Teaching applied mechanics studentsforeign language professional discourse on the basis of the case study method

In this article certain theoretical principles of discourse analysis, emphasizing its versatility and the urgency of learning foreign language discourse in the context of modern educational trends are considered. The urgency is mainly caused by the demand of the modern society for specialists who are ready to take part in intercultural interaction in their professional field. The theoretical principles and peculiarities of a professional foreign language discourse in the field of Applied Mechanics are also studied. In order to identify the peculiarities of this particular type of discourse, the discourse categories defined by M.L. Makarov and S.K. Gural are cited. The discourse typology offered by V.I. Karasik is also regarded, according to which the type of discourse in question mostly corresponds to the characteristics and strategy of a scientific discourse. The communication models forming the basis of a professional foreign-language discourse in the field of Applied Mechanics and making it possible to determine communicative goals of this type of discourse are investigated. As it was emphasized in works of N.D. Arutyunova and S.K. Gural, the discourse cannot exist out of context. Therefore the specifics of Applied Mechanics specialist professional fulfillment are also studied. Among those specific features the extensive opportunities for the specialists in this area to take part in a number of integration projects should be noted. In the framework of these projects representatives of several universities from different countries jointly work on topical professional issues, share their experience, deliver and listen to lectures in English language. Since the character of professional fulfillment of a specialist is closely connected with peculiarities of his training, it seems to be reasonable to use case study method in foreign language training of Bachelor students under course of studies 15.03.03 Applied Mechanics, as the basis of this method is formed by communicative activities determined by professional context. Thus, training in the framework of the presented model includes four stages: introductory, standardizing, varying and creative ones according to the principles of communicativeness, professional orientation, activeness, interdisciplinary coordination, motivation, consciousness, speaking skills gradual formation. The content of the training includes the subject aspect focusing on the communication areas of Applied Mechanics specialists, and the procedural aspect including obtaining key skills and abilities of a specialist in this area. The creative stage of mastering professional discourse is based on the application of the case study method, including the following stages: case introduction, analysis of the situation, presentation and discussion, and summarizing. Initial and intermediate assessment results of the experimental teaching course show positive dynamics in the development of working with authentic professional material skills, readiness for joint solution of professional problems in English, ability to hold a discussion on professional topics in English, and ability to present results of the conducted research.

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