CC BY
0DOI 10.24412/1829-0450-2024-1-162-170 УДК 81
Поступила: 25.03.2024г. Сдана на рецензию: 29.03.2024г. Подписана к печати: 10.04.2024г.
MEETING THE CURRENT NEEDS OF THE STEM STUDENTS WITHIN THE FRAMEWORK OF FLT
For STEM1 students, fluency in a foreign language, particularly English, is crucial for envisioning a successful career. Improving language learning effectiveness requires a thoughtfully crafted approach that resonates with students' interests and ambitions. Thus, the main aim of the foreign language educators is to create and implement a teaching framework that gives equal importance to all four language skills. By integrating interactive exercises, authentic materials, and real-world applications, language acquisition and retention are strengthened. By tailoring instruction to students' interests and objectives while emphasizing the development of all language skills, educators can enable STEM students to excel in their academic endeavors and future professional paths.
Keywords: STEM students, FLT, integrating techniques, linguodidactics, modern requirements.
A notable emphasis on professional courses, which are compulsory components of the state's higher education system, is witnessed nowadays. Particularly, attention is directed towards English for Specific Purposes, English for Science and Technology and English for Academic Purposes courses tailored to professional contexts [1]. The objective of teaching these specific courses is to enrich and customize the educational experience within specialized faculties, to better accommodate the diverse interests, inclinations, and capabilities of the STEM students. Through adjustments to the structure, content, it is possible to foster a psychologically supportive environment for the development and training of students pursuing various professions. Undoubtedly, English serves as the global language for science and technology, consequently, most contemporary literature in these fields is primarily in English.
М. Yesayan
Russian-Armenian (Slavonic) University meri.esayan@rau.am
ORCID: 0009-0000-2793-0660
ABSTRACT
1 STEM "STEM Science, Technology, Engineering, Mathematics - Main". stem. ccny. cuny. edu. Archived from the original on 2018-10-04. Retrieved 2018-10-03.
Attaining advanced proficiency in English extends beyond mere language expertise; it involves a thorough development of professional knowledge and skills within a foreign language context.
Furthermore, it's crucial to clearly delineate the skills and capabilities students need to acquire during the preparation and implementation of every lesson. Through adopting a thorough strategy, educators can adequately tackle the difficulties and more effectively prepare students for achievements in their professional fields.
The present article showcases findings from a survey conducted at STEM faculties, notably at the Institute of Physics and Engineering and Applied Mathematics at the Russian-Armenian University.
While teaching or conducting any survey in the Russian-Armenian University, one should emphasize the peculiarities of the university itself. As far as RAU is an interstate research university, it is natural that the students enrolled in the university pursuing any academic degree might be bilingual or even trilingual. Every year the number of students arriving from other countries, particularly the Russian Federation is increasing. Hence, methods of teaching should be carefully observed and adapted to the learners' abilities and needs. As educators of the "Zoomers"2, "Gen Alpha"3, teachers should consider ways, in terms of multiple possible methodological options at their disposal, to adapt classes to specific contexts. Methodology, as a comprehensive combination of knowledge and principles, empowers educators to function as skilled practitioners within the classroom. It allows them to identify students' requirements, apply effective teaching methods tailored to individual needs, and evaluate the results of their instructional interventions.
Top of Form
Throughout the history of language teaching, the idea of teaching has been central, as seen by the rise and fall of various methods over time. During the 20 th centurythe general objective of the language teaching profession was to search for more efficient methods of teaching, whereas, by the 21st century there has been a shift from a preoccupation with generic teaching methods toward a more complicated view of language teaching which encompasses a multifaceted understanding of the teaching as well as learning processes [2].
Edward Anthony (1963) clearly stated the place of the concept of method which stood the second of three hierarchical elements, namely, approach, method, and technique. He considered an approach as a set of concepts dealing with the nature of language, learning, and teaching. Method stood as an overall plan for a systematic presentation of language based on a selected approach. Techniques were
2 "Definition of ZOOMER". www.merriam-webster.com. Retrieved April 28, 2023.
3 Shaw Brown, Genevieve (February 17, 2020). "After Gen Z, meet Gen Alpha. What to know about the generation born 2010 to today".
defined as classroom activities implemented parallel with methods, existing in harmony with an approach [3].
Currently, methods are no longer the milestones of the language teaching process. David Nuan stated that there never was and probably never will be a method for all [4]. Educators should focus on the development of classroom tasks and activities which are consistent with what is known about second language acquisition, and which are in the dynamics of the classroom itself.
As for methodology in language teaching it has been classified in a variety of ways. A classical formulation is that methodology links theory and practice. The theoretical part supposes what language is and how it is learned or, more exactly, theories of second language acquisition. These theories are associated with different elements of language teaching design. They may cover target goals, specific syllabus, types of activities, teacher and learner roles, materials, etc. All these elements in combination with learning practices define language teaching methodology [5].
As mentioned above, methodology, like any theoretical and applied science, undergoes crisis. Educators continuously explore various teaching methods and techniques, drawing from historical knowledge and adapting to new contexts. While significant progress has been made in understanding learning and teaching, there are always aspects that remain unexplored or in need of further investigation.
A number of factors lead methodology as a branch of science to the crisis. One such factor is the existing gap between modern approaches to teaching foreign languages and conventional methods. To address this crisis, it is important to develop contemporary solutions to current methodological challenges and strengthen the theoretical basics of methodology through linguistic and didactic facts. Referring to the notion of linguodidactics, one should mention that, it is a specific branch of methodology. It functions as a methodological aspect of teaching theories and develops principles of the methodology of FLT. While dealing with linguodidactics, educators should refer to such fields of science as philosophy, linguistics, psycho-linguistics, linguosociopsychology, and others. The relations/relashionship between linguodidactics and methodology are not the same as between the theory and practice [6].
Linguodidactics establishes general principles highlighting human abilities in developing foreign language communication and the methods used to operate them. Methodology adopts these linguodidactic principles, arranges them while considering methodological factors, and subsequently applies them in textbooks, systems of exercises, and teaching materials for foreign language instruction during the teaching process.
In recent discussions on methodology, there's a suggestion to replace the term "methodology" with "linguodidactics". In foreign literature, the term "language didactics" is also employed within the context of methodology. Contemporary lin-guodidactics introduces the notion of a secondary language personality, indicating
an individual who possesses not only knowledge of a foreign language, including its grammar, morphology, syntax, and other linguistic aspects, but also the culture and traditions of the native speakers of that language [7].
The set of skills and readiness associated with foreign language acquisition is viewed as both a goal and an outcome. Hence, it holds significant importance for contemporary methods of Foreign Language Teaching (FLT). Naturally, psychology, psycholinguistics, and pedagogy refer to the human being as an individuality. In psychology, the focus lies on exploring an individual's mental state, particularly the operation and development of psychological functions within natural, social, and distinct historical contexts.
Implementing these particular sciences into the FLT empowers specialists to better structure teaching programs. Hence, when designing any curriculum, one must consider both the psychological and methodological aspects of the content. As previously mentioned, teaching a foreign language within the framework of English for Specific Purposes (ESP) supposes a distinctive form.
The survey conducted in the Russian-Armenian University evaluates various instructional approaches and aims to offer insights into effective methods for improving students' proficiency in enhancing their overall language skills.
Undoubtedly, the initial phase in choosing appropriate methods involves setting precise objectives for teaching English to STEM students. These objectives must correspond with the individual requirements and goals of the students, taking into account their academic and professional aspirations. By delineating these objectives, instructors can then customize their teaching methodologies to effectively assist students in reaching their desired goals, whether enhancing their communication abilities, preparing for scholarly research, or refining their capacity to translate professional literature.
Analyzing data collected through observations and surveys yields valuable insights into the current requirements and preferences of students. In assessing students' future objectives, 50 STEM students were asked to choose one answer from the provided options, addressing the following questions. Another fact which should be highlighted about the survey is that 22 students out of 50 were girls. It is approximately 50% of the surveyed, so it can be stated that there is a tendency in girls' involvement into the academic degrees in STEM.
1. What are the objectives of learning English? (Fig 1.)
2. Why proficiency in English holds significance across academic disciplines. (Fig 2.)
3. What is the primary objective of doing ESP/EST course? (Fig. 3)
Fig. 1. What are the objectives of learning English?
Job Education in Education abroad Exams Migration
Armenia
66% 16% 8% 8% 2%
Fig.2. Why proficiency in English holds significance across academic disciplines.
1. Is knowledge of the English language important if you are not going to study/work abroad 2. Will knowing English help when looking for a job? 3. Is English important for vocational orientation?
Yes 90% Yes 100% Yes 90%
No 10% No 0% No 10%
Fig. 3 What is the primary objective of doing ESP/EST course?
1.Professional communication 2. Preparing professional presentations 3.Other
80% 10% 10%
The conclusion reached is that students have a strong understanding of the requirements of the job market and acknowledge English proficiency as a valuable advantage in obtaining employment.
Drawing from the results of the aforementioned research, the following conclusions can be made:
• While teaching STEM students, it is important to consider the development of receptive, productive, as well as mediative competencies.
• Evaluating and comprehending the changing professional and communicative requirements of STEM students is essential.
• When communicative competence is emphasized as the cornerstone, students can swiftly and effectively acquire scientific and technical vocabulary.
The modern requirements of the English language for STEM students encompass not only a fundamental knowledge in technical vocabulary but also proficiency in communicative skills. This includes the ability to effectively present and discuss complex scientific concepts, collaborate with international colleagues, conduct research papers, write technical documents, as well as engage in interdisciplinary communication with other specialists outside their field.
In order to reach proficiency in all the above mentioned skills and competencies, the instructor should implement the following strategies and approaches in the classroom.
• Project-Based Learning is about implementing projects that require students to use foreign language skills while working on STEM-related tasks. For instance, students might collaborate on a specific research project, de-
vise experiments, and create presentations in a foreign language [8]. Overall, PBL is a flexible method for acquiring language skills and engaging in STEM education, challenging students to meet the contemporary needs of a rapidly advanced society. The aim of each learner is to plan and answer an interesting question, complete a task and eventually exhibit what they have learned by creating a public presentation or product for an actual audience.
• Content-Based Instruction supposes incorporating STEM-related content into language lessons [9]. This approach enables students to learn language skills simultaneously engaging with STEM topics. Overall, content-based instruction offers an integrated approach to language learning that connects language skills with real-world content, making the learning process more engaging and relevant for students.While practising content-based instruction the educators apply scientific articles, technical manuals, or professionally-oriented studies as reading materials.
• Language for Specific Proposes - It is educators' task to focus on teaching language that is relevant to STEM fields. This includes incorporating into the lesson plan specific vocabulary, technical terminology, and communication skills that provokes scientific research, engineering projects, or mathematical analysis.
• Integration of Technology - Currently it is crucial to utilize digital tools and online resources to enhance language learning and STEM education. Multimedia materials, interactive simulations, and language learning apps can successfully provide authentic contexts for practicing language skills in STEM contexts.
• Multidisciplinary Approach - Interdisciplinary approach stands out in modern educational settings. Students are encouraged to learn by integrating language skills with other disciplines within the STEM curriculum. For example, students analyze professional texts, write research papers, or deliver presentations that require both linguistic and scientific knowledge.
• Developing Mediative Competence - When it comes to developing medi-ative competence, this involves primarily engaging in written or oral communication. This can manifest not only through translation but also through techniques such as paraphrasing, summarizing text, and applying other transformative methods. These various approaches enable individuals to effectively mediate between languages and cultures, adapting content to suit different contexts and audiences [10].
The CEFR describes mediation as follows: "When a learner/user acts as a social agent who creates bridges and helps to construct or convey meaning" [11]. It describes the actions of those who help when, for some reason, there is a communication gap which needs to be filled, and the same content is conveyed using different language, in order to bridge that gap. The most obvious example of such a
gap is when two speakers who do not know each other's language require a third language, or a translator, to mediate their message.
So as to develop mediative competence it is essential to develop learners' translating, summarizing, analyzing, paraphrasing, reproducing competences.
Teaching translation occurs within the dynamic interplay of various language cultures. On one hand, the translator, whom R. Taft describes as 'interlinguistic mediator' engages in the analysis and interpretation of a text encoded within a different cultural context [12]. On the other hand, they craft a new text that adheres to the standards expected of native language texts. This dual process emphasizes the complexity and interdisciplinary nature of translation studies within technical fields.
Thus, it can be concluded that translation, as a complex and multifaceted process, should include an integrated multi-content, multi-functional set of competencies.
Translating professional texts serves multiple purposes beyond mere text analysis. It also facilitates the introduction and acquisition of professional vocabulary and specific grammatical forms. A vital aspect in fostering and enhancing mediative competence lies in the continuous development of analytical and translation skills.
Through this ongoing process, students not only refine their perceptive and productive abilities but also develop interactive skills essential for effective communication in professional contexts. At this juncture, translation emerges as a pivotal component of mediative activity. It is important to differentiate between such translation techniques as substitution, addition, omission, and copying, which are the main ways for summarizing, reporting, and analyzing scientific and professional texts for various purposes. Translation competence, distinct from these abilities, encompass a broader range of skills essential for accurately conveying meaning and nuances across languages [13]. These skills are indispensable for effective communication and comprehension within academic and professional contexts.
Conclusion
Overall, the one effective model of teaching mediative competence is based on communicative, compensatory as well as vocabulary learning strategies. In practical terms, it is necessary to apply different types of exercises aimed at the development of meditative skills and abilities: lexical-grammatical, analytical and transla-tional exercises.
Hence, it can be argued that developing mediative skills holds greater significance for students of STEM faculties. Foreign language professors at this institute predominantly encounter this challenge when teaching second-year students. The second academic year at the university is pivotal for introducing students to professional literature, which serves as the foundation for their ongoing professional development and education.
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УДОВЛЕТВОРЕНИЕ ТЕКУЩИХ ПОТРЕБНОСТЕЙ СТУДЕНТОВ STEM В РАМКАХ FLT М.С. Есаян
Российско-Армянский (Славянский) университет АННОТАЦИЯ
Для студентов в области STEM (Science, Technology, Engineering, Mathematics) свободное владение иностранным языком, особенно английским, имеет решающее значение для построения успешной карьеры. Повышение эффективности изучения языка требует тщательно продуманного подхода, который соответствует интересам учащихся. Таким образом, основная цель преподавателей иностранных языков - создать и внедрить систему обучения, которая придает равное значение всем четырем языковым навыкам. Внедрения интерактивных упражнений, аутентичных материалов и реальных приложений улучшает усвоение языка. Адаптируя обучение к интересам и целям учащихся, уделяя при этом особое внимание развитию всех языковых навыков, преподаватели могут дать студентам в области STEM возможность преуспеть в своих академических начинаниях и будущем профессиональном пути.
Ключевые слова: студенты STEM, FLT, интеграционные методы, лингводидактика, современные требования.
