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14PEDAGOGICAL SCIENCES / <<Ш1ШетУМ~^©У©Ма1>>#1Щ7©)),2©2©
УДК: 378.147
Samarskaya Svetlana Vladimirovna
Ph.D., Associate Professor, Associate Professor of the Department of Foreign Languages
Rostov State Economic University "RINH" DOI: 10.24411/2520-6990-2020-12022 HOW TO MODEL THE PROCESS OF TEACHING BUSINESS FOREIGN LANGUAGE AT THE
MASTER'S COURSE
Abstract.
The article deals with the issue of organizing the process of teaching business foreign language in the most effective way. It is specially reported that is modular organization of teaching helps to optimize the content and structure of the educational process, meeting business communication requirements of the labor market, as well as satisfying the needs of graduates to training. The article gives a detailed analysis of such modules as an intensive module on English grammar, a module for teaching rendering and summarizing professionally oriented texts, a module for teaching written scientific communication, being the integrative parts of business foreign language course.
Keywords: business foreign language, developed foreign-language professional communicative competence, an interdisciplinary approach, a modular organization of teaching, rendering and summarizing ofprofessionally oriented texts, business correspondence, the master's course.
Significant changes related to the further integration of Russia into the world community and, in particular in the unified European educational space, has undergone in the modern higher education. These changes identified a number of fundamentally new objectives in this field: modernization of educational standards and educational programs providing transition to the two-stage model of higher professional education (bachelor and master levels); the introduction and mutual recognition of comparable qualifications in higher education; introduction of assessment of labor intensity (courses, programs) in terms of credit units (credits); increasing mobility of students and teachers.
Further professional and personal development of the bachelor implies the possibility of training in the master's program and provides a great opportunity for individualization of training, development of individual style.
At the master's course a student acquires the skills and abilities inherent to a researcher. A graduate with a master's degree should be widely erudite, possesses the methodology of scientific research, modern information technologies, methods of obtaining, processing and recording scientific information. In addition, such a graduate must have the skills of foreign-language intercultural communication, since the present modern relations in the business and scientific community are characterized by an active international cooperation and wide information exchange [4].
At this level of education, it is assumed that a foreign language is mastered at the threshold advanced level with the developed foreign-language professional communicative competence. Readiness for business communication in a foreign language is an integrative professionally significant quality of a specialist, which provides him with the establishment of parity relations with foreign partners and the development of constructive solutions to problems, and becomes one of the main needs of the employers of developing enterprises, companies and firms.
One of the ways to optimize the content and structure of the educational process is a modular organization of teaching business foreign language, providing conformity of the study content business communication requirements of the labor market and professions, as well as the needs of graduates to training [5]. The most important modules in this course can be the following: an intensive module on English grammar with special attention to the peculiarities of business communication style, a module for teaching rendering and summarizing professionally oriented and scientific texts and articles, a module for teaching written scientific communication.
The integration of specific content related to a specific professional activity and general content related to effective communication skills in situations of international partnership is significantly ensured by interdisciplinary connections and the creation of a multi-language environment of the University.
The possibilities of an interdisciplinary approach can be fully realized teaching undergraduates to render and summarize professionally oriented and scientific texts. The demand for oral or written presentation of the brief content of foreign-language materials containing valuable information, as well as the extraction of such information from foreign sources, constantly arises in practice. Rendering and summarizing are the complex creative processes requiring not only a good knowledge of a foreign language, but also special skills of analyzing and evaluating the content of the original text in order to extract the necessary information [3]. In addition, you should have a good understanding the of the reviewed material content , so you will have to read the relevant literature in your native language, understand the main content of the topic and ways to solve the problems.
For more effective mastering the skills of rendering and summarizing the texts and articles on the specialty, undergraduates should replenish their vocabulary. When selecting lexical units for memorization, it is necessary to take into account the clichéd speech and
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frequency of these clichés using in the speech of business and professional communication, trying to combine general and professional vocabulary, including terminology [2].
Fulfilling tasks on composing a glossary on the profile subject contributes to the deepening of knowledge of a student in his chosen field of scientific knowledge and helps to approach more professionally to the tasks requiring skills of understanding of special English texts. The use of authentic professional-oriented texts in the process of teaching a business foreign language has a number of positive aspects. First, such texts have a practical orientation; second, authentic texts are rich in socio-cultural facts and realities that take place in the professional sphere and illustrate the speech behavior of specialists within a particular linguistic society; third, such texts are diverse in styles and genres and function in business communication. It helps to stimulate students ' cognitive activity and increase their motivation to master business communication in English.
Another important module in teaching a business foreign language is training scientific and business correspondence. Familiarizing undergraduates with the basics of written scientific and business speech can become an important component of teaching a business foreign language at the master's program.
Business correspondence in the international community is an important part of business communication that requires compliance with certain norms and principles. It is necessary to study and describe strategies for creating scientific and special texts of different genres, teach undergraduates to understand the ex-tralinguistic factors that affect the composition of these texts and the specifics of the presentation of scientific and special information in them[1]. This goal is quite achievable when working systematically not with adapted educational texts from the textbooks and manuals, but with original literature - journal scientific publications, announcements of grants, job competitions, advertising of new scientific developments, and other authentic materials that are now quite accessible due to the wide scientific contacts of Russian scientists and Internet sources.
Currently, due to the processes of globalization and integration, almost everyone has to deal with an increasing number of foreign-language business correspondences in their work. Therefore, undergraduates need knowledge in the field of business documents and writing letters in English, knowledge of the style of business letters, resumes, standard language clichés and rules of presenting external documentation. Explaining the material relating to business correspondence, you should start primarily from the genre of the business letter, because the text turns into a unique structural model only being implemented through a specific set of details and expressions.
Taking into an account the multi-level training of undergraduates and a break in learning a foreign language, a module of an intensive language course on English grammar can be offered, while paying special attention to the peculiarities of business communication style. Grammar should not be examined as a goal, but as a tool of transmitting the thoughts through another language.
Teaching a business foreign language at the master's course at the economic University should have multi-purpose character , where the main task of teaching a foreign language is to develop the ability of graduates to function as subjects of the international economic and educational space, carrying out active intercultural communication within their professional and scientific activities.
List of literature
1. Chin P., Reid S., Wray S., Yamazaki Y. Academic Writing Skills 3. Student's Book. London : Cambridge University Press, 2014. 140 p.
2.Coxhead A. A new academic word list. // TESOL quarterly, 34 (2), 2002. Pp.213-238.
3. Flowerdew J., Peacock M. Research Perspectives on English for Academic purposes. Cambridge: Cambridge University Press, 2001. 467 p.
4. Hyland K. Specificity revisited: how far should we go now? // English for Specific Purposes. 2002. Vol. 21. Pp. 385-395.
5. Matuhin D.L. Professionally-oriented foreign language teaching for students of non-linguistic professions// Language and culture. - 2011. - No. 2 (14).
