Acmeological approach to building up linguo-educational trajectory of university students

The problem of integration of foreign language training in coherent process of professional training of technical university students is under discussion in the context of current demands on the graduates, which are designated in a permanent interaction of education, science and industry. While organizing professional training of competent, competitive engineering / technology specialists a stress is laid upon its humanities constituent within the framework of personality oriented, outpacing education. In this context, foreign language training is shown as indispensable part of future specialist professional training under condition of level higher education taking into account its advantages like variation in building up linguo-educational trajectory and flexibility in choosing educational technology including foreign language. As a broad based research method modelling with accentuation on acmeological approach with systematicity as a main methodological principle is suggested. Simultaneous to modelling the educational process necessity of professional linguistic persona formation process modelling is brought to light that ensures optimal linguo-educational trajectory projecting in the context of transit to the new generation of higher education Federal State Educational Standards. Applying to the foreign language within this research training modules / stages are allocated (including base school specialized technical classes, first and second year of bachelor's degree program, bachelor's degree program third and fourth year extra curriculars, targeted language training at Master's degree programme). Necessity of having a methodical card of training students taking these modules is marked, usingwhich they exercise their right to chooseforeign language training trajectory with the help of a lecturer. Foreign language training process formal statistical model and linguistic persona source model alteration are introduced with due regard to linguistic, sociocultural and professional components of foreign language communication competence while applying appropriate training technologies. That allows students to choose their own optimal linguo-educational trajectory. Linguistic communicative competence is regarded as a necessary means, a tool for solving special applied tasks, as well as for intellectualization engineers' activities.

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