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14Модель преподавания дисциплины «английский язык» магистрантам высших технических учебных заведений
Воронцова Юлия Александровна,
кандидат педагогических наук, доцент кафедры «Иностранные языки» Брянского государственного технического университета E-mail: [email protected]
Настоящая статья посвящена ведущей роли дисциплины «Английский язык» в контексте компетентностный подхода в обучении магистрантов в образовательной среде технического вуза и реализации нового направления к изучению иностранного языка будущих выпускников в рамках универсальной компетенции УК-4. В статье раскрываются цели обучения английскому языку в высшей школе; выявляются разделы дисциплины «Английский язык», а именно профессионально ориентированный английский язык, деловое письмо, устная практика английского языка; анализируются разные средства формирования коммуникативных компетенций студентов в рамках изучения английского языка. Особое внимание в статье уделяется методическим рекомендациям в процессе обучения профессионально-ориентированному переводу, грамматике, написанию деловых писем, практике устной речи и аудированию; подчёркивается, что обучение проходит на основе специализированных учебных материалов с привлечением аутентичной профессиональной литературы по профильным направлениям. В статье акцентируется большая роль межкультурной коммуникации в обучении магистрантов, обусловленное реальными процессами современного мира, способствующее диалогу культур; раскрыта важность формирования коммуникативных навыков магистрантов при помощи проведения различных лингвистических игр; представлены наиболее эффективные средства формирования коммуникативных компетенций у студентов магистратуры в условиях технического вуза.
Ключевые слова: коммуникативные компетенции, коммуникативные навыки, магистранты, профессионально-ориентированный язык, деловой английский язык, межкультурная коммуникация.
Introduction
In the modern world conditions, the value and role of a specialist who has a command of a foreign language is increasing. Studying a business foreign language is aimed at providing undergraduates with increasing the level of education and self-education, developing cognitive and research skills, information culture, expanding horizons and improving general culture, raising tolerance and respect for the spiritual values of different countries and peoples.
The purpose of teaching a foreign language in higher education is to prepare students for a profile-oriented level of foreign language proficiency, to develop sociocultural competence skills, to form behavioural stereotypes and professional skills necessary for graduates' successful social adaptation in the labour market.
The requirements which are laid down by the work programme for the discipline "The English Language" provide for a competency-based approach to teaching [4, p. 78]. Introducing competencies into the normative and practical component of a higher education allows facilitating the readiness to use modern communication technologies in Russian and a foreign language for academic and professional interaction as frequently students experience significant difficulties in communicating, even having mastered a set of theoretical knowledge. The features of the competency-based approach are considering students' learning results from various angles, giving a more detailed description of the abilities, knowledge and skills that graduates should have formed at the end of the educational programme [2, p. 48].
Theoretical justification of the competency-based approach
The issue of implementing the competency-based approach in a higher school is currently being dealt with by a large number of scientists and teachers (A.S. Belkin, E.F. Zeer, I.A. Zimnyaya, O.E. Lebe-dev, A.V. Khutorskoy, T.M. Kovaleva, D.B. Elkonin, V.V. Bashev, Yu.V. Senko, A.M. Aronov, etc.) [2, p. 48]. A competency-based approach is a priority orientation towards goals which are the vectors of education: individuality's learning, self-determination, self-actualisation, socialization and development [6]. Q- Fundamentally new meta-educational constructs,
5 namely competences, competencies and metaquali-
^ ties serve as instrumental means of achieving these
goals. Competences are meaningful generalizations of theoretical and empirical knowledge presented in
the form of concepts, principles, sense-making provisions. For the vocational education system, the most relevant are technical, organizational and economic, information and communication competences. Competencies are generalized methods of actions that ensure the productive performance of professional activities. This is a person's ability to put into practice his or her competency. The core of the competencies is activity abilities [6].
The Federal State Educational Standard for Higher Education, approved by Order No. 875 of the Ministry of Science and Higher Education of the Russian Federation dated August 4, 2020, defines a list of competencies aimed at developing graduate students' readiness and ability for various aspects of a professional activity, as well as personal and professional development [8].
The academic discipline "A Foreign Language" implements a new approach to teaching a foreign language to graduates within the framework of the fourth universal competency, which allows master students to apply modern communication technologies, including in a foreign language, for academic and professional interaction. Competency achievement indicator UK-4.1 states that graduates must competently and clearly organise personal and business oral and written communication; indicator UK-4.2 demonstrates graduate students' ability to carry out business communication for academic and professional interaction; indicator UK-4.3 shows graduate students' ability to conduct interpersonal business communication in Russian and foreign languages using modern communication technologies.
Methodological recommendations of teaching "The English language" discipline
Forming competencies takes place in the following sections of "The English language" discipline: professionally oriented English, containing such aspects as reading, vocabulary, grammar; business letter writing; the English language practice, including speaking and listening.
Training takes place on the basis of specialized educational materials involving authentic professional literature on field-specific directions. Mastering the language for special purposes or professionally oriented English is not limited to studying vocational terminology in a narrow field or forming technical scientific translation skills. It includes developing skills in professionally oriented translation and interpretation; analysing vocational and scientific literature in the direction; preparing reports. In most cases, the SL and the TL are significantly different in their internal structure. The differences in the systems of the two languages invariably cause the necessity of language transformations. These discrepancies are either complete or partial [3, p. 56]. The main feature of the modern world is an overabundance of information flows, which requires from graduates having advanced search and analytical reading skills, mastering various methods of collecting information, being able to separate incoming
information according to the degree of significance or novelty.
For developing reading for specific information, abstract reading and vocabulary, it is significant to perform 1) exercises aimed at mastering new lexical units, such as: - match the beginning of the sentence with its end; - fill in the empty fields in the sentences with the words from the proposed ones; - match the presented words with their meaning in the text; - choose an appropriate linking word from the list of suggestions and complete the sentences; 2) exercises that develop the ability to predict the subject content of the text by heading, such as: - choose the most appropriate heading for a paragraph from the text; - find a suitable heading for the text; - try to guess the meaning of an unfamiliar word from the context; - choose a statement that reflects the main idea of the text; 3) exercises to recognize the main referents of the text, which are multiple choice exercises, enclosed answer, matching parts, such as: - find in the paragraph a sentence that connects it with the next paragraph; - find a phrase or sentence that is translated as...; - find the key word in each sentence; - highlight the question or problem that is given special attention to in the text; - arrange sentences or paragraphs in a logical order [5].
At the stage of compiling an abstract or a summary of a scientific article, the following sample exercises can be used: - reduce a five sentence paragraph to a three sentence one; - make a summary of a thirteen sentence paragraph; - make a summary of the article; - read four articles and an abstract, which of the texts fits the given abstract.
While compiling a glossary based on the materials applied graduate students need to refer to relevant sources and provide interpretation and translation of the terms into Russian, using specialized dictionaries and arrange the glossary in the form of a-there-column table titled term-definition-translation. Students are invited to perform exercises aimed at distinguishing general colloquial definitions from highly specialized ones.
The grammatical material is studied in the context of the grammar-translation method. Active grammatical material is presented on sample sentences united by a thematic feature in the following sequence: 1) acquainting with a sample sentence or speech specimen; 2) giving a model based on this sample; 3) explaining a rule-instruction; 4) filling the model with new lexical content, various types of transformation; 5) expressing thoughts according to the samples.
The grammatical meaning is acquired by graduate students creatively when they search for the corresponding phenomenon in the professionally-oriented text and correlate it with the contents. To form the grammatical skill of perception, to understand the verb-predicate in the process of reading the text, it is useful to do such exercises as: - read the text and write out the subject and predicate from each sentence, say how they are expressed; - read the text, highlight the subject and predicate in each sentence with the object related to it and say in which sentences the predicate with the object provides new information on the topic; - read the text and using these verbs write four
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simple sentences from the given two; name all possible ways of translating sentences with a predicate in the passive voice, with impersonal constructions, with the passive forms of the verb; - read the sentences, explain the use of the predicate tenses; - give different variants of translating sentences with an infinitive in different functions; - analyse sentences containing possessive pronouns, in which of them the pronoun should be translated by the corresponding pronoun of the Russian language, etc [5].
The language of business-letter writing is a necessary component of the professionally-oriented English language course. Modern graduate students are obliged to possess the skills of professional communication, to understand the organizational structure of the business world, to know the norms of business etiquette and intercultural interaction. They are to demonstrate a developed level of written proficiency that is stylistics, accuracy, persuasiveness of statements, generalization, choice of arguments, interpretation of facts needed for writing articles, reports, appeals to potential employers, clients, sponsors to attract grants for research; for writing advertising texts to individual consumers of goods and services, corporate clients; for compiling questionnaires, surveys.
Written business communication is a special type of speech, a part of national culture, which doesn't only include specific elements, but also universal ones that characterize the communicative model as a whole. An effective business letter in English usually has a specific format and language. When writing a message, it is necessary to draw up a plan, to clearly delimit the paragraphs of the letter, to use the vocabulary being studied, grammatical structures, and tense forms of the verb, appropriate to the situation. At the beginning and end of the letter, it is obligatory to use salutations and complimentary closes accepted in the national culture.
To improve business language skills, business training materials should contain such types of conducting business correspondence as: writing various types of letters (a letter of enquiry, a letter of order, a letter of payment, a letter of complaint, a letter of appeal, job search and staff recruitment), resumes, memos; examining advertisements about the offered jobs; drawing up press releases, advertising texts, various technical documentation, contracts, acts of technical expertise, explanatory notes, applications for inventions; filling out questionnaires.
Speaking as the aspect of the English language practice supposes acquiring effective skills in all types of speech activity, namely: the ability to maintain faceto face and telephone conversations, to conduct disputes and negotiations; the ability to understand, analyse and be able to discuss the content of authentic messages, newspapers and magazines, to prepare and conduct commercial presentations, to organize and participate in exhibitions; the ability to search for 5 the necessary information about the speech etiquette, § corporate culture, management styles, international ^ trade, features of doing business in different countries. ° To understand the peculiarities on intercultural Si communication it is advisable to pay special atten-
tion to mastering Regional studies as an integral part of the English language practice. During these classes, graduate students are able to master the skills of searching and processing information, public speaking and discussions. The objectives of Regional studies are to form the idea of the world as a single space in all the national culture diversity, where English acts as the main means of international communication; to educate tolerant thinking, a culture of interaction in the humanitarian field.
The course supposes studying such themes as history, culture, literature, national traditions, educational system, social structure of the English language countries, youth culture, mass media, social movements, sociocultural differences. At the tutorial classes the graduate students prepare projects on intercultural topics. Working on the projects involves using all acquired communication skills for implementing a specific project and consists of the following stages: information search - when master students independently select information on a given topic (folk music, heroes, cuisine, monetary units, personality problems, human rights, international organizations, important historical events, famous literary or film characters, etc.), using various sources such as books, mass media; overview of materials - when graduate students prepare a summary of the selected materials, write collected works, i.e. articles, essays, reviews, reports based on them; project preparation - when master students develop projects for the presentation, the format of projects is chosen independently in the way of videos, posters, plays, messages, questions for further discussion; project presentation - when graduate students defend their projects in the chosen form, such as a thematic holiday, a video film, a report, accompanied by demonstrating self-made posters, songs, quizzes, video materials, followed by a discussion in the class or staging a play.
While taking Regional studies course the graduate students are given a chance to participate in the "Made in the USA" contest, the goals of which are to popularize science and new technologies among the graduate students, to promote popular-science literature in English; to acquaint master students with scientific achievements and the history of technological progress in the United States; to realize the participants' creative possibilities through creating a media product in English [7].
The contest participants are invited to create a pod-cast, the most thoughtful and high-quality recorded audio file on the contest theme in English. The pod-cast should present an accessible and entertaining material about any famous American brand. The video may contain items about the history of the brand emergence and development, brief biographical information about the brand founder, relevant facts related to the make, the company' logo and slogan, etc. The podcasts are evaluated by the categories: individual work in the nominations: "Best podcast", "Best speaker", "Best speech writer", "Best sound designer" and teamwork in the nominations: "Best podcast", "Best speaker", "Best speech writer", "Best sound designer".
Moreover, to enhance the insight in intercultural communication the graduate students can take part in the linguocultural and intellectual educational game "Britannica". The goals of the game "Britannica" are to develop students' creative abilities, to disclose their intellectual potential; to maintain a steady interest in learning English; to present information culture, respect for the opponent, resilience, ability to work in a team; to involve young people in the active use of the information resources [7]. "Britannica" is an exciting team smart game, during which players are to show their knowledge of history and geography, economics and politics, literature and culture, art and music of Great Britain. To win in this game graduate students have to apply logic, erudition, intuition, ingenuity and group work.
The game has five rounds, each with its own rules. At the beginning of each round, the presenter announces the rules to the teams, after which he reads the question and starts the timer. At the end of each round, the presenter quickly repeats all questions, starts a countdown from ten to zero, collects forms from the team responses and submits them to the counting commission for scoring. As soon as all the forms are in the counting commission, the presenter calls the correct answers, and then announces the points scored by the teams. The team with the most points per game is declared the winner.
As part of Regional studies course the graduate students can be offered to deepen their knowledge in such aspect of the English language practice as Home Reading. Educational and sociocultural objectives of Home Reading course are to form socio-cultural competence; to expand ideas about modern life in the English-speaking countries such as: social hierarchy, business culture, psychology of the relationship. Practical objectives of Home Reading classes are to improve all types of speech activities by using authentic materials and their methodological apparatus; to develop the skills of critical analysis of a literary work in terms of a multi-layer extraction of facts and information; to activate and update vocabulary through studying fixed phrases, idiomatic expressions in the context of works.
Depending on the graduate students' level of English command the work at this language aspect can be carried out based on the adapted versions of original works and on the abridged or full texts of original works of classics and contemporary authors. The tasks can be of a different character, for instance before you read when graduate students look at the cover and title of the book, make an assumption about the content of the book; vocabulary work when master students write out unfamiliar words, the meanings of which cannot be determined from the contexts, look up their meaning in a bilingual dictionary or an English-English dictionary, write out a few short sentences with new words; comprehension when graduate students answer a series of questions on the contents, main characters, find specific information; discussion when master students evaluate the characters' actions, express their own opinion about the events described,
make proposals for resolving conflict situations, discuss cultural stereotypes and intercultural differences; writing when students write a review of the book they have read, write an advertising article about the book, prepare an abstract for its subsequent public presentation.
As an integral part of the English language practice in order to learn more about English authors the students may be offered to participate in the language contest "Readers' competition" [7]. The goals of the "Readers' competition" are to support and develop young people's interest in learning English, in literary works of English-speaking authors; to exercise skills of expressive reading of works of art; to increase the level of English proficiency; to form critical thinking; to involve graduate students in the active use of electronic information resources in English for educational and cognitive purposes; to develop creative initiatives, artistic abilities.
The participants of the competitive game "Readers' competition" are to match the following criteria for evaluating: to comply with the competition theme; to clearly pronounce the sounds in accordance with the phonetic norms of the language; to show expressiveness, emotionality, intonation, logical pauses, stress, correct choice of voice tempo; to demonstrate an original presentation of the material in an accessible form; to present a musical and technical design.
Another contest is the game "BrainFest', the goals of which are to improve graduate students' language speaking skills; to teach information culture, respect for the opponent, ability to work in a team; to broaden students' extralinguistic knowledge [7].
Four teams participate in the game at the same time. The players' task is to give the correct answer to the question posed by the presenter, earlier than the opposing teams. During the game, twenty-five questions are played in five categories, namely: 1) politics and economics; 2) history and geography; 3) literature and culture; 4) art and music; 5) linguistic features of English-speaking countries. The complexity of the question is expressed in scores equivalent to the scale from one hundred to five hundred points. The game is conducted according to the scheme: - choosing the category and cost of the question; - reading the question; - giving a minute for the discussion; - listening to the participants' response; - announcing the correct answer; -counting the answers. The winner is the team which has the maximum number of the correct responses.
When teaching listening as part of the English language practice course, one should remember the relation of listening with other types of the speech activity as it is well known that mastering the oral activity types is carried out within the framework of a single system of teaching a foreign language. In the communication practice, as well as in teaching communication, listening is inseparably connected with speaking as in the course of oral practice partners constantly change their roles, acting either as a speaker or as a listener. Writing and reading are also related to listening.
Lecturers should imply several types of listening at the tutorial classes: intensive or detailed one mean-
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ing a complete and accurate content coverage; extensive listening dividing into: selective one aiming at understanding any specific information while everything else is unimportant and this information is not given attention to and global one aiming at understanding the central or basic information of the text. The degree of intensity or extensiveness of listening should depend on the goals and interests that the student pursues and on the text nature [9].
When extracting information from audio texts graduate students should form the ability to use a certain listening algorithm: 1) to highlight the text title and the person on behalf of whom the narration is being conducted; 2) to indicate characters and events; 3) to express their own attitude to what they have heard [1].
The work with audio text can be divided into three stages: a pre-text stage, a text stage and a post-text one. The purpose of the pre-text stage and the meaning of the pre-text exercises are to motivate students to see what they expect from the audited text; to report important contextual cross-cultural information to understand the text as extensively as possible and as intensively as necessary; to eliminate phonetic, grammatical, lexical difficulties.
The aim of the text stage depends on the type of listening, the listener's communicative intentions. In its most general form, it can be represented as the understanding of information extracted from the text with varying degrees of completeness.
The purpose of the post-text stage and post-text exercises are to check, to work on the text, to develop speaking and writing skills.
Using the information obtained from the listened text helps in preparing monologues, dialogues, discussions as listening and speaking should be closely interconnected at the classes. Listening should act as a means of teaching speaking, in this case, such tasks can be performed as interpreting the text, evaluating opinions, expressing one's viewpoints, etc.) [1].
To motivate students to devote more time to listening it is recommended to organise a "Storytelling Festival - Once upon a time..." [7]. Storytelling is the art of a captivating narration, an effective method of conveying information to an audience by telling a funny, touching or instructive story. This contest is meant for those graduate students who have a good command of English. During the competition, talented, artistic storytellers are identified who are able to express in English the writer's artistic intent.
The goals of the "Storytelling Festival - Once upon a time..." are to develop the interest in English-language literature; to exercise the skills of expressive retelling of works of art; to improve the level of English proficiency; to master artistic potential; to train speaking skills in front of an audience.
The festival is held according to the following rules. The contest participant recites in English any liter-5 ary work corresponding to the following categories: 5 a fairy tale, a legend or a parable. The time limit for ^ one speech is limited. It is possible to organise a group ° performance with the maximum number of two narra-Si tors. The story should be short and unambiguous and
it is desirable to finish the story with a moral. The story should not be a dry statement of fact but be emotionally rich and encourage listeners to take actions. The presentation can be accompanied by audio and video material, as well as necessary decorations.
The quality of the stories is assessed according to the following criteria: adhering to the correct English literary pronunciation; observing the means of expressive retelling, e.g. logical stress, intonation, tempo, timbre, emotional colouring of the speech; using theatrical techniques, e.g. facial expressions, gestures, movements; applying attributes corresponding to the content of the performed work, e.g. decorations, costumes, audio / video series. The lecturers evaluate the contestants on a five-point system. The graduate students who have scored the majority of points are the winners.
Conclusion
The course of teaching "The English Language" has to be implemented on the basis of educational materials and original specialized literature from English and American publishers. Using modern authentic materials, focusing training on forming productive skills in writing, public speaking, conducting discussions and providing abilities of searching and selecting targeting information will contribute to forming a higher level of social and professional adaptation among graduate students.
Much attention in the process of teaching "The English Language" to graduates of a technical university should be paid to general didactic principles, namely consciousness, activity, strength, consistency, accessibility and feasibility, considering students' individual characteristics, which are determined by the specifics of training and should vary depending on the learning environment.
Competent training of graduate students should include an explanation of the features of another socio-cultural environment, the linguistic image of the world. Therefore, forming professional competency is based on the principles of interdisciplinarity, continuity of professional foreign language training which will bring positive significant results in building intercultural communicative professionally oriented competency among graduates.
Литература
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MODEL OF TEACHING "THE ENGLISH LANGUAGE"
DISCIPLINE FOR GRADUATE STUDENTS OF HIGHER
TECHNICAL INSTITUTIONS
Vorontsova Yu.A.
Bryansk State Technical University
This article is devoted to the leading role of the discipline "The English language" in the context of the competence-based approach in
teaching undergraduates in the educational environment of a technical university and implementing a new direction to learning a foreign language by future graduates within the framework of the fourth universal competence. The article reveals the goals of teaching "The English language" in higher education; single out the sections of the discipline "The English language", namely professionally-oriented English, business letter writing, oral practice of English; analyses different means of forming graduate students' communicative competences in the framework of studying English. Particular attention is paid to the methodological recommendations in the process of teaching professionally oriented translation, grammar, writing business letters, oral speech and listening practice; it is emphasized that teaching takes place on the basis of the specialized training materials involving authentic professional literature in the field-oriented areas. The article stresses the great role of intercultural communication in the undergraduates' education, caused by the real processes of the contemporary world, contributing to the dialogue of cultures; brings to light the importance of forming graduate students' communication skills by playing various linguistic games; presents the most effective means of forming communicative competencies among master students at a technical university.
Keywords: communication competencies, communicative skills, graduate student, professionally oriented language, business English, intercultural communication.
References
1. Bredikhina, I.A. Methods of Teaching Foreign Languages: Teaching the Main Types of Speech Activity. Y-g: Ural University Publishing House. 2018. 104 p.
2. Bryleva E.V., Vorontsova Yu.A. The Problems of Fulfilling the Competency-Based Approach in the Process of Teaching a Foreign Language to Post-Graduates in the Non-Linguistic Higher Education Institution. In: Modern Pedagogical Education. 2019. No. 12, pp. 48-50.
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4. Vorontsova Yu.A., Bryleva E.V. The Process of Forming Universal Competency among Technical University Undergraduates by Means of the "Business English" discipline. In: Proceedings of the Regional Scientific and Practical Conference: Implementation of a Competency-Based Approach in Professional Education, December 20, 2019. Bryansk. B: Bryansk State Technical University. 2020, pp. 77-83.
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