Fundamentalization of language education of the students in technical universities

At present there is an increased interest in engineering specialties caused by changes in the labor market, where there is a growing demand for graduates of technical faculties who know a foreign language, since without foreign languages mastering, international cooperation in various fields of economy, science and technology will be extremely difficult. The purpose of the article is to introduce the concept of fundamentalization of the language education of students in technical universities. The fundamentalization of language education in technical universities is represented as the continuity of language education throughout the entire learning process, carried out through the components of the system: the integrity of the process of mastering a foreign language, achieved by the formation of competencies and the acquiring of linguistic knowledge; formation of students' readiness for future professional activity through foreign-language communicative competence. The concept of fundamentalization of students' language education in technical universities is scientifically grounded, presented as an integral educational system, including a set of methodological, theoretical, didactic and instrumental-methodological characteristics; a system of linguodidactic principles is described; explicative-communicative method of teaching foreign communicative competence of non-philological students on the basis of the formation of linguistic competence based on the principles of consciously oriented and content competence approaches are developed and implemented and provided with methodological tools, a textbook for self-education and its multimedia teaching program. Explicative-communicative method provides a rational combination of explanatory-illustrative and communicative learning. The formation of linguistic competence is of paramount importance as a foundation for the development of a foreign communicative competence. Taking into account the tendency to self-education, the idea of independent extraction of linguistic knowledge by students is based on the explicative-communicative method. The learning process on the developed explicative-communicative method is realized in three stages: 1 stage - explanation / self-explanation (use of the first part of the educational tool "Explicator" and multimedia training program - the allocation of benchmarks, the mastery of language rules in the process of independent activity); Stage 2 - language training (performance of language exercises in the process of self-study work on the first part of the training manual "Explicator" and a multimedia training program); Stage 3 - organization of application (activation of linguistic activity of students in the process of performing conditional-communicative and communicative exercises in the classroom under the guidance of the teacher. The explicative-communicative method developed by us for the teaching the communicative competence of students communicating in other languages was tested in the course of several years of experiential training by the textbook developed by us and the multimedia teaching program. Analysis of the experienced training results confirms its effectiveness. Students acquired linguistic competence, which is the basis for the successful formation of professional communicative competence, using active teaching methods that contribute to the development of modern personality and the training of a competitive specialist.

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