Pedagogical System of Language Education in a Non-linguistic University

The study presents a brief substantive analysis of educational standards (bachelor's and master's levels) implemented in the educational process of educational organizations subordinated to the Ministry of foreign Affairs of the Russian Federation (MGIMO). The author describes the developed pedagogical system of language education in a non-linguistic University. Invariant (competence-based and communicative approaches and their supporting teaching principles, which determine the concretization of the goals and objectives of language learning) and variable (content, actual methods of language learning, monitoring of learning results in accordance with the implemented standard in) components of the pedagogical system are given here. They are aimed at the English level improvement of non-native language students. The author analyzes the importance of foreign language proficiency by students and graduates of modern non-linguistic institutions. The author believes that the competitiveness of students and graduates in the current Russian and foreign labor markets depends, among other things, on the level of their language training. The tasks and content of language education are considered. Special attention is paid to the problem of conceptualization of the content of language education and a universal algorithm for working with the concept is proposed. The review of actual methods of learning a foreign language that meet the requirements of the standard, as well as competence and communicative approaches: communicative, project method, case method, audio-linguistic, audiovisual, etc. Finally, the requirements for teachers working in this way are given, for example: confident possession of a PC and the Internet, etc. The experience of language training of MGIMO (Odintsovo, Moscow region) is briefly described. The article describes the monitoring of the results of "Foreign language" training, aimed at fixing the current level of foreign language proficiency of students. The creation of evaluation funds allows the teaching staff to make the necessary adjustments to the educational process in order to optimize it.

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