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Статья поступила в редакцию 13.05.24
УДК 372.881.161.1
Gu Junling, Doctor of Sciences (Philology), Dean of Faculty of Russian Language, Associate Professor, Institute of Foreign Languages and International Relations, Zhengzhou University (Zhengzhou, China), E-mail: 852600325@qq.com
Liu Taotao, MA student, Institute of Foreign Languages and International Relations, Zhengzhou University (Zhengzhou, China), E-mail: 1643123553@qq.com Pogrebnyak Yu.V., Doctor of Sciences (Philology), Associate Professor, Institute of Foreign Languages and International Relations, Zhengzhou University (Zhengzhou, China), corresponding author, E-mail: pyuma@yandex.ru
INTEGRATION OF TRADITIONAL AND DIGITAL METHODS OF TEACHING FOREIGN LANGUAGES IN CHINA. The paper summarizes traditional language teaching methods, used both domestically and internationally, reexamines their advantages and disadvantages, analyzes the challenges of language teaching in the digital era, and combines the requirements of the new era for students' learning abilities, teachers' teaching abilities, and teaching software and hardware platforms. It proposes to integrate traditional teaching methods with OBE (Outcome-Based Education) teaching concepts, ChatGPT information technology, and explore new pathways suitable for language teaching in the digital age. Traditional methods of teaching foreign languages have played an irreplaceable role in foreign language classrooms after a long period of development. With the advent of the smart era, traditional methods of teaching foreign languages need to undergo modernization and transformation. The integration of new concepts and new technologies can rejuvenate traditional methods. The authors propose that the transformation of teaching methods does not until completely abolishing existing teaching methods but rather innovating them on the basis of the existing foundation. Key words: traditional language teaching methods, digital transformation, digital era, new humanities
Гу Цзюньлин, д-р филол. наук, декан факультета русского языка, доцент Института иностранных языков и международных отношений Чжэнчжоуского университета, г. Чжэнчжоу, E-mail: 852600325@qq.com
Лю Таотао, магистрант, Институт иностранных языков и международных отношений Чжэнчжоуского университета, г. Чжэнчжоу, E-mail: 1643123553@qq.com
Ю.В. Погребняк, д-р филол. наук, доц., Институт иностранных языков и международных отношений Чжэнчжоуского университета, г. Чжэнчжоу, автор-корреспондент, E-mail: pyuma@yandex.ru
ИНТЕГРАЦИЯ ТРАДИЦИОННЫХ И ЦИФРОВЫХ МЕТОДОВ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ В КИТАЕ
Традиционные методы преподавания китайского языка имеют прочную основу. С быстрым развитием цифровых информационных технологий новые технологии оказывают глубокое влияние на экологию преподавания языка, что требует преобразования традиционных методов преподавания языка в современные. В этой статье кратко излагаются традиционные методы преподавания иностранных языков, используемые в Китае, пересматриваются их преимущества и недостатки, анализируются проблемы преподавания иностранных языков в цифровую эпоху и объясняются требования новой эры к способностям учащихся к обучению, преподавательским способностям учителей и обучающим программным платформам. В нем предлагается интегрировать традиционные методы обучения с концепциями преподавания OBE (образование, ориентированное на результат), информационными технологиями ChatGPT и изучить новые пути, подходящие для преподавания языка в эпоху цифровых технологий в Китае.
Ключевые слова: традиционные методы преподавания иностранных языков, цифровая трансформация, цифровая эра, Новые гуманитарные науки
Данная статья написана при поддержке гранта ассоциации высшего образования провинции Хэнань «Исследование системы методов дидактики перевода в эпоху цифровизации» №2021SXHLX199, и гранта Чжэнчжоуского университета «Исследование и практика методов дидактики перевода в рамках OBE» №2022ZZUJG021
Introduction. The relevance of this study is that in the digital age there is a need to find new methods of teaching foreign languages in China. Today, China pays great attention to cultivating talented translators who could solve the problems that China is facing at the current stage of development.
The purpose of the article is to find the ways of integrating the traditional ways of teaching foreign languages and digital methods in China.
The article has the following tasks: to describe advantages and disadvantages of traditional methods of teaching foreign languages in China and tj reveal the principles of integration of traditional methods of teaching foreign languages and digital methods in China.
The article uses the method of analyzing scientific literature, the descriptive method and the comparative method.
The scientific novelty of this article is that it shows the principles of combination of of traditional methods of teaching foreign languages and digital methods in China
The practical significance of this study lies in the fact that its results can be used in modern Chinese universities to train comprehensively educated translators of foreign languages who will help China's successful activities at the international level.
German educator Destouches once said that the art of teaching is not in imparting skills, but in inspiring, awakening, and inspiring [1]. This is the ultimate goal of education. Several generations of foreign language educators have gradually developed a distinctive foreign language education ideology and tradition through continuous exploration and experimentation. With the rapid development of artificial intelligence technology, the field of foreign languages is also contemplating the future of foreign language education in the AI era. The combination of digital technology and traditional teaching methods in the foreign language teaching system has become a consensus in the education sector. Hu Jiasheng and Qi Yajuan believe that ChatGPT brings both challenges and opportunities to higher education in foreign languages, to which educators need to respond actively [2]. Wang Na and Zhang Jingyuan reflect on the
combination of digital technology and teaching foreign languages and argue for the approaches and methods of integration [3]. Zhang Shaojie points out that it is necessary to develop new generation of interpreters who can meet the requirements of the new time [4, p. 8]. It can be seen that transformation and integration are not a wholesale negation of traditional teaching methods; rather, they require a clear understanding of the advantages of traditional methods and the introduction of digital technology to compensate for their shortcomings. What are the advantages of traditional Chinese foreign languages teaching methods that need to be inherited? What are the new requirements for teachers, students, and teaching hardware platforms in the digital age? How can traditional methods of teaching foreign languages embrace digital transformation? This paper attempts to answer these questions.
2 Reflecting on Traditional methods of teaching foreign languages Traditional teaching methods in China have a long history and have been widely accepted by numerous schools, teachers, and students after extensive theoretical and practical demonstrations. However, with the times changing, the objectives of foreign language talent cultivation have also changed. Traditional methods of teaching foreign languages need to examine their own strengths and weaknesses and keep pace with the times through reform and innovation.
2.1. Conventional Methods in Foreign Languages Teaching in China In China teachers mostly use such methods as: grammar-translation method, direct method, audio-lingual method, cognitive method and communicative method.
The above five classic foreign language teaching methods all originate from foreign countries. A group of outstanding professors at Beijing Foreign Studies University has also summarized methods that meet the needs of local foreign language teaching on the base of their own teaching practices. They emphasize autonomous learning of foreign languages and perseverance, encourage students to be engaged in literary reading, independently think and solve problems. This requires teachers to have a high sense of social responsibility and keep teaching content updated. Traditionally in
China "the strong helping the weak method" is used, which serves the goal of students to complement each other and reflects collectivist nature of Chinese people. Traditional Chinese methods of teaching emphasize sentence pattern exercises and recitation, correcting pronunciation through collective recitation of sentence patterns; dividing students to different levels, conducting hierarchical teaching: better-performing students are engaged in extensive reading exercises, and students with poorer performance need more recitation rather than analysis. Ding Wangdao says that a writing class requires thinking divergently on the base of real events and expressing true feelings to train students' writing thinking abilities. Wang Jiaxiang believes that perseverance in learning foreign languages is necessary, and formative assessments are very necessary to promote and supervise student learning through weekly tests, mid-term exams, and final exams. The older generation of teachers at Beijing Foreign Studies University has admirable common qualities, namely, they all have extensive knowledge and noble moral character, and have shown infinite loyalty to the process of education, making unremitting contributions to the cultivation of young teachers. The younger generation of teachers have benefited much from the blessings of these older teachers [5].
2.2 Advantages of Traditional methods of teaching foreign languages
The grammar-translation method has many advantages. Firstly, it enables students to have a systematic understanding of grammar and a more accurate understanding of vocabulary meanings. Secondly, it can enhance students' memory, logics, and thinking abilities, as well as their ability to comprehend reading materials. Thirdly, teaching in the native language can reduce the teacher's workload, save class time, eliminate the need for any language equipment, and is easy to be implemented.
The direct method cultivates students' practical application abilities. Other methods such as the audio-lingual method and the situational method are based on it.
Sentence pattern drills are very helpful in the audio-lingual method for beginners in foreign languages learning and have been widely used in foreign languages teaching. Compared with the grammar-translation method, it improves students' oral communication abilities and is more practical. Compared with the direct method, the audio-lingual method shortens learning time and improves learning efficiency. When students use foreign languages, the language structure is more standardized, and they have obvious advantages in fluency in comparison to students trained by the grammar-translation method [6].
The cognitive method places significant importance on intuitive teaching aids and modern teaching methods, which can make foreign language teaching situational and communicative. It enables students to immerse themselves in learning foreign languages and facilitates language learning; it also helps create a foreign language environment, increase opportunities for using foreign languages, cultivate students' communication skills, and apply what they have learned.
The communicative method emphasizes not only the development of students' language abilities but also the cultivation of their ability to use language for communication. In communicative teaching, the "teaching" is to serve the students' "learning," and students' abilities and levels are respected. Students can boldly demonstrate their personalities and talents in learning activities, greatly enhancing their initiative and creativity.
2.3 Shortcomings of traditional methods of teaching foreign languages
Traditional methods of teaching foreign languages have undergone continuous development and have formed a relatively complete teaching system. However, problems such as outdated teaching philosophies, lack of innovation in teaching tools and methods, insufficient interaction between teachers and students, and dull classroom atmosphere still exist.
The grammar-translation method overly emphasizes the teaching of grammar rules, with limited interaction between teachers and students, resulting in a dull classroom atmosphere where the teacher-centric approach dominates, leading to a situation of "spoon-feeding," and students lack practical opportunities. Translation method, a widely used method in early foreign language teaching, excessively emphasizes language knowledge and language skills, resulting in low oral expression abilities of students [6]. On the other hand, the direct teaching method neglects the influence of the mother tongue on teaching, resulting in students spending a lot of time and effort to understand some abstract concepts and grammar rules, often leading to misunderstandings. Additionally, it is easy to overlook the hierarchical nature of teaching content, not conforming to students' learning habits and patterns.
The audio-lingual method focuses on "listening" and "speaking," neglecting the development of reading and writing abilities; when using foreign languages, it emphasizes language structure but overlooks its implicit meaning; it overly emphasizes mechanical drills and rote memorization, neglecting the content and meaning of language. What students acquire are just some sentence patterns lacking contextual relevance and central content, which makes them unable to be engaged in proper communication.
The cognitive method lacks cultural elements, affecting the cultivation of students' intercultural communication abilities.
In the communicative method if teachers' oral proficiency is not sufficient, it is difficult for them to play a guiding role. While teachers strive to make classroom teaching communicative, they often overlook the accuracy of language.
3. Requirements of Foreign Languages Teaching in the New Era
At times of digital intelligence, new requirements are posed for students' abilities, teaching hardware and software, and teachers' skills. Firstly, under the context of the "New Humanities" the core task of foreign languages discipline construction is
to cultivate compound talented people in the sphere of foreign languages training [6]. This requires students to not only have solid basic language skills but also possess profound humanistic literacy and a broad international perspective. Secondly, under the background of "Internet + Education"[8], the teaching mode of foreign languages also needs to integrate educational technology with foreign languages teaching. Thirdly, the digital era imposes higher requirements on teachers' theoretical, practical and communication abilities.
3.1 New Requirements of "the New Humanities" for students.
China's higher education in foreign languages has entered a new era of constructing "the New Humanities". According to the principles and requirements of "the New Humanities" construction, the training of students in foreign languages must be oriented towards the new pattern of the country's open economy and reflect the characteristics of digital economy and digital trade. It also requires cultivating students according to new evaluation requirements and standards. Furthermore, it is necessary to cultivate students' information literacy and information technology capabilities, achieving the intersection of humanities and information science [10].
The "National Standards for Undergraduate Teaching Quality of Foreign Language and Literature Majors in General Higher Education Institutions" [referred to as the "National Standard"] [10] points out that "compound foreign language talents" refer to individuals who possess solid basic language skills and professional knowledge, profound humanistic literacy and patriotism, broad international perspectives, mastery of language and literature, and other related disciplines' theories and knowledge. They also have good cross-cultural, communication, and innovative thinking abilities, and can undertake relevant field work [7]. An important task of the construction of "the New Humanities" is "to cultivate interdisciplinary talents, and the training of compound foreign language talents in an effective method." The construction of "the New Humanities" has put forward new requirements for the training of foreign language professionals and provided new guidance for "talent cultivation." The formulation of the training plan for foreign language professionals also needs to achieve a shift from subject-oriented to demand-oriented model, and from the simple "compound but not integrated" training of "foreign language + professional" to the new "integrated compound foreign language talents."
3.2 Requirements for Teaching Hardware and Software
In the context of "Internet + Education," the digital teaching mode of foreign languages needs to organically integrate information technology with foreign languages teaching to meet the needs of "talent cultivation" in the "New Humanities."
The digital teaching mode of foreign languages refers to the process of handling teaching information with modern equipment to accomplish teaching tasks within foreign language instruction. Under the conditions of information technology, utilizing the digital teaching mode of foreign languages can not only enhance the quality of foreign language instruction but also propel the in-depth development of foreign language teaching theories [11].
This necessitates educational institutions to actively introduce standardized equipment to provide favorable material conditions for the implementation and development of foreign languages e-teaching. Specifically, the required teaching equipment includes three categories: first, audio-visual data storage equipment, including audio-visual software, cloud storage services, etc.; second, teaching resource dissemination equipment, including closed-circuit televisions, projectors, smart boards, etc., installed in classrooms; third, equipment related to foreign languages laboratories, including various grades of language listening rooms, multimedia audio-visual rooms, etc. Additionally, schools need to ensure technical support for equipment. Through purchasing services or independent innovation technologies, continuously strengthening the school's hardware foundation for e-teaching, schools will provide a favorable material environment for the development of the digital teaching mode of foreign languages.
3.3 Requirements for Teachers' Technical Competence
Traditional foreign languages teaching follows a model where the teacher, textbook, and classroom are central. With the continuous development and changes in social, political, economic, and cultural spheres, modern educational technology and multimedia have emerged. Consequently, traditional foreign languages teaching has gradually changed, thereby placing higher demands on teachers' technical abilities [12].
Firstly, teachers are required to enhance their theoretical and practical abilities. At the level of "knowledge" and "skills," most teachers can handle commonly used multimedia devices and software in teaching, such as screen capture, video downloading, image processing, monitoring and guiding students' independent online learning, basic management of teaching platforms, information retrieval from literature databases, and retrieval from libraries. However, without professional training, it is difficult to master rich deep-level information processing and expression abilities. For example, in translation teaching, not knowing how to integrate corpora with translation teaching makes it impossible to establish a learner translation parallel corpus composed of students' translation assignments and evaluate the improvement of students' translation abilities. Therefore, to better utilize various media in the classroom, it is necessary to strengthen the use of various media.
Secondly, it is necessary to increase the interaction of teachers and students. However, some teachers, after using multimedia teaching, incorporate all the links and content of a class into the courseware. In the implementation process, they overlook students' receptiveness, failing to accurately grasp students' understanding and mastery of the content learned.
Furthermore, attention should be paid to students' social presence during the teaching process. The theory of social presence was initially proposed in 1976 by professors John R. Short, Ederyn Williams, Bruce Christie, and others at the University of Maryland, USA [13]. It refers to the degree to which a person is perceived as "real" and their perception of connection with others during media-mediated communication. The modern information technology used in multimedia teaching reduces students' social presence to a certain extent. This requires teachers to increase interaction with students in multiple ways, such as incorporating body language to optimize students' classroom experience, including getting closer to students, smiling affirmatively, and using gestures for encouragement.
4 The Digital Transformation of Traditional methods of teaching foreign languages
The modernization transformation of foreign languages teaching methods is a necessity for social development. In recent years, with the rapid development of AI technology, the quality of neural network-based machine translation has been greatly improved, shaking the status and role of foreign languages majors. In Chinese society, there has even been a decline in the importance of foreign languages, leading to embarrassing situations in universities such as insufficient enrollment and a lack of students in foreign language majors. Difficult employment for foreign languages graduates has become more prominent, instrumental talents are undoubtedly being replaced by AI. In fact, the role of foreign language majors in cross-cultural communication and civilization exchanges cannot be ignored. The construction of Chinese-style modernization requires the methods of cultivating foreign languages talents to keep pace with the times. Traditional teaching methods can be transformed in terms of conceptual innovation, new technological assistance, and integration with digital intelligence.
4.1. Innovation in Teaching Philosophy
OBE [Outcomes-based Education] educational philosophy was proposed by American scholar Spady and others in the 1980 [14]. The OBE philosophy emphasizes educational outcomes, values students' learning effectiveness, focuses on "student-centered" approaches, requires educators to design teaching content, teaching methods, and teaching strategies based on the abilities students should achieve after graduation, and then uses a perfect evaluation system to encourage students to achieve teaching goals [15]. With the increasingly close economic and trade cooperation, scientific and technological exchanges, and cultural interactions among countries and regions, Chinese society needs bilingual talents who are proficient not only in foreign languages but also in other specialties. These demands have prompted reforms in foreign languages teaching in universities to cultivate talents that meet societal needs. The reform of teaching foreign languages in universities oriented toward employment needs should focus on serving students' career development. Under the guidance of the OBE philosophy, teachers can create authentic professional work environments through simulation teaching, situational teaching, case-based teaching, and thematic discussions, ensuring that students seamlessly integrate and apply their language knowledge and skills in professional settings, comprehensively improving their comprehensive language application abilities. The OBE cultivation philosophy guides the development of teaching materials, enabling the optimization of school-based materials according to the professional knowledge structure, ensuring the comprehensive integration of teaching foreign languages and professional teaching, and helping students quickly adapt to foreign communication in professional scenarios. "Research-oriented talents with interdisciplinary and compound knowledge" systems can better adapt to and meet the societal demands of the AI era [16].
4.2 Assistance of New Technologies
Integration of Traditional methods of teaching foreign languages with Multimedia Technology can stimulate students' initiative in learning and improve their overall qualities. Multimedia technology, due to its characteristics such as rich graphics, text, sound, and strong interactivity, can compensate for the deficiencies in traditional teaching modes, content, and methods. First, it enriches teaching content with information. The use of multimedia technology expands traditional static textbook forms into integrated dynamic interactive systems composed of text, sound, images, animation, etc., conveying far more information in a given time frame with greater accuracy and vividness than traditional teaching methods [17]. The use of VR technology's modal reconstruction function simulates real-world language contexts for foreign language learn-
Библиографический список / References
ers, such as competitions, work situations and social environments, reconstructing the physical space of learning, improving teachers' and students' perceptual effects, providing learners with multimodal practical training situations, and promoting deep interaction between teachers, students, and learning environments and content [18].
Second, it activates the classroom atmosphere. The traditional form of foreign language classrooms is relatively monotonous, which to some extent limits students' understanding of the content. Multimedia teaching combines various forms of expression such as sound, form, scene, movement, and stillness of ordinary texts, lack of images, animation, graphics, making some difficult-to-explain teaching content becomes vivid and bright with the help new technologies.
Although traditional teaching methods may also use pictures, sketches, etc., to create environments, these methods lack activity and authenticity. Multimedia foreign language teaching provides students with three-dimensional stimulation of their visual, auditory, and tactile organs, helping to cultivate students' purer sense of language.
Fourth, it achieves multi-point interaction. In multimedia teaching, using electronic textbooks, playing foreign language films, etc. can relatively reduce the need for language background and semantic explanations, saving time and increasing the amount of information imparted. Rich multimedia information allows students of different levels to have different experiences, thereby improving teaching efficiency. Multimedia teaching reduces the workload of teachers, allowing them to focus more on enriching classroom teaching content, improving knowledge imparting skills, and enhancing teaching quality.
4.3 Empowering the Classroom with ChatGPT
The integration of virtuality and reality will enable teachers and students to conduct teaching in both real and virtual dimensions, bringing significant changes to teaching content, teaching methods, teaching concepts, and ultimately leading to the innovation of teaching paradigms [19]. The application of virtual technologies like ChatGPT in teaching can not only leverage the initiative of teachers and the subjectivity of students but also effectively compensate for the shortcomings of traditional foreign languages teaching, such as the monotonous teaching format and dull classroom atmosphere, representing a significant practice outcome of the integration of "smart" approaches in foreign languages teaching methods. As a widely recognized AI chatbot, ChatGPT may become a benchmark for the development of intelligent chatbots for language learning and the innovation of language learning tools in the future. AI chatbots like ChatGPT can address the deficiencies of traditional methods of teaching foreign languages.
ChatGPT, trained on a large corpus of actual language data, provides resources and real environments for language learners, where teachers may lack fluent oral skills and classroom dialogue efficiency may be low. Based on expected outcomes and language learning objectives, ChatGPT can generate various interactive language exercises. Dialogue-based teaching can stimulate learners' interest in foreign language learning, enhancing their initiative and enthusiasm for learning. ChatGPT can support a variety of learners' activities. For example, it can serve as a writing prompt generator, generating story beginnings or creative writing prompts as foundational materials for learners' writing; it can be used as a reading comprehension tool, thereby expanding their vocabulary. During classroom discussions, teachers and students can also ask ChatGPT questions, integrating substantive discussions in the classroom, which is conducive to learners' expanding their thinking.
Conclusion. Traditional methods of teaching foreign languages have played an irreplaceable role in foreign language classrooms after a long period of development. With the advent of the smart era, traditional methods of teaching foreign languages need to undergo modernization and transformation. The integration of new concepts and new technologies can rejuvenate traditional methods. We propose that the transformation of teaching methods does not entail completely abolishing existing teaching methods but rather innovating them on the basis of the existing foundation. We also do not advocate for a one-size-fits-all approach for all universities to achieve transformation, but rather advocate for universities to autonomously choose innovative teaching concepts and use multimedia technologies and artificial intelligence technologies represented by ChatGPT to supplement the shortcomings of traditional methods of teaching foreign languages, in order to meet the new demands for "foreign language talent cultivation of foreign languages talents" in the smart era in China.
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Статья поступила в редакцию 15.05.24
УДК 378
Guseva N.V., Cand. of Sciences (Pedagogy), senior teacher, Prince Alexander Nevsky Military University of the Ministry of Defense of the Russian Federation; senior lecturer, Financial University under the Government of the Russian Federation (Moscow, Russia), E-mail: englevel-1@mail.ru Rostovtseva P.P., Cand. of Sciences (Pedagogy), senior lecturer, Department of English for Professional Communication Financial University under the Russian Federation Government (Moscow, Russia), E-mail: Rostovtseva_75@mail.ru
ASSESSMENT OF QUALITY OF FOREIGN LANGUAGE TRAINING AT AN ECONOMIC UNIVERSITY: GOALS, CONTENT, PARAMETERS, CRITERIA. The
article examines a complex problem of assessing quality of the foreign language training in a modern economic university in Russia. The article summarizes the material concerning some characteristic features of development of the modern society. By analyzing them, the need to modernize the future economists' foreign language training and, in particular, the quality assessment system is proved. The work reveals the meaning of a concept of "quality of education". The article describes the main types of assessment of education. The authors give a generalized description of such activity subject and object in relation to the foreign-language professional communication knowledge, skills and abilities system formation. The researchers propose the most important criteria and parameters, which should be guided by implementing it. The paper characterizes leading principles that should be followed.
Key words: higher education, higher economic education, foreign language in non-linguistic university, modernization of foreign language teaching in non-linguistic university, assessment of quality of foreign language training for students of non-linguistic university
Н.В. Гусева, канд. пед. наук, ст. преп., ФГКВОУ ВО «Военный университет имени князя Александра Невского Министерства обороны РФ», доц. ФГБОУ ВО «Финансовый университет при Правительстве Российской Федерации», г. Москва, E-mail: englevel-1@mail.ru П.П. Ростовцева, канд. пед. наук, доц., Департамент английского языка и профессиональной коммуникации ФГБОУ ВО «Финансовый университет при Правительстве Российской Федерации», г. Москва, E-mail: Rostovtseva_75@mail.ru
ОЦЕНКА КАЧЕСТВА ИНОЯЗЫЧНОЙ ПОДГОТОВКИ В ЭКОНОМИЧЕСКОМ ВУЗЕ: ЦЕЛИ, СОДЕРЖАНИЕ, ПАРАМЕТРЫ, КРИТЕРИИ
В данной статье рассматривается комплексная проблема оценки качества иноязычной подготовки, реализуемой в современном экономическом вузе, действующем на территории Российской Федерации. При этом основное содержание исследования составляет анализ её целей, содержания, параметров и критериев. В первую очередь на страницах статьи обобщается материал, касающийся некоторых характерных черт развития современного общества. Путём их анализа доказывается необходимость модернизации иноязычной подготовки будущих экономистов и, в частности, системы оценивания качества таковой. Затем раскрывается содержание понятия «качество образования». Рассказывается об основных видах его оценки. Далее авторы дают обобщённую характеристику предмета и объекта такой деятельности применительно к формированию системы знаний, умений и навыков иноязычного профессионального общения. Также предлагаются важнейшие, на наш взгляд, критерии и параметры, которыми необходимо руководствоваться, реализуя её. Характеризуются ведущие принципы, которые следует при этом соблюдать.
Ключевые слова: высшее образование, высшее экономическое образование, иностранный язык в неязыковом вузе, модернизация преподавания иностранного языка в неязыковом вузе, оценка качества иноязычной подготовки студентов неязыкового вуза
Актуальность темы, выбранной нами для исследования, может быть легко обоснована, если учесть, что на всех этапах развития российской и мировой системы образования приоритетными задачами, которые требовалось решить для его совершенствования, выступали:
- повышение качества и доступности образовательных услуг (М.А. Вику-лина, А.А. Ежгурова, Б.А. Жигалев, И.А. Любочко, Н.А. Миронова, Н.М. Симеоно-ва, Ю.А. Черная);
- достижение максимального соответствия реализуемых образовательных программ требованиям современного общества (Н.А. Артеменко, С.В. Бело-гуров, В.В. Давыдов);
- упрочение взаимодействия с фундаментальной и прикладной наукой, национальным и международным рынками труда [1].
Сегодня их решение, в том числе применительно к улучшению хода и результатов профессиональной подготовки будущих экономистов, оказывается во многом связанным с оптимизацией формирования иноязычных компетенций обучающихся [2]. Данный факт обусловлен эскалацией глобализационных процессов (Е.А. Вербицкая, М.А. Викулина, В.В. Давыдов, Б.А. Жигалев). Завершение формирования единого экономического пространства в планетарных масштабах подразумевает интенсификацию международных контактов во всех его секторах [3].
Соответственно, возрастает значение знаний, умений и навыков, позволяющих реализовывать эффективную коммуникацию с представителями других культур в структуре профессионального портрета выпускника экономического вуза [4].
В данной связи определённая значимость присуща также совершенствованию информационных и телекоммуникационных технологий (ИКТ). Сегодня они представляют собой один из важнейших инструментов, при помощи которых выпускник экономического вуза реализует свои профессиональные обязанности [2]. Это, в свою очередь, означает, что коммуникация с клиентами и коллегами из других стран сегодня является не только необходимой, но и, как никогда ранее, простой. Подобная её интенсификация не может не сказаться на системе требований к владению специалистами интересующего нас профиля средствами иностранного языка [5].
Из вышеизложенного следует важность различных педагогических проблем, связанных с формированием подобных компетенций. В частности, фиксируется определённый рост актуальности ряда вопросов, касающихся оценки качества иноязычной подготовки учащихся, осваивающих подобные образовательные направления.
Таким образом, цель нашего исследования состоит в освещении наиболее значимых, на взгляд авторов, аспектов содержательной стороны, а также пара-
