The Continuous Integrated Foreign Language Training in the System of Military Education

Foreign language learning is of great value for the professional education of military experts. However, there is a problem of the lack of continuity and integrity of foreign languages teaching between different stages of education. Based on the system and integrative approach, it can be solved by organizing a continuous integrated foreign language training at all levels of military education system. The study applied the theoretical methods of scientific analysis, examination, and generalization of legislative, methodological, and theoretical literature. The empirical methods include observation and monitoring of the educational process, analysis of practical experience gained, testing, interviewing of students and post-graduates at different stages of military education, as well as methods of statistical processing and analysis of test and interview results. The results obtained from testing and interviewing cadets during the entrance control and adjuncts at the initial stage of post-graduate studies have indicated a relatively low level of foreign language skills of applicants of military higher education institutions and a significant gap between the proficiency in foreign languages of students at the adjacent stages of education. The comparison of the entrance testing results and the indicators of the foreign language certificate show that the gap in levels of foreign-language proficiency is more than 10% at average. The developed matrix of a continuous integrated foreign language learning by military experts can visually represent the levels of foreign language education, the acquired competencies, control measures, and extracurricular activities at each educational stage. It allows revealing problems and determining possibilities of foreign language teaching continuity within military professional education. The continuity and integrity of foreign language teaching have to be provided by the following conditions: systematical formation of communicative competencies; advancing principle of education and training; a possibility of receiving additional linguistic education; fixation of students' achievements throughout the entire period of training; use of effective pedagogic methods enhancing the language personality; development of cooperation between various educational organizations, and ensuring cross-disciplinary integration. The received results can be used for the effective organization of foreign language teaching to military experts in various educational organizations and also as a direction for further research in the field of continuity of adjacent education levels.

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