CLIL Foreign Language Training Technology as a Tool for Technological Culture Development of Non-linguistic University Students

The article discusses the methodological support problem for the effective development of the technological culture of non-linguistic university students using foreign language training. In the context of the next technological mode development in Russia, innovative character and creation of the background for a technological breakthrough become a priority in the economic development. Thus, the need for this problem solution is especially acute. Within the framework of the presented methodological study, a line of established educational technologies of foreign language training was studied. Their distinctive features, pedagogical conditions and boundaries of application field were revealed. Selection procedures and experimental testing of the chosen methodological option were carried out in the practical work of Nizhny Novgorod State Technical University n. a. R.E. Alekseev. The development level value of students' technological culture was taken as the criterion for the selection success. A group of highly qualified experts evaluated it. The role of technological culture in the competence portrait of a non-linguistic university graduate is determined. Its significance for the professional's personality development is shown. Technological culture level indicators and options for their quantitative assessment are proposed. It is shown that a quantitative assessment of the technological culture development level is possible not only on the basis of measuring the competencies of a particular student but also by examining the results of solving professional problems of a particular type. Employers consider students' willingness and ability to solve such problems successfully as an indicator of their professional competence. At the same time, students demonstrate not individual competencies, but their entire arsenal. This allows extrapolating the procedure for assessing such problems solution to measuring the level of students' technological culture development. The role of foreign language training in the process of developing the technological culture of non-linguistic university students is shown. A detailed analysis of the CLIL-technology of a foreign language teaching is carried out. Its features are revealed in comparison with other established educational technologies of foreign language training used in the practical work of non-linguistic universities. The results of experimental work on testing CLIL-technology at a base university are presented, convincingly confirming the authors' hypothesis that CLIL-technology has a significant positive impact on students' technological culture development. The conditions for successful practical implementation of CLIL-technology in a particular university are formulated.

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