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7PROSPECTS OF CREATIVE INTERACTION OF TEACHERS OF PROFILE DISCIPLINES AND TEACHERS OF FOREIGN LANGUAGES IN NON-LINGUISTIC UNIVERSITIES ON THE BASIS OF
MIXED EDUCATION
Ermakova L.
Professor,
Department of Foreign Languages, Russian State University for the Humanities,
Moscow, Russia
Abstract
The article attempts to synchronize the processes of teaching specialized disciplines and a foreign language in a non-linguistic university. According to the author, the transition to bilingual education is only a matter of time. To make it gradual and harmonious, intermediate stages are required, including symbiotic forms of working with educational material in two languages. The options for cooperation between teachers proposed by the author are predominantly creative and practice-oriented, which should help motivate students and improve the quality of the transforming educational process as a whole. The author pays special attention to the role of students' independent work, without the high-quality organization of which, during the period of global distancing, it is impossible to carry out such important and promising changes for students and society. The preferred outcome of the above changes should be the educational process where there is no rigid framework between teaching formats, languages, theory and creative practice.
Keywords: creative cooperation, independent work of students, distance learning format, efficiency, motivation, quality of education, global game.
Introduction
In modern society, every specialist must speak at least one foreign language. Even more valuable is a professional who can not only speak fluently in a foreign language on general topics and maintain a conversation, but is able to clearly express themselves in the specialized language of their main specialty. The knowledge of a foreign language specialty is not only prestigious and contributes to the advancement of the career ladder, but also allows to:
1) exchange professional experience with foreign colleagues;
2) participate in international projects;
3) defend the interests of their country on the world arena within the limits of their professional competence.
Unfortunately, according to the author, at the moment the national system of higher education does not sufficiently contribute to the expansion of the communicative competencies of future specialists. The issue is particularly acute in non-linguistic universities, where the study of a basic foreign language (not to mention a specialized one) is given less and less hours every year.
The solution of the problem of educating a full-fledged professional person who speaks a foreign language at the basic and specialized level is also complicated by the pandemic that has engulfed the whole world, which leads to distancing and isolation, including the sphere of education. The remote mode of teaching a foreign language in the form that it is organized now, can not provide sufficient resources for the qualitative formation of foreign language competence among students, especially at the profile level [1; 2; 3].
According to the author, the way out of the current situation of mismatch between the ambitions of the state and the capabilities of the national education system should be a gradual transition (mainly on a creative basis) from teaching basic and specialized subjects by
means of the native language to teaching in a foreign language. Ideally, each specialized discipline should be taught by a teacher who is fully competent in this field (for example, who has completed higher education in the specified subject or related to it), as well as the one who can freely work with the course material in a foreign language and conduct the process of teaching students in it.
As mentioned earlier, this transition process cannot be forced. Either way, it will take a relatively long time to:
1) restructure the school system so that it prepares future students for bilingual education;
2) make significant changes to the existing curriculum of universities;
3) conduct additional professional qualification of teachers of basic and specialized disciplines at the university in order to form their strong foreign language communicative competence;
4) build strong links between universities and potential employers who require the knowledge of a foreign language.
Further in the article, the author will try to offer a number of options that provide for creative interaction between teachers of specialized disciplines and foreign languages, which can contribute to the gradual and "painless" transition of universities to bilingual teaching of specialized disciplines.
At the same time, it is assumed that the proposed measures are applied against the background of a changing or already changed school system, since it is the school that provides the university with individuals that the university subsequently works with, bringing them to the level of professionals. Without changes at the level of the school curriculum, the resources of universities (especially non-linguistic ones) simply will not be enough to prepare competitive graduates in the allotted time.
So, let's consider the most realistic options for a gradual transition to bilingual education due to the potential for creative interaction of teachers on the basis of online learning and independent work of students:
1. Interfaculty and faculty student creative and scientific events in a foreign language. This format of organizing student learning activities has long been used by universities with the only difference that in the current circumstances (the pandemic), the implementation takes place in a remote format and involves significant independent training of students.
At the same time, at the moment, the cooperation of specialized faculties and institutes with the departments of foreign languages is practically not noticed. Thus, thematically and contextually, the courses of specialized disciplines are not synchronized in any way with the topics of the events held by the departments.
However, according to the author, if this synchronization becomes possible, teachers of specialized disciplines will be able to significantly participate in editing the topics of events, since it is they, and not teachers of foreign languages, who are required to know the latest trends in their professional fields and have the most advanced knowledge in this area.
At the moment, this responsibility falls on the shoulders of foreign language teachers, the vast majority of whom do not have a higher education in their students' specialized subject. Moreover, some teachers simply follow the tasks in textbooks intended for the development of special professional vocabulary, but do not "develop" in this area themselves. As a result, the educational process with such teachers is often boring, monotonous and, most importantly, irrelevant.
"The introduction of game technology can help to make learning a foreign language much more attractive for students and, most importantly, more effective and up-to-date" [4, 109]. We may call the process of teaching a foreign language with the overwhelming share of independent work of students, which is a symbiosis of project activities and games, a "global game". "In a very simplified form, the "global game" is a chain of logically interconnected cases leading to a certain "final". The global game may be particularly relevant in the process of teaching students the language of their specialty, that is, in the language environment in which they will work after graduation" [4, 109].
Let's make an intermediate generalization of the above. In order to achieve the above-mentioned goals of transmitting the teaching of basic and specialized subjects into a foreign language, the existing formats of student learning activities should be carried out creatively in tandem with the teachers of specialized disciplines and foreign languages.
For example, teachers can coordinate course programs in such a way that a course in their native language is immediately followed by a course with the same topic in a foreign language. And the resulting element would be a creative or scientific event of students in a foreign language on a really relevant topic, using the knowledge that is still fresh in memory, in order to strengthen in the minds of students the interlanguage links and parallels within this specialized discipline.
2. Creative symbiosis of lectures, webinars and distance learning in a foreign language. The author does not deny the relevance of lectures on specialized subjects in the classical format, when the lecturer reports the educational material to a wide audience of students. However, in the context of distancing, lectures are replaced by webinars. Following the logic of this trend, the author allows the following option of creative transition from the native language to a foreign one, for example:
a) a lecture delivered in the native language in the webinar format can be recorded as audio or (if visual means are present) video format;
b) the resulting content is translated into a foreign language and offered to students for self-study (alternatively, students can translate some fragments of the material themselves);
c) the original version of the high-quality translation of the lecture received at the teacher's disposal gives them almost unlimited opportunities for creative content processing with the access to the final creative task or event. The main condition for the successful work of students with foreign language materials and tasks proposed by the teacher will be qualitatively instructed, logically arranged according to the educational goals and objectives, as well as constantly monitored students' independent training.
The advantages of the author's proposed version of the creative processing of the lecture material include the following:
1) the lecture material eventually gets practical implementation;
2) a logical connection is formed between the content in the native language and the foreign language, which allows students to build parallels and operate more successfully with terms and concepts;
3) the "monotonous" format is replaced by an emotionally positive one and, therefore, more interesting and memorable for students;
4) there is an opportunity due to high-quality independent work to significantly expand the time frame allocated to students for mastering a foreign language.
3. Encouraging and motivating students to independently and consciously get acquainted with foreign-language sources of information in the preparation of any kind of educational tasks, including a diploma and a dissertation. Of course, the literature lists for each course always include foreign-language resources. But are these resources really useful and relevant, are they understandable to the students or not? In our opinion, the tasks for self-study of foreign sources should always be accompanied by optional meetings of the teacher and students online in order to:
a) check the correct understanding of the material independently studied by the students and
b) discuss the questions that arose during the preparation.
The best way to work out information from foreign sources can be a special webinar, discussion, round table or even a mini-conference. Such measures are necessary to avoid gaps in students' knowledge and to ensure that the necessary language skills are developed.
Conclusion
The importance of developing students' bilingual communicative competence is obvious. However, this process will require more than one "generation" of students.
The author expresses the deepest conviction that it is the creative (more motivating and interesting) interaction of teachers of basic, specialized disciplines and a foreign language that will help smooth the transition of education in a non-linguistic university to "double rails". A huge role in this should be played by properly structured independent work of students, since conservative ways of conducting the educational process in the distance mode are not enough.
A professional bilingual teacher who is able to creatively use the limited time resources allocated to them by the curriculum, as well as masterfully organize the independent work of students - this is the ideal to strive for in order to meet the ambitions of modern society and time, as well as to be ready for the future.
References
1. Egorychev A.M., Fedoseeva I. A. The concept of management of the education system in a modern higher educational institution on the basis of a syner-getic approach // Bulletin of Economic Integration. 2012. - № 8 (52). - pp. 167-173. URL: https://eli-brary.ru/item.asp?id=18726411
2. Organization and control of independent work of students: methodological recommendations / comp. N. V. Solovova; ed. by V. P. Garkin. - Samara: Publishing house "Univers-group". 2006. - P. 15.
3. Pak Yu. N., Shilnikova I. O., Pak D. Yu. Independent work of the student in the conditions of the state educational system of the new generation // Higher education in Russia. 2015. - No. 6. - pp. 138144. URL: https://elibrary.ru/item.asp?id=23929728
4. Uvarov V. I. The concept of a global game in teaching students a foreign language // Bulletin of the RSUH. Series "Psychology. Pedagogy. Education". 2019. - No. 3. - pp. 107-115. URL: https://eli-brary.ru/item.asp?id=41125317
ВЛИЯНИЕ СОВРЕМЕННЫХ МЕТОДОВ ПРЕПОДАВАНИЯ ИНОСТРАННОГО ЯЗЫКА НА ФОРМИРОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ У УЧАЩИХСЯ ВЫСШЕЙ
ШКОЛЫ
Карчава О.В.
Сибирский государственный университет науки и технологий имени академика М.Ф. Решетнева, старший преподаватель кафедры технического иностранного языка
THE INFLUENCE OF MODERN METHODS OF FOREIGN LANGUAGE TEACHING ON THE HIGHER SCHOOL STUDENTS' COMMUNICATIVE COMPETENCE FORMATION
Karchava O. V.
Siberian state university of science and technology named after academician M.F. Reshetnev, senior teacher of the Technical foreign language department
Аннотация
В статье рассматриваются важнейшие аспекты преподавания иностранных языков в высшей школе с учетом современных тенденций, обосновывается их взаимосвязь с эффективностью формирования коммуникативной компетентности учащихся. Особое внимание уделяется коммуникативному методу обучения, как непосредственной составляющей процесса обучения иностранному языку.
Abstract
The article reviews the most important aspects of teaching foreign languages in higher education, taking into account modern trends, it grounds their the interconnection with the effectiveness of the formation of students' communicative competence. Particular attention is paid to the communicative method of teaching, as a basic component of the process of teaching a foreign language.
Ключевые слова: законы общения, личность, педагогическое общение, коммуникативный, образование, речевое взаимодействие.
Keywords: laws of communication, personality, pedagogical communication, communicative, education, speech interaction.
A feature of the modern stage of development of education is the priority of the human factor, increased attention to the personality of the student. Humaniza-tion of education is a necessary direction, which is dictated by the time. A special place in the system of higher education is given to the spiritual and cultural growth of the individual, which, in turn, is invariably
associated with the study of foreign languages and the need for intercultural communication. Based on this, we can conclude that mastering a foreign language is a necessary condition for the student's personal growth and socialization. The implementation of this direction is impossible without solving the problem of forming a
