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THE TASKS OF PROFESSIONALLY-ORIENTED LANGUAGE TRAINING IN A MODERN TECHNICAL UNIVERSITY
Rustamov Farkhad Nurmatovich, Joint Belarusian-Uzbek Interdisciplinary Institute of Applied Technical Qualifications,
Tashkent, Uzbekistan
E-mail: science_7777@mail.ru
Abstract. At the beginning of the XXI century, the need for a serious modernization of Uzbekistan education system became obvious. The processes taking place in the global socio-economic system have led to a change in the paradigm of education. Since traditional education is outdated, new didactic forms of organization of education in the modern education system are needed. There is an urgent need to take a fresh look at the learning process in general, and at teaching a foreign language, since the main goal of today's higher education is not to grow a narrow specialist stuffed with information, but a multidimensional creative person who perceives the world holistically, able to actively act in professional and social spheres, ensuring the dynamic and sustainable development of mankind.
Key words: professional qualities, personal qualities, self-development, multidimensional creative person, multidimensional creative person.
Today, a modern young specialist for successful professional activity in a new information society needs such professional and personal qualities as the ability to professionally approach solving technical problems, the use of modern information technologies in the development of new models of equipment, possession of graphic and computer culture, the ability to identify priority solutions to problems taking into account the moral aspects of activity, the ability to creative professional self-development.
The quality of training of a modern specialist is assessed through such indicators as competence, independence, readiness to make decisions in alternative choice situations, ability to adapt in rapidly changing production conditions, motivation for continuing education and professional growth in a competitive environment, professional responsibility, active participation in international professional partnership and integration programs.
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Therefore, today there is a need to take a fresh look at the learning process in general and at teaching a foreign language in particular. Awareness of the fact that foreign language proficiency is becoming a key to the professional success of a modern specialist increases the importance of the linguistic component of higher education in a technical university and it is quite obvious that the usual vision of language learning in a technical university as an integral part of the educational paradigm of higher education is absolutely outdated.
A foreign language is becoming a universal means of professional, industrial life, therefore, when teaching a foreign language at a technical university, the problem of developing and forming professional competence among students becomes more and more urgent. A high level of professional competence of a specialist is achieved by the presence of professional skills acquired during his studies at the university. Foreign language skills are successfully implemented as part of the communicative competence only if they correspond to the professional skills defined by the qualification characteristics of specialists in this profile, fixed by the State Educational Standard of Higher Professional Education. Thus, professional and communicative oriented training in a foreign language, which involves teaching students professionally-oriented foreign language communication, is expedient and methodically justified. In this regard, a professionally-oriented approach to teaching a foreign language at a technical university is becoming particularly relevant, which provides for the formation of students' ability to communicate in a foreign language in specific professional, business, scientific fields and situations, taking into account the peculiarities of professional thinking. Professionally-oriented teaching of a foreign language is currently recognized as a priority in the renewal of education.
The process of globalization taking place all over the world imposes new requirements on specialists, and in this regard sets new tasks for teachers of the technical universities. Graduates of educational institutions of higher education are now required to speak at least one foreign language, since language is an instrument, means and mechanism for the realization of human goals and intentions in the field of cognition of reality, and acts of communication, and the field of professional activity. The greatest value in modern society is "a free, educated, developed personality, capable of living and creating in a constantly changing world, being competitive, integrating into the world community" (I.L. Bim). However, the insufficient level of foreign language proficiency prevents graduates of technical universities from meeting these high requirements. The interaction of engineers at the international level with other specialists in the fields of science, technology and economics is hampered by their communication failures and failures.
The priority task of teaching a foreign language in a technical university is the formation of professionally oriented lexical competence. The importance of its formation has been repeatedly emphasized in the works of many psychologists and
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methodologists. The volume of professionally oriented vocabulary affects the ability to extract the necessary information and use it in professionally oriented communication.
New characteristics and competencies are being added to the professional portrait of a specialist in the field of science, technology and technology, including the ability to organize interaction in the scientific and industrial environment at the level of international contacts. Knowledge of one or several foreign languages, the mastery of which occurs in the process of forming a professionally oriented foreign language communicative competence, thus becomes an integral part of the professional training of students.
International activity as the most important factor in the development of a modern technical university for its staff and students implies the organization of research and educational activities in the international space, which requires active knowledge of one or more foreign languages.
The task of a modern technical university, therefore, is not only to attract foreign specialists to carry out research and teaching activities, but also to adopt experience, and first of all, to gain key positions in the world of science and education, this is possible only with the progressive development of several generations of specialists -graduates and employees of a technical university - in accordance with the updated target settings in the field of their professional training.
The level of international activity and international cooperation for the technical university has changed and at the present stage represents a complex of the most complex tasks directly related to communication skills, the ability to work in a team, personal and professional qualities that determine the level of research and teaching activities that can be realized provided a high level of development of foreign language communicative competence in the professional sphere of communication.
The comprehensive development of the personality of the future engineer, the expansion of the range of competencies demanded by society and the economy in his professional portrait are possible only if the following principles of the organization of professional and language training at a technical university are observed:
- merging of humanitarian and technical knowledge in order to ensure the harmonious development of a specialist's personality through the introduction of integrated training programs, various kinds of activities carried out in the reference system of a foreign language;
- formation of the student's personality as an independent thinker, manager of his own learning process, capable of creative activity and innovation [1, p.45].
The main directions of the development of language training in a modern technical university, therefore, include the following components in the form of targets:
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Language:
- training in several language systems, as well as ways of interaction in them, including communication strategies; knowledge of the socio-cultural specifics of one's own and other cultures, reflected in the linguistic picture of the world;
- ensuring uninterrupted interaction in various communication situations; taking into account the specifics of scientific, professional, business and academic spheres of communication when teaching a foreign language;
- formation of artificial bilingualism in a university: parallel teaching of communication norms in native and foreign languages;
- compliance with the key principle of language education for students of technical specialties: a foreign language ceases to be an end in itself, but becomes an instrument for performing other - educational, professional - activities.
Organizational:
- introduction, in addition to classroom classes, of various forms of extracurricular activities and activities in the implementation plan of the language training of students of a technical university (seminars, educational projects designed on the principle of language immersion);
- ensuring interaction and regular contact with native speakers - scientists, students, teachers;
- an integrated approach to solving the issues of language training at the university at all levels (the system of language training for students and the system of language training for university staff should complement each other).
The internal strategic goal of such a comprehensive organization of language training at a technical university is the formation of a university language environment that ensures effective interaction of all participants in the learning process at all levels [2, p. 52].
References:
1. Боев О.В., Коростелева Е.Н, Чучалин А.И. Проектирование магистерских программ на основе планирования компетенций специалистов / Под ред. проф. А.И. Чучалина. - Томск: Изд-во ТПУ, 2007. - 63 с.
2. Синельников Б. Инновационные подходы к организации научно-образовательной деятельности в техническом вузе // Высшее образование в России. - 2007. - № 12. - С. 13-19.
