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107педагогически науки
Гудкова Светлана Анатольевна, Емелина Марина Вадимовна ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ ...
UDC 378.147
TEACHING FOREIGN LANGUAGES IN HIGHER SCHOOL FOR SOCIAL STUDIES AND SCIENCE STUDENTS AND PROFESSIONAL MOBILITY
© 2019
Gudkova Svetlana Anatolyevna, candidate of pedagogical sciences, associate professor of the department «Theory and Practice of Translation» Emelina Marina Vadimovna, senior lecturer of the department «Theory and Practice of Translation», Togliatti State University (445020, Russia, Togliatti, st. Belorusskaya, 14, e-mail: [email protected])
Abstract. Globalization process in the political, economic and social life all over the world, as well as the rapid development of international collaboration, participation in international and professional projects with foreign specialists have enhanced the significance of a foreign language, compelled the society and educational facilities to focus on forming social adaptation of graduates to the variety of requirements and conditions of the labour market, professional promotion, advancement and career development, as well as professional mobility while training social studies and science students to enable suitable and innovative teaching of competitive top-class specialists. The objective of the article is to consider the pedagogical and psychological aspects of forming professional mobility while training a foreign language via the development of cultural, linguistic and communicative competences of social studies and science students. Having collected the information about pragmatic and linguistic features and having taken into consideration the changed role and function of a foreign language as a means of socializing and avoiding misunderstanding in the global community, we take into account all the psychological and pedagogical peculiarities of teaching a foreign language in high school to be referred to the importance to amplify the pragmatic features while training a foreign language. This involves attaining remarkable results and finding the ways of how to establish effective connections and cooperation with foreign colleagues for permanent career development. Due to the above mentioned trends, we are convinced that motivation to learning a foreign language and aspects of interpersonal communication when learning a foreign language is related to the ability to use a foreign language in interpersonal and professional communication. Professional mobility is considered to be an integrative quality of personality that defines their professional, business and social activity, perseverance, competitiveness, competence, commitment to their professional duties, responsibilities, targets and the ability to easily and effectively learn the new methods and approaches. The authors of the article highlight the analysis of the methods and techniques of forming professional mobility in High School for social studies and science students. The relevance of the research is linked to the increasing requirements of modern society for graduates with soft skills who are able to be engaged in different arears of interpersonal and professional activities for developing their professional mobility in the global environment.
Keywords: professional mobility, IQ, psychological aspects, competitive specialist, foreign language, model of training, professional environment, personal development, flexibility, cooperation, teamwork, presentation, business and cultural spheres.
ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ У ВЫПУСКНИКОВ НЕЛИНГВИСТИЧЕСКИХ НАПРАВЛЕНИЙ ПОДГОТОВКИ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ
© 2019
Гудкова Светлана Анатольевна, кандидат педагогических наук,
доцент кафедры «Теория и практика перевода» Емелина Марина Вадимовна, старший преподаватель кафедры «Теория и практика перевода» Тольяттинский государственный университет (445020, Россия, Тольятти, ул. Белорусская, 14, e-mail: [email protected])
Аннотация. Процесс глобализации в политической, экономической и социальной жизни, а также стремительное развитие международного сотрудничества, участие в международных и профессиональных проектах с иностранными специалистами повысили значимость иностранного языка, заставили общество и образовательные учреждения сосредоточиться на формировании социальной адаптации выпускников к разным требованиям и условиям работы, профессиональном продвижении, построении успешной карьеры, а также формировании профессиональной мобильности при обучении студентов нелингвистических направлений подготовки. Данный подход позволяет осуществлять подходящее инновационное обучение конкурентоспособных высококвалифицированных специалистов. Целью статьи является рассмотрение педагогических и психологических аспектов формирования профессиональной мобильности при обучении иностранному языку через развитие культурных, языковых и коммуникативных компетенций у студентов нелингвистических направлений подготовки. Собрав информацию о прагматических и лингвистических особенностях и приняв во внимание изменившуюся роль и функцию иностранного языка как средства социализации и избегания недопонимания в мировом сообществе, мы постарались учесть все психолого-педагогические тенденции преподавания иностранного языка в вузе, которые обуславливают важность усиления акцента на прагматической составляющей при обучении иностранному языку Следование указанному подходу предполагает достижение весомых результатов и поиск способов установления эффективных связей и налаживание сотрудничества с зарубежными коллегами для постоянного карьерного роста. В связи с вышеуказанными тенденциями мы убеждены, что мотивация к изучению иностранного языка и аспекты межличностного общения при изучении иностранного языка связаны с умением использовать иностранный язык в межличностном и профессиональном общении. Профессиональная мобильность рассматривается как интегративное качество личности, определяющее ее профессиональную, деловую и социальную активность, настойчивость, конкурентоспособность, компетентность, приверженность своим профессиональным обязанностям, целям и способность легко и эффективно осваивать новые методы и подходы. Авторами статьи проведен анализ методов и приемов формирования профессиональной мобильности в неязыковом вузе. Актуальность исследования связана с возрастающими требованиями современного общества к выпускникам с надпрофессиональными (гибкими) навыками, способным заниматься различными сферами межличностной и профессиональной деятельности для развития своей профессиональной мобильности в современном мире.
Ключевые слова: профессиональная мобильность, IQ, психологические аспекты, конкурентоспособный специалист со знанием иностранного языка, модель обучения, профессиональная сфера, личностный рост, гибкость, сотрудничество, работа в команде, презентация, деловая и культурная сферы.
Investigating psychological and pedagogic aspects of training social studies and science students in higher schools
Хуманитарни Балкански изследвания. 2019. Т.3. № 1(3)
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Gudkova Svetlana Anatolyevna, Emelina Marina Vadimovna pedagogical
TEACHING FOREIGN LANGUAGES IN HIGHER SCHOOL ... sciences
is the basis which forms the readiness of graduates for their involvement in permanent professional activities and mobility. Knowledge of at least one foreign language is considered to be the key skill among soft skills required by modern educational standards.
In this direction it is possible to note a number of scientific works of such researchers as I. A. Zimnyaya, I. L. Bim, S. L. Rubinstein and A. N. Leontiev [1-4], who made a significant contribution to the process of teaching a foreign language for social studies and science students. These researchers concentrate on the personal activity approach, which allows the student to choose appropriate educational materials, methods and forms of organization of lessons, which provides personal self-actualization and personal growth, a positive influence on the activity of students, their willingness to study and solve problems through relevant and corresponding communication, as well as trusting relationships with a teacher.
It seems logical and expedient to introduce a succinct and concise definition of the term "professional mobility" proposed by M. V. Votintseva. We agree with this researcher that professional mobility implies a desire of the individual to be engaged in self-actualization and self-realization, relevant usage of the acquired knowledge in unpredictable, unconventional situations, the desire for cooperation, the ability to work in a team, to show self-control, endurance, flexibility, perseverance and to make reasonable decisions, readiness for diplomacy and politeness [5, Votintseva].
It should be noted that in addition to developing necessary skills and abilities, the teacher is supposed to pay attention to the emotional and evaluative attitude of students to the process of learning a foreign language and mental processes of students, as well as the formation of intellectual, volitional, business and moral qualities [6, Valeev].
It is necessary to emphasize that in the modern realities of life, mechanical training a foreign language, the theoretical essence of this training significantly minimize the probability of successful learning of a foreign language. Therefore, for the teacher to successfully coordinate the students ' activities in the classroom, he or she should take into account the importance of the introduction of active, «emotionally-coloured» types of speech activities in the educational process and focus on the pragmatic component of teaching a foreign language, which assumes imitating possible situations of communication for the successful solution of problems in everyday, professional, business and cultural spheres of life [7, Meteleva].
In the context of the psychological component of foreign language teaching, one of the main and important problems in the modern system of higher education is the problem of forming professional mobility of graduates.
A foreign language is thought to play a leading role in the preparation of a professionally competent mobile graduate. This issue is of interest to both Russian and foreign researchers, whose ideas and thoughts are presented in the table below (see Table.1) [8-12].
The analysis of the scientific works on this topic shows that the researchers agree that the knowledge of a foreign language implies the development of IQ, general knowledge and professional knowledge as well as such personal and business qualities as communication skills, stimulation of creativity, the ability to find compromises, flexibility, the ability to respond quickly and adequately to changing employers' conditions, to put forward non-standard ideas and offer effective solutions to various issues. In their works, Russian scientists believe that the implementation of foreign language teaching in the educational process as an instrument of academic activity and productive application of skills and abilities in future professional activity is an essential and key factor of forming successful, competitive and promising specialist with tolerance, excellent soft skills, initiative, responsibility, perseverance in solving problems and readiness for continuous professional growth and self-development. 18
Table 1 - Connection of professional mobility with a foreign language
Author Professional mobility Role of foreign language
i.LL. KLLmenko, I.M. Yolkina «Foreign language communicative competence as a factor ofprofessional mobility formation» The ability of graduatestomeet the challenges of modem life; the desire for self-learning and self-improvement; the ability to acquire different professions, to master diverse fields, ofactivity; a high level of cross-branch knowledge. Knowledge of foreign language contributes to the formation of a harmonious, b alanced pro fessional profile of a modem specialist with such professional qualities as communication skills, the ability to think creatively, to adequately respondto changes, to work in a team, to make sensible decisions quickly.
2.E.A. Shanielo «The role of a foreign language in the formation ofprofessional mobility ofgraduates» Ability to quickly and successfully switch to another activity; knowledge in the pro fessional field and the ability to applytheminrelatedfields; skills of rapidleaming newtechniques and technologies; ability to carry out research, analysis and work on proj ects. A foreign language is a means o f solving pro fessional problems and professional self-fulfillment. A foreign language provides more opp o it unities for intensive application ofthe acquired knowledge in the intercultural and interianguage spheres of communication andthe ability to work successfiilly in the modem labormarket.
3.S.L. Novolodskaya «Formation o f pro fessional mobility in High school for social studies and science students by means of a foreign language textbook» Ihe ability to adapt flexibly, quickly and effectively in case of changes in the international market, which is explainedby the necessity to constantlyperfonnprofessional tasks. Foreign language is usedto meet professionalneeds, establish business relationships and professional self-education and self-development.
4.YA Solonenko «Formation o f pro fessional mobility of future specialists in the process of learning a foreign language» Ability to forecastpossible ways of solving problems in the professional field, fast development ofprofessional competencies and invariant, continuous improvement oftheir skills in diverse professional fields, rapid advancement, effective use of their skills in various pro fessional and social fields. Foreign language helps to take into account the experience and knowledge of foreign experts in a particular pro fessional activity.
5.L2. Merkulova «Fomiation o f pro fessional mobility in technical university for social studies and science students bymeansof a foreign language» Ability to adapt to the conditions of dynamically social, economic, political and cultural changing environment; ability to successfully position themselves in a modem environment with severe competition. Learning a foreign language enablesto adapt to cognitive and communicativeactivities.'With the help of a foreign language, professionaltasks are solved. It is connected with the necessity for pro fessional self-determination and professional self-fulfillment.
The analysis of the works of foreign authors showed that in foreign scientific literature there is a relatively small number of works devoted to professional mobility formation of graduates in the process of teaching a foreign language (see Table.2), Aleid Maria Cots - Josep Maria Diaz "creating a learning environment where the target language is "standard", Josep Maria Cots-Josep Maria Diaz" building social relationships and linguistic knowledge through non-native speaking teacher conversation") [13-15].
Table 2 - Analysis of foreign sources in the field of professional mobility
Source Concept
1. Tajana Tomak «Teaching foreign languages atthe Faculty of Medicine, University ofEijeka: A historical overview-)) Foreign language helps to leam medical terminology: including international terms, allows students to understandinformation presented in professional literature, including scientific journals, to understand the lectures ofteachers invited from abroad, provides an opportunity to apply for international scholarships, participate in programs for the experience exchange , work on world research projects, publish articles in international] oumals.
2. Aleidine J. MoeUer «Creating A Learning Environment Where Target Language Is "Standard» Foreign languageperfoims the functionof productive building of international relations, a swell as establishing business contacts.
3. Josep Maria Cots - Josep Maria Diaz «Constructing social relations and linguistic knowledge through non-native-sp eaking t ea cher talk» Foreign language allows effective and constructive international c ommumc ationin everyday, busine ss and professional spheres of communication.
The vast majority of articles written by foreign authors describe in detail the role of mobile phone applications and electronic devices in the study of a foreign language. Researchers emphasize the fact that information technologies facilitate the optimization of the educational process, foreign language learning and contribute to increasing interactivity. Foreign researchers believe that in the process of foreign language communication, the teacher and the student exchange experience, which provides profound knowledge in a certain field as well as developing and upgrading linguistic skills. However, foreign authors superficially consider the technology of teaching; they do not cover the issue of the structure of the foreign language course.
The experience of practical training a foreign language at Togliatti State University for social studies and science students proves that motivation is considered to be the key psychological element of foreign language teaching for both classroom and extra-curriculum productive and effective students 'activities.
The development of motivation is thought to be possible by means of implementing active learning technologies, role-plays and business games, since the modulation of specific Humanitarian Balkan Research. 2019. T.3. № 1(3)
педагогически Гудкова Светлана Анатольевна, Емелина Марина Вадимовна
науки ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ ...
situations close to the conditions of the future professional sphere of students contributes to the development of creative, non-standard and critical thinking, practical development of the material studied and overcoming internal discomfort, uncertainty and fear. The introduction of game technologies also contributes to a better long-term memory of certain situations.
Teachers used to act as mentors and «moderators» of knowledge but now they are supposed to change the whole approach to the educational process, transform your way of thinking and become assistants and facilitators. To do this, it is necessary to create conditions for communication so that students are included in the situation, encouraged to take appropriate measures, as well as experienced success. In other words, teachers are required to form motivation for development of language skills due to using interactive methods [16].
One of the striking examples of gamification is an interactive service Quizlet, which helps to quickly memorize new lexical units and strengthen their knowledge due to the fact that the computer programme itself generates different tasks to achieve this goal. When solving problem situations, students learn to interact, work in a team, make compromises, find mutually beneficial ways to sort out certain issues.
K.A. Seliverstova underlines the relevance of distance learning that provides remote access to educational resources as well as English learning applications like Memrise or Duolingo which enable students not only to learn new vocabulary, but also to do a number of grammar exercises in a form of game. These technologies contribute to increasing students ' interest in studying foreign languages [17].
Among the methods of active learning, we can point out business game, which is designed to improve the acquired knowledge. At the same time, the preparation stage should be of uttermost importance, since the teacher should present necessary lexical material and clichés to students for them to use these words and word expressions in their speech. The case study is also one of the most intensive educational technologies. It involves discussing a specific real-life situation and the search for the most rational and reasonable ways to solve the problem. Thanks to this method students are taught to express their opinion and prove it. The given method contributes to the formation of strategic thinking and helps students cope with psychological difficulties. Case study improves the mental activity of students and allows developing analytical, strategic, creative, systematic and critical thinking. It also plays a significant role in teaching students not only to acquire knowledge, improve speaking skills, search for the information received and analyze it, create their ideas, develop a clear algorithm of actions for addressing the issues proposed, but also to prevent contradictions and avoid conflicts [18].
The authors believe that the productive psychological methods of maintaining motivation of students to learn a foreign language include the use of illustrative, visual didactic materials designed to teach students to make stories using the proposed list of words or on the basis of the existing visual image, filling out questionnaires, making CVs, cover letters, business letters and working with business correspondence.
The teacher should also demonstrate the function of a foreign language as a means of education to high levels students (Intermediate, Upper-Intermediate, Advanced). Students should be taught to work with non-adapted foreign language texts, analyze, comprehend their content and determine the main information and facts in it. Consequently, the student should be information mobile and flexible.
E. V. Koss underlines the importance of using scientific articles for writing graduation works for social studies and science students, as well as the application of the foreign specialists' experience. This practice, which is already being implemented on the basis of Togliatti State University contributes to a more in-depth and comprehensive study and coverage of scientific issues by students in their graduation works, as well as effective and dynamic development of the Хуманитарни Балкански изследвания. 2019. Т.3. № 1(3)
research activity in the university [19].
Conclusion. We are convinced that in order to overcome not only the language, but also the psychological barrier in the process of teaching a foreign language and in the absence of the possibility of immersion in a foreign language and cultural environment, the student must have basic soft skills, teachers should form an internal emotionally supported motivation for students to independently search for important material, information processing and defining relevant abstracts from the text. This should contribute to the formation of the desire to develop and implement a complex of both professional and linguistic, communicative abilities and skills, to reveal their potential, to encourage students to participate in discussions, to stimulate their desire for self-organization, internal discipline, interest and initiative, to support the desire to participate in public speeches, conferences, to be engaged in the scientific activities, to teach them to adequately assess their abilities and to properly deal with failures without damaging students' self-esteem. REFERENCES:
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Gudkova Svetlana Anatolyevna, Emelina Marina Vadimovna TEACHING FOREIGN LANGUAGES IN HIGHER SCHOOL .
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