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It is necessary for the students to be individually immersed in the sphere of a foreign language: studying culture, history, traditions and customs, distant communication with native speakers, watching films, reading books, listening to audio records in the foreign language with following discussion, exchange programs with other countries. It is useful to pay special attention to collecting of the professional vocabulary of the law students, studying texts on their future profession. It is necessary to be gradually concentrate on the training model, which will form not only theoretical basis, but also practical skills proficiency.
The students begin to learn the specifics of their profession in terms of foreign language teaching and research activities, when they get a basic knowledge of a foreign language [5, p. 58].
The role of the teacher is organize a dynamic model of the educational process. The teacher is students' assistant, who have to considers their abilities and chooses optimum educational form. The teacher should encourage students to research work, writing scientific articles and reports, to stimulate their interest in mastering specialized courses of legal translation, business English, preparation for getting the international certificates, etc.
An innovative paradigm of higher education means education, which is aimed at the students' self-realization, their interests in a future career. The students take responsibility for their own learning.
An individual cognitive activity, focused on "learning throughout life", comes first. The purpose of the teacher is the motivation of the students in learning and achieving their purposes. Ordinary student is able to become a highly qualified specialist with teacher help.
Realities of a postindustrial society force to refuse hierarchical and authoritative methods, to choose new forms of teaching and learning English, guided by practical use of the language, to select problems taking into account the future trade of the student [6, p. 145].
References
1. Dulzon A.A. Upravlenie proektami: metodicheskoe posobie po kursovomu proektu [Project Management: Manual on Course Project]. // Tomsk: TPU Press, 2007. 112 p. [in Russian].
2. Ogurtsov A.P., Platonov V.V. Obrazy obrazovanija. Zapadnaja filosofija obrazovanija [Images of Education. Western philosophy of Education. Twentieth Century]. // SPb.: RKhGI, 2004. 520 p. [in Russian].
3. VaginaM.V. Ispol'zovanie metoda kejs-stadi kak obrazovatel'noj tehnologii [Use of method «case study» as educational technology]. // Vestnik SZO RAO [Journal of NWB RAO]. 2013. №1. P. 117 - 120 [in Russian].
4. Starodubtsev V.A. Ispol'zovanie sovremennyh komp'juternyh tehnologij v inzhenernom obrazovanii [Use of modern computer technology in engineering education]. // Tomsk: TPU Press. 70 p. [in Russian].
5. A Guide to the Project Management Body of Knowledge. Third Edition (PMBOK Guide). Project management Institute, 2004. 380 p.
6. Krasnova G.A. Otkrytoe obrazovanie: civilizacionnye podhody i perspektivy [Open Education: civilization approaches and perspectives]. // M., RUDN Press, 2002. 252 p. [in Russian].
THE FACTOR OF PROFESSIONAL COMPETENCE FORMATION IN TEACHING FOREIGN LANGUAGES TO STUDENTS OF NON- LINGUISTIC INSTITUTIONS. Afanas'eva T.Yu. (Russian Federation) Em ail: Afanas'eva534@scientifictext.ru
Afanas'eva Tatyana Yurievna - Assistant professor, FOREIGN LANGUAGES DEPARTMENT BELGOROD STATE INSTITUTE OF ARTS AND CULTURE, BELGOROD
Abstract: the changes in the political, cultural and other social spheres of society, integration of social institutions in the international education and professional space, have a significant influence on the preparation of specialists of various fields; contribute to closer interaction between representatives of different cultures. Education in our time is becoming more international, multilingual and multicultural. Many quantitative students learn foreign languages, reading books, newspapers, magazines, listening to music, talking to native speakers via the Internet, thus, joining to the culture of the English - speaking country. This means that the mastery of a foreign language contributes to the understanding of other cultures.
Keywords: foreign language, professional partnership, motivation, professional skills, teaching process, intercultural dialogue.
ФАКТОР ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНЦИИ В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ СТУДЕНТОВ НЕЯЗЫКОВЫХ
ВУЗОВ
Афанасьева Т.Ю. (Российская Федерация)
Афанасьева Татьяна Юрьевна - старший преподаватель, кафедра иностранных языков, Белгородский государственный институт искусств и культуры, г. Белгород
Аннотация: происходящие изменения в политической, культурной и других социальных сферах жизни общества, интеграция социальных институтов в международное образование и профессиональное пространство, оказывают значительное влияние на подготовку специалистов различных отраслей, способствуют более тесному взаимодействию представителей разных культур. Образование в наше время становится более интернациональным, многоязычным и поликультурным. Большое количество студентов овладевает иностранным языком, читая книги, газеты, журналы, слушая музыку, общаясь с носителями языка через глобальную сеть Интернет, таким образом, приобщаясь к культуре страны изучаемого языка. А это значит, что овладение иностранным языком способствует пониманию других культур.
Ключевые слова: иностранный язык, профессиональное партнерство, мотивация, профессиональные навыки, учебный процесс, межкультурный диалог.
UDK 378.02:37.016
At present, the quality of training of modern specialists assessed through indicators such as competence, independence and willingness to take action in situations of alternative choices, the ability to adapt to rapidly changing working environment, the presence of motivation for continuing education and professional development in a competitive environment, professional responsibility, and active participation in programs of intercultural and professional partnership and integration.
Foreign language is a means of professional and productive life, so learning a foreign language in non-linguistic institutes is becoming increasingly urgent problem of development and formation of professional competence of students. A high level of professional competence is achieved by the presence of professional skills, acquired during teaching process. Foreign skills are implemented successfully as part of communicative competence only if they comply with professional skills [3, p. 100].
Professionally - oriented foreign language teaching in non-linguistic universities requires a new approach to the selection of the content.
The ultimate goal of professionally - oriented training is the ability to carry on a conversation, specifically to share information of a professional nature on a particular subject, i.e., the formation of professional competence...
Language is ethnic culture store, it captures the whole educational experience of the people, their moral -ethical, socio-cultural, artistic - aesthetic, educational ideals.
The aim of teaching foreign languages, therefore, is not just mastery of a set of specific skills, and the formation of a person, considering foreign language necessary for life, to communicate in real situations, and to be able to carry out effective communication with the representatives of other cultures [1, p. 65].
In the context of the current situation in the system of language training language high schools should ensure the development of students' abilities, allowing the use of a foreign language as a communication tool in the dialogue of cultures and civilizations of the modern world. These abilities can only be developed through the integration of communicative, intercultural and socio-cultural development of students by means of a foreign language.
Thus, foreign language learning should now be treated as a training intercultural dialogue speaking another language. Formation of professional competence should be considered in the context of learner-centered education. Formation of professional competence - this is one of the most pressing issues of our time, and provides for:
- enough information about the culture of a cultural society, including the history, traditions, customs, etiquette, religion, way of life;
- tolerant treatment of all cultural communities to their cultural characteristics;
- readiness and motivation to promote all cultural communities;
It should be noted that despite the increased interest in the community to learn a foreign language, the primacy retained by one of the languages, studied FSES program in an educational institution. Another problem appears no real communication with native speakers and uselessness of this subject in future profession of students.
References
1. Fokina K. V. Methods of teaching foreign languages: abstract of lectures [Text] / K.V. Fokina. M: High education, 2008. 158 p.
2. Galskova N.D. Modern technique of training foreign languages. Benefit for the teacher [Text] / N.D. Galskova. M: ARKTI-Glossa, 2000. 165 p.
3. Ivanova O.Yu. Obraztsov, P.I. Professionally-oriented training of foreign languages at non - linguistic faculties of higher education institutions. [Text] / O.Yu. Ivanova, P.I. Obraztsov. Oryol: OSU, 2005. 114 p.
ACTIVE METHODS OF TEACHING IN THE PROCESS OF PREPARATION OF
FUTURE ENTREPRENEURS Rakhmatullaeva D.R. (Republic of Uzbekistan) Email: Rakhmatullaeva534@scientifictext.ru
Rakhmatullaeva Durdona Ravshanovna - Senior Research Scientist applicant, INSTITUTE OF ADVANCED TRAINING AND RETRAINING OF PERSONNEL SYSTEMS OF SECONDARY VOCATIONAL EDUCATION, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the market relations in the economy dramatically increase requirements to vocational training and the use of of average qualification specialists. They highlight the new specialist job in his place and role in the economy, forced to qualitatively improve of graduate's vocational training. Today, a modern graduate must be able on their own and actively act to make decisions flexibly adapt to the changing conditions of life, possess a high the level of tolerance to be a competent person. In this article some of practical methods conducted in a greater extent are relevant for entrepreneurship training.
Keywords: specialist, teaching, secondary specialized vocational education, entrepreneurship training, active methods.
АКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ В ПРОЦЕССЕ ПОДГОТОВКИ БУДУЩИХ ПРЕДПРИНИМАТЕЛЕЙ Рахматуллаева Д.Р. (Республика Узбекистан)
Рахматуллаева Дурдона Равшановна - старший научный сотрудник, соискатель, Институт повышения квалификации и переподготовки кадров системы среднего профессионального образования,
г. Ташкент, Республика Узбекистан
Аннотация: рыночные отношения в экономике резко повышают требования к профессиональной подготовке и использованию специалистов средней квалификации. Они по-новому высвечивают работу специалиста на производстве, его место и роль в экономике, заставляют качественно улучшить профессиональную подготовку выпускников. Сегодня современный выпускник должен уметь самостоятельно, активно действовать, принимать решения, гибко адаптироваться к изменяющимся условиям жизни, обладать высоким уровнем толерантности, быть компетентной личностью. В этот статье приводятся некоторые практические методы, в большей степени актуальные для обучения предпринимательству.
Ключевые слово: специалист, обучения, среднее специальное профессиональное образование, обучения предпринимательству, активные методы.
Today is dominated by an authoritarian style of communication Educators with learners. Naturally in such circumstances the execution the social order to "quality" cannot be a specialist "quality." A qualified person is different not because it works better, and that works differently and doing a better job, expends far less labor and time than amateur. Zoom in to the training of professional activities allows active methods of education, creating an enabling environment for the deployment of creative potential of personality contributing to the development of
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