Development of the foreign communicative competence of a non-lingual specialist

Socio-economic and political life of our modern society is changing in the formation of a united educational field withinthe Bologna process and transferring to the federal state educational standard of the third generation. This fact makes scientists reviewapproaches to professional training of non-linguistic specialists in the development of the foreign language communicative competence.The authors of the article create new pedagogical bases of the problem that meet the requirements of the third federal state educationalstandard of higher education. They were tested in Kuzbass State Teacher Training Academy during 2003-2010. The necessity of developmentof the pedagogical bases is proved by the results of our research. We surveyed 1170 students of Kuzbass State Teacher TrainingAcademy and learnt that only 7% of the students studying a foreign language for 6 years at school and for 2 years at university couldspeak it at the beginners level. The authors organized a research work aimed at testing our pedagogical bases of the educational processof the Academy in 2003-2010. We changed the content of teaching to focus it professionally as we realized that the existing way of foreignlanguage training has some drawbacks. For instance, some topics are not interconnected; others are a part of school programs (topicson Great Britain, the USA, Moscow, etc.). Besides they do not satisfy real interests of students and professional topics are studied inthe last term. To study the readiness of the students to use the potential of a foreign language in professional development within theuniversity we organized a free-of-charge English Club Contact, whose members were 3-5-year students who had finished the compulsorycourse of a foreign language. We questioned the members of the club and found out that students who studied at our course usedthe potential of a foreign language in professional development within the university. Having analysed the results of the research workwe came to a conclusion that our pedagogical bases develop foreign language communicative competence of a non-linguistic specialist.

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