On organizational and educational conditions for teaching English to Applied Mechanics students

The aim of this article is to examine the educational and organizational conditions for teaching English to 15.03.03 "Applied Mechanics" students on Bachelor's courses. In teaching foreign languages (English) to technical students, which is in this article illustrated by teaching Applied Mechanics students of the Physics and Engineering Faculty of TSU, a number of significant discrepancies have emerged, attracting the increasing attention of researchers in foreign language teaching theory and methodology. These discrepancies are mainly the result of the fact that "Applied Mechanics" students need an integrated command of English both at academic and professional level, and consequently an understanding the importance of English as a subject within the paradigm of scientific and technical knowledge. A crucial discrepancy is also the fact that the planned teaching benchmarks as submitted in Federal State Educational Standard 15.03.03 "Applied Mechanics" have a pronounced communicative character, at the same time as students on technology courses encounter difficulties in coming to terms with this discipline in its communicative context. At the Physics and Engineering Faculty of TSU English is studied for four years by students on Bachelors courses and for two years by students on Master courses, which is unique for TSU since other non-linguistic faculties provide English language training for one or occasionally two years. Through the prism of teaching English to "Applied Mechanics" students we demonstrate how important is the restoration of the best university traditions: the study of the English language throughout the entire course of teaching students on Bachelors and Masters courses. Previous research by the authors has studied the vocationally-oriented training stage of "Applied Mechanics" students in more detail, while at this stage of the research it seems most appropriate to study the vocationally-oriented phase, factoring in continuity and the strong connection with previous and subsequent stages of training, and, last but not least, within the context of current educational trends and specialist professional accomplishment in "Applied Mechanic", that are also of great importance. This particular approach enables us to provide a holistic picture of the foreign language teaching process, and thus, if applied, helps organize it in the most effective way.

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