentioned problems we have implemented an original teaching technique of A. A. Egurnova [3, 8, 11], which incorporates a set of activities and practices aimed at developing and improving students' culture of writing. For instance, it includes:
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1)Work on the structure of the written message and constant practice of writing essays;
2)Group discussion of the essay's problem via brainstorming, clustering or mind mapping, outlining, freewriting, etc.;
3)Studying the peculiarities of English and Russian punctuation by learning punctuation rules and analyzing written patterns and texts;
4)Studying word formation of different parts of speech by finding and correcting mistakes, choosing the most suitable synonym / antonym, identifying the meaning of phrasal verbs in contrast contexts;
5)Studying epithets and metaphors in order to enable students to write good topic sentences, discarding of too broad or too narrow ideas, choosing one topic out of multiple possibilities;
6)Analyzing the main lexical and grammatical links, making use of them in various contexts, uniting separate sentences into a paragraph;
7)Learning spelling rules, identifying common patterns in spelling, rectifying mistakes in essays and texts of different genres;
8)Studying introductory words and phrases in order to create a good description of a topic and expand evidence;
9)Determining the time frame of different texts by revising sequence of tenses;
Implication of the teaching technique and a set of activities mentioned above into the studying process has provided significant assistance to undergraduates in composing and assessing written works. The effect of the teaching technique includes a higher level of development of such professional traits and characteristics as:
- organization;
- quick-thinking;
- creativity;
- critical thinking;
- rich vocabulary;
- reasoned and evidence-based opinion;
- ability to find an effective solution;
- self-confidence.
When completing the writing course, the positive shift in students' knowledge and skills in English writing is evident. Only a small proportion of students may still experience some difficulties in composing essays. In contrast, the vast majority of undergraduates demonstrate a significant increase in the level of writing culture as compared with their results at the beginning of studies.
Список литературы
1. Егурнова А. А. Английские идиомы и пословицы для выражения мнения // Образование от «А» до «Я» / Образовательный портал «УчисьУчись.рф» / ООО «Учисьучись». 2017. Вып. 9. С. 90-95.
2. Егурнова А. А. Культура письменного речевого общения в обучении студентов-лингвистов // Концепт: научно-методический электронный журнал. 2013. Т. 3. С. 16-20.
3. Егурнова А. А. Методические рекомендации по написанию аргументативного эссе // Концепт: научно-методический электронный журнал. 2014. Т. 20. С. 661-665.
4. Егурнова А. А. О реализации принципа мобильности российских студентов // Успехи современного естествознания. 2009. № 5. С. 100.
5. Егурнова А. А. Обучение культуре письменной речи как средство развития профессиональных компетенций лингвистов // Ученые записки Комсо-мольского-на-Амуре государственного технического университета. 2010. Т. 2. С. 32-37.
6. Егурнова А. А. Педагогические условия формирования культуры письма у лингвистов // Высшее образование сегодня. 2009. № 12. С. 81-83.
7. Егурнова А. А. Педагогические условия формирования культуры письменного речевого общения лингвистов // Вестник Московского государственного университета культуры и искусств. 2010. № 3 (35). С. 185-188.
8. Егурнова А. А. Педагогические условия формирования культуры письменного речевого общения у студентов-лингвистов: Дисс. .канд.пед.наук / Амур. гуманитар.-пед. гос. ун-т. Комсомольск-на-Амуре., 2010. - 219 с.
9. Егурнова А. А. Формирование культуры письменной речи // Высшее образование в России. 2009. № 11. С. 162-165.
10. Егурнова А. А., Букетова Е. А. Коммуникативная толерантность при межкультурном взаимодействии русских и китайских студентов // Концепт: научно-методический электронный журнал. 2013. № 8. С. 76-80.
11. Егурнова А. А., Шарлаимова Г.Т. Обучение письменной речи на английском языке (учебное пособие) // Успехи современного естествознания. 2010. № 2. С. 63-64.
12. Орган Е. В., Егурнова А. А. Ценностные ориентации при проведении деловых переговоров в восточной и западной культурах // Успехи современного естествознания. 2012. № 5. С. 139.
