Opportunities of foreign language activity in the aspect of preparing masters for successful professional communication

The purpose of the article is to identify the didactic patterns of the organization of foreign language activities of undergraduates aimed at the formation of corporate competence for successful professional communication. To achieve this goal, a set of methods of pedagogical research was used: analysis and generalization of theoretical provisions of didactics, psychology and methods of teaching foreign languages; modeling of the process of foreign language training of undergraduates; pedagogical observation; content analysis of foreign language texts, including those created by students; testing; method of conversation; method of self-observation. The multi-conceptual methodology of preparation for professional communication through the organization of different types of foreign language activities in the process of teaching a foreign language is substantiated. It combines well-known didactic approaches: competence-based, personality-oriented, activity-based, contextual. Foreign language activity is considered in the article as a means of preparing masters for professional communication and acquiring their experience of professional communicative activity, thanks to the integration of professional content into the content of the process of foreign language training. The description of corporate competence and "soft skills" in its composition as the most important components of readiness for professional communication is undertaken. Another indicator of the readiness of undergraduates for professional communication in a foreign language is the possession of language means and skills of foreign language speech activity of various types (reading, writing, speaking, listening). The article proposes a block-modular model of the content of foreign language training of undergraduates. It includes a set of professionally oriented content blocks. The basis for their allocation is the priority way of organizing foreign language activities - informational, cognitive, practical, research. The program of each block includes four activity modules corresponding to the types of speech activity: reading module, writing module, speaking module, listening module. Each module assumes the organization of foreign language activities of a certain type, the use of different organizational forms and methodological techniques. To prepare undergraduates for professional communication, it is proposed to combine traditional forms and methods of academic teaching and modern ones that correspond to the content of blocks and modules, as well as the interests and needs of students. The article formulates the principles of foreign language training of undergraduates at a technical university: 1) constructive integrity of the content of foreign language and professional training for the formation of readiness for professional communication; 2) spatial and environmental organization of foreign language training; 3) variability of the content and organization of foreign language training; 4) comprehensive consideration of the needs of the professional sphere and the personality of the student; activities and amateur activities of students in the conditions of organized foreign language training; 5) a combination of reflexive and external (expert) methods for evaluating the results of foreign language training of masters. The experimental testing of the block-modular model of the foreign language training course at a technical university revealed a generally positive dynamics in the development of readiness for professional communication in a foreign language. Work on the refinement and refinement of the components of this model continues

Keywords

Authors

References