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Military vocabulary in the modern Azerbaijani language is at a new stage of development. New military words in the Second Karabakh War confirm this. Although they have not yet been translated into fiction, they are still alive, active in the official and journalistic style, and are waiting to be included in dictionaries. Thus, military words arising from the need to live and be protected are one of the inseparable units of language, one of the facts that serve style and are active in word creation.
References
1. A§iq Olasgar. Du§du / Osarlari. Baki, §arq-Qarb, 2004, s. 44.
2. Kitabi Dada Qorqud. Baki,Ondar, 2004, 376 s.
3. Qafar Q. Gôydan uç alma duçdu. Baki, ADPU, 2002, 138 s.
4. Qafar Q.Gôzuma dôyduyum çakil. Naxçivan, Ocami, 2000, 92 s.
5. Qazi Burhanaddin. Divan. Baki, Ôndar, 2005, 725 s.
6. Vurgun S. Ala gôzlar / Secilmiç asarlari. Beç cildda. II cild. Baki, "§arq-Qarb", 2005, s. 44.
7. Vurgun S. Mugan / Secilmiç asarlari. Beç cildda. III cild. Baki, "§arq-Qarb", 2005, s. 272-332.
8. Rutbalarin yaranma tarixi va Silahli Quvvalarimizda harbi qulluqçularin kateqoriyalari / ordu.az
9. Zeynal Vafa: Olinca / Dunyanin bazayi. Naxçivan, Ocami, 2009, s. 73.
ФОРМИРОВАНИЕ ИНОЯЗЫЧНЫХ КОМПЕТЕНЦИЙ ДЕЛОВОГО ОБЩЕНИЯ ДЛЯ МАГИСТРАНТОВ НЕЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ
Кисметова Г.Н.
К.п.н., доцент Зулкашева Ж.Е.
Западно- Казахстанский инновационный технологический университет,
Магистрант Уральск
FORMATION OF FOREIGN LANGUAGE COMMUNICATION COMPETENCIES FOR UNDERGRADUATES OF NON-LINGUISTIC SPECIALTIES
Kismetova G.
Candidate of Pedagogic Sciences Zulkasheva Zh.
West Kazakhstan innovation Technology University, Postgraduate, Uralsk
АННОТАЦИЯ
В статье рассматривается проблема формирования компетенции делового общения на иностранном языке для магистрантов неязыковых специальностей. Анализируется модель изучения иностранного языка для магистрантов неязыковых специальностей, определяется целесообразность построения на основе нескольких подходов.
Исходя из требований современного рынка труда к магистрантам, дается описание структуры компетенций, взаимосвязи и взаимозависимости структурных элементов в разных компетенциях. Представлено содержание и детали обучения профессионально ориентированному иностранному языку.
ABSTRACT
The article deals with the problem of forming the competence of business communication in a foreign language for undergraduates of non-linguistic specialties. The article analyzes the model of learning a foreign language for undergraduates of non-linguistic specialties, determines the feasibility of building on the basis of several approaches.
Based on the requirements of the modern labor market for undergraduates, a description of the structure of competencies, the relationship and interdependence of structural elements in different competencies is given. The content and details of teaching a professionally oriented foreign language are presented.
Ключевые слова: иностранный язык, деловое общение, компетенция, неязыковые специальности, формирование, обучение методы.
Keywords: foreign language, business communication, competence, non-linguistic specialties, formation, training methods.
In the context of globalization, the integration of Kazakhstan into the world educational space requires the use of innovative technologies, methods and forms of education to train future specialists, therefore, the task of modern science is to find new methods and methods based on the needs of a developing society, to improve the education system of Kazakhstan. Special
attention is paid to foreign languages, especially knowledge and proficiency in a foreign language.
This is reflected in the Law of the Republic of Kazakhstan from "On Education", article 9: "All educational organizations, regardless of their form of ownership, must ensure that students know the Kazakh language as the state language, as well as the study of the
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Russian language and one of the foreign languages in accordance with the state compulsory standard of the corresponding level of education" [1]. As you can see, the use of knowledge of a foreign language as a means of business communication is called a component of the general abilities of future masters.
The ability to communicate in business refers to the mastery of knowledge and skills of effective communication in the business and professional sphere, including structured narrow specific abilities, the formation and development of which is decided in the process of teaching a foreign language at various levels of education.
Skills of business communication in a foreign language (KIDO) can determine the complex attributes of a person, which provides opportunities for effective communication in foreign languages in the business and professional sphere of a future specialist [2, p. 513].
In order to more fully consider and highlight the main possibilities of using foreign languages for business communication, the method of classification of these abilities is analyzed.
When talking about business communication, it is usually based on reading, speaking, listening and writing. Of course, these skills are not only the basis of communication in the business and professional sphere, but also the basis of various communications. However, according to scientists, just possessing these basic skills is not enough for effective business communication in the professional sphere. The facts confirm that graduates of higher education institutions still face difficulties in business when negotiating in foreign languages or communicating with foreign partners. Thus, in order to study the mechanism of such an important ability in the modern world, American scientists have identified three main categories of business communication skills: organization, management and interpersonal communication.
Organizational networking opportunities include:
1. the ability to initiate discussions;
2. the ability to avoid conflicts;
3. creation of an information network;
4. teaching subordinates basic skills;
5. use of modern digital technologies;
6. skills of persuasion and negotiation;
7. convincing speeches and presentations;
8. processing of business correspondence;
9. control the execution of orders.
Management capabilities include:
1. the ability to motivate others;
2. the ability to evoke enthusiasm in the team;
3. create a positive work environment based on enthusiasm and trust;
4. the opportunity to publicly express support;
5. establish strong ties within the team;
6. willingness to change and the ability to convince others of the need.
Interpersonal skills in business communication:
1. the ability to listen;
2. the ability to build relationships based on mutual understanding, agreement and trust;
3. the ability to control emotions;
4. to establish contact with people from different social backgrounds;
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5. manifestation of mutual respect [3].
According to V.I. Kurbatov, business communication skills should include the ability to prove and defend, argue and convince, criticize and refute, reach agreements and decisions, compromises and conventions, make assessments and assumptions [4, p. 7].
According to F.M. Kadyrova, the following business communication skills can be distinguished:
1. communication skills - to maintain dialogue, engage in discussion, etc.;
2. communication listening skills - listening to a foreign language in general, especially various commands, instructions and explanations, presentations by foreign language experts in the process of communication, round tables for sharing experiences;
3. be able to read agreements, contracts, instructions, documents and be able to extract the necessary information;
4. communication and writing skills - writing business and personal letters, filling out business documents [5, p. 43].
Thus, this study emphasizes that the basic characteristics of business communication skills in a foreign language have many narrow abilities. In order to determine the most effective way of forming these abilities, it is necessary to consider these abilities.
Based on the above classification and taking into account the specific situation of the area of study being studied, this article focuses on the following business communication opportunities:
1) The cognitive ability of a foreign language to ensure an effective level of professional activity means that a master's student must:
1. own a certain level of a foreign language to obtain professional information from foreign resources and basic communication at a general and professional level;
2. the ability to use foreign languages in interpersonal communication and professional activity;
3. have the ability to speak several foreign languages, which is necessary for effective professional interaction in an intercultural environment.
2) Communication skills are the ability to communicate in the business and professional sphere: public speaking, negotiations, holding meetings, and also:
1. a certain degree of understanding of the general, business and professional vocabulary of foreign languages for business communication;
2. able to communicate in foreign languages in writing, write business letters and communicate electronically;
3. the possibility of holding public speeches, negotiations and meetings in foreign languages.
3) Linguistic competence requires a logically correct, reasonable and clear way of constructing oral and written foreign languages in the process of communication in the business sphere in order to determine the requirements for obtaining a master's degree:
1. have knowledge of language means and be able to form sufficient language skills in phonetics, vocabulary and grammar;
2. own the basic types of monologue statements and observe the rules of language etiquette.
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4) Intercultural competence, including the ability to be familiar with the basics of intercultural relations and effectively perform their functions in an intercultural environment:
1. understand basic knowledge of intercultural relations in management and understand the national culture;
2. understand the basics of doing business in the country / region where the target language is located.
5) Organizational abilities, characterized by the willingness of undergraduates to cooperate with colleagues, teamwork and the following:
1. understand the basics of industrial and commercial cooperation;
2. the ability to work in a team;
3. take into account and apply the three main aspects of cooperation: respect, trust and support.
6) Possibilities of information technology, which means that information in the global computer network, companies and information systems can be used:
1. to understand and use basic knowledge about the work of the global computer network;
2. the ability to use information in a foreign language on the global internet and the company's information system;
3. to be able to conduct an independent creative search using information technology.
From the above classification of communication skills in a foreign language, the following conclusion can be drawn: the formation of business communication skills among undergraduates is a constant and complex process that cannot take place separately from the study of other academic subjects. Interconnection and interdependence are especially important. This means that the communicative part of the modern educational plan in preparation for obtaining a master's degree includes the ability to clearly express thoughts, analyze, persuade, argue, prove, organize and maintain dialogue, as well as the active and competent use of oral and non-verbal communication. This part of the training plays an important role in conducting business communication in a foreign language.
The linguistic component means knowledge of a foreign language for business communication, its principles and structure, as well as the ability to use foreign languages when processing language materials (reading and translating texts, writing letters, negotiations and other situations of business communication). In connection with the development of foreign economic relations and the exchange of experience of experts and scientists from all over the world, the importance of foreign languages in the fields of economics and management is increasing. This requires not only the ability to read professional literature, but also the ability to communicate in a foreign language. Therefore, knowledge of foreign languages is the most important condition for professional mastery of any profile.
The sociolinguistic part assumes that the undergraduate can use phonetic units in accordance with the situations of business communication; has a polite cultural speech etiquette; understands the rules of paperwork and certain rituals that reflect the rules of good etiquette (greeting, congratulations, apologies, gratitude, etc.) [6].
Finally, the intercultural component is especially important in the formation of business communication skills in a foreign language. This is due to the fact that for effective business communication in a foreign language it is necessary to understand the social and social structure, mentality, national speech and etiquette of people, business image and business ethics. Business negotiations usually involve the presence of representatives of different ethnic groups, in this case, understanding cultural traditions and national pride is the key to success.
Here it is appropriate to quote the head of "Richard Lewis Communications" famous scientist R. Lewis: "Paying attention to the cultural origin and national characteristics of other members of society and business will allow us to predict and accurately calculate their reaction to our proposals" [7, p. 318].
Social changes have led to changes in the education system, so it is necessary to look for new and effective ways to achieve goals based on the interaction of the educational process in the master's program.
Proficiency in foreign languages for business communication is a prerequisite for socialization and introduction of the master's degree to world cultural values. Consequently, in the context of international economic cooperation, the provision of the content of teaching a foreign language for business communication to undergraduates should contribute to the formation of the ability of intercultural business interaction. In the era of globalization, the ability to fully accept and explain the social and cultural diversity of partners in solving practical business problems is an essential condition for successfully establishing professional contacts and pursuing a career.
As for the interdisciplinary approach, it combines the linguistic, professional, psychological and cultural orientation of the undergraduate students and that allows to evenly distribute the content of the company's foreign language training program between classroom and independent types of work [8, p.81]. In the process of studying a foreign language of a company on the basis of an interdisciplinary approach, the problem of the complex formation of all abilities that form the foreign language ability of business communication is solved.
When building a model of business communication skills in a foreign language, we will highlight the elements - linguistic, communicative, professional, psychological and cultural blocks. Each of these blocks brings together many related capabilities.
Knowledge of languages is an integral part of business communication skills in a foreign language. This means that you must have a good command of the pronunciation, vocabulary, phrases and grammar of a foreign language and to some extent be able to communicate in business situations.
In non-linguistic jurisdictions, the formation of linguistic competence in teaching a foreign language means purposeful and systematic work on mastering the vocabulary and terms of foreign business communication. When teaching, especially Business English, it is very important that undergraduates master the vocabulary and phrasal norms of English business discourse, as well as understand the details of the lexical methods used in business oral communication.
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Intercultural communicative competence is also an important part of business communicative competence in a foreign language. This skill allows you to solve communication problems in the process of business communication in a foreign language and achieve the set communication goals.
Especially when teaching business English, it is necessary to take into account the real situation of modern business communication in English-speaking countries. The interethnic barrier, according to S.G. Ter-Mi-nasova, is much more dangerous than the original clear language of communication, since "it is covered with a veil of self-confidence, thinking that one's own culture is the only possible, correct and normative version of culture" [9, p. 66]. People from different countries / regions appear at the time of conflict or conflict between "friends" and "aliens". Errors in corporate intercultural communication are more likely to suffer and generate stronger reactions than language errors.
The development and improvement of communication skills includes the solution of the following tasks: mastering the basic knowledge of public speaking and the skills of demonstrating scientific products, forming the basis of communication strategies and strategies focused on the professional form of communication and socio-cultural parameters. To do this, as an educational task, for example, to report on scientific discoveries, achievements, innovations and lectures on the scientific interests of undergraduates of higher educational institutions in foreign languages.
Linguistic and cultural abilities within the framework of KIDO's cultural studies are also developed in non-linguistic business foreign language courses. An important aspect of teaching Business English is taking into account the linguistic and cultural characteristics of the country in which the target language is located when looking for a job, writing a resume, and passing an interview (interview) in a foreign language in order to form practical skills.
The psychological component of KIDO combines many skills that create opportunities for independent application of psychological knowledge, skills and abilities to solve practical problems arising in the process of professional activity and business communication. Skills are an important part of the psychological barriers to business communication in a foreign language that can be called convincing. Offers the implementation of the function of persuasion in business communication.
To succeed in business communication in a foreign language, prospective masters must not only master the skills of oral communication in a business environment in a foreign language but must also be able to effectively use non-verbal means. It is very important to use the data of linguistics and ethnic psychology here.
Now everything is open for young specialists, and it is very important to master the appropriate skills in order to pass an interview when applying for a job. To a large extent, success depends not only on proficiency in a foreign language, but also on the ability of candidates to show themselves and their qualifications in the most beneficial way. Therefore, the most important task to be solved in the process of psychological composition of business communication skills in a foreign
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language is mastering the skills of effective behavior during interviews in foreign companies.
The professional components of business communication skills refer to those professional abilities that future masters will develop during their studies. Their composition and content depend on the specialty of the master's student, therefore this part of the model formed by KIDO is a variable. The interdisciplinary connection between university graduate studies and the disciplines of the professional cycle ensures the seamless integration of professional skills into business communication skills in a foreign language.
Thus, in the aspect of non-linguistic specialties, the formation of business communication skills in a foreign language is carried out on an interdisciplinary basis, and it is necessary to comprehensively use the knowledge gained in the professional, general scientific and humanitarian cycles of subject courses. The skills gained as a result of business communication skills in a foreign language allow undergraduates to effectively communicate in a foreign language studied in the field of business, professional contacts, and also solve various problems in the context of multicultural interaction, which, in turn, for undergraduates are an important part of general professional abilities, preparation for active life and activity in the modern world.
References
1. Law of the Republic of Kazakhstan dated July 27, 2007 No. 319-III "On Education" (with amendments and additions as of 07.07.2020).
2. Stepanova, M.M. Axiological approach to the formation of the competence of a foreign language business communication in a non-linguistic university [Text] / M.M. Stepanova, V.D. Khaikin // Young scientist. -2012. - No. 12. - P. 512-514.
3. American Communication Journal [Electronic resource]. - Access mode: http://www.acjournal.org/. -Date of treatment: 01.12.2020.
4. Kurbatov, V.I. Business success strategy: textbook. manual. for university students / V.I. Kurbatov. -Rostov-on-Don: FELIX, 1995. -- P. 7
5. Kadyrova, F.M. Professional and linguistic competence of students of secondary educational institutions: the challenge of time / F.M. Kadyrova // Kazan Pedagogical Journal. - 2007. - No. 3 (51). - P. 43.
6. Competency-Based Approach to Teaching English [Electronic resource]. - Access mode: http://maktabatmepi.org/content/competency-based-approach-teaching-english. - Date of treatment: 01.12.2020.
7. Lewis, Richard D. Business cultures in international business. From collision to understanding / Richard D. Lewis. - 2nd ed.; per. from English - M.: Delo, 2001. -- P. 318.
8. Popova N.V. Interdisciplinary approach to teaching a foreign language in a non-core magistracy [Text] / N.V. Popova, M.M. Stepanova // Proceedings of the II Intern. scientific. conf. "Actual problems of science and education." - Stavropol: SevKavGTU, 2010. - P. 76-81.
9. Ter-Minasova S.G. War and the world of languages and cultures [Text] / S.G. Ter-Minasova. - M.: AST, 2007. -- 286 p.
