Finding Effective Ways to Teach Foreign Languages

IJCSNS International Journal of Computer Science and Network Security, VOL.21 No.7, July 2021 77 Finding Effective Ways to Teach Foreign Languages Myroslava Fabian †, Nataliya Shtefanyuk †, Iryna Budz †† Olha Smutchenko †††, Halyna Drapak ††††, Hanna Leshchenko ††††† [email protected] † Department of English Philology, Uzhhorod National University, Ukraine † Department of English Philology, Uzhhorod National University, Ukraine †† Department of Romano-Germanic Philology, Academician Stepan Demianchuk International University of Economics and Humanities, Ukraine ††† Department Theory and Methodology of Pre-School and Primary Education, Kherson State University, Ukraine †††† Department of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine ††††† Applied Linguistics and Translation Department, Cherkasy State Technological University, Ukraine Summary foreign language communicative competence is one of the The article is devoted to the consideration of the methodological components of professional competence. and general theoretical foundations of a rational methodology for The problem of finding ways to improve the quality of teaching foreign language communicative competence of foreign language proficiency by non-linguistic students is students of a non-linguistic university. The analysis of the vectors not a new one. There are many theses, monographs, of research of problems of increasing the efficiency of the articles devoted to the problems of teaching foreign process of mastering foreign language communicative competence of non-linguistic students is presented. As a languages to students of non-linguistic specialties in the methodological basis for a rational methodology for teaching a competence paradigm. foreign language communicative competence, the key aspects of However, the problems associated with teaching the philosophy of rationality are considered, the basic principles foreign language communicative competence of of a rational methodology are formulated, linguo-didactic means non-linguistic students in groups with different levels of of its implementation are determined, indicators of rationality are language training, numbering more than 25 people, still identified. cannot be considered finally solved. Key words: foreign language communicative competence, The different initial levels of foreign language foreign languages, indicators of rationality. proficiency among graduate applicants entering universities, overloaded curriculum, priority, and 1. Introduction dominance of special disciplines, a limited number of hours allotted by the educational standard for learning a The transformation of the Ukrainian society according foreign language, lack of textbooks adequate for difficult to an innovative scenario requires the training of highly learning conditions complicate the solution of qualified personnel capable of generating new knowledge methodological problems associated with improving the and creating innovative world-class technologies, which quality of students’ language training. immediately influenced the status of the “Foreign All of the aforementioned information testifies to the language” discipline in non-linguistic educational exceptional urgency of the problem of rationalizing the organizations since proficiency in a foreign language process of mastering foreign language communicative allows students to operate with information obtained from competence by non-linguistic students in the given the foreign-language sources, expands the professional conditions of teaching a foreign language. It is possible to range of a specialist of any profile. There came an rationalize this process, in our opinion, by using a rational understanding that a modern student of a non-linguistic methodology for teaching foreign language university (future engineer, economist, lawyer, and other communicative competence of students of non-linguistic specialists) needs to master a foreign language specialties, which makes it possible to bring the level of communicative competence that allows them to carry out students’ language training in line with the requirements of professional activities in new conditions. Mastering a state educational standards of higher education and an foreign language in a non-linguistic university is currently exemplary program in foreign languages for non-linguistic considered as an obligatory component of the professional universities and faculties. training of a specialist of any profile, and possession of a Manuscript received July 5, 2021 Manuscript revised July 20, 2021 https://doi.org/ 10.22937/IJCSNS.2021.21.7.9 78 IJCSNS International Journal of Computer Science and Network Security, VOL.21 No.7, July 2021 Thus, the relevance of the article is preconditioned by study of the problems of teaching a foreign language in a number of factors, the most significant of which are the universities of a non-linguistic profile is professionally following: oriented teaching of a foreign language. Suffice it to - the growing need for highly qualified specialists of a new mention that in the last 10 years, research has been carried generation who speak foreign languages; out on solving the problems of professionally oriented - the low level of language training of applicants entering teaching of students of non-linguistic universities on the the first year of non-linguistic universities; basis of a competency-based approach, the results of - multi-level knowledge of foreign language which are used in scientific and methodological research communicative competence by students; as a methodological basis and a theoretical basis. Another - lack of textbooks that provide educational and vector of research into the problems of teaching a foreign methodological autonomy of students in mastering foreign language in a non-linguistic university is the direction language communicative competence. under the general name "dialogue of cultures" and a private branch of this direction, among which the most 2. Theoretical Consideration significant, in our opinion, is the formation of intercultural communicative competence. The context of the future professional activity of The author examines the process of formation of the students, on which it is advisable to orient the language competence in question from the point of view of the training of non-linguistic students, is the key concept of cognitive-activity approach, which is a complex professionally oriented teaching of a foreign language. In educational process, which is carried out on the basis of an this regard, the concept of contextual learning has become integral methodical-philological model and involves “the widespread. Contextual learning is a system of didactic selection of theoretical material reflecting modern trends forms, methods, and means of modeling the subject and in language and language policy; the analysis of social content of the future professional activity of a intercultural universals and oppositions; the specialist and their assimilation of abstract knowledge as implementation of educational and practical activities the sign systems is superimposed on the canvas of this focused on the accentuation and development of cultural activity. At the same time, teaching acts as a form of differences reflected in certain fragments of the picture of personal activity that ensures the education of the the world”. necessary subject-specific, professional, and social This approach makes it possible to form a qualitatively qualities of a specialist’s personality. As in traditional new linguistic personality with the ability to carry out teaching, educational material is presented in the form of pragmatically effective communication with educational texts as sign systems containing information representatives of other cultures. This ability as a quality that needs to be assimilated. But behind this information, of a linguistic personality provides an advantage for a accompanied by educational tasks, problem situations, and university graduate in the competitive struggle in the labor tasks, the real contours of the professional future are market contributes to their career growth and ultimately visible. This fills the learning process with personal will determine their life success. The advantages of such a meaning, creates opportunities for goal-setting and specialist lie in the ability to adapt to new information goal-fulfillment, the movement of activity from the past means, to use new information technologies for receiving through the present to the future. and processing information flows in various languages. In Contextual teaching and professionally-oriented didactic terms, the author minimizes monotonous training teaching of a foreign language are quite similar in their exercises, uses them only as an auxiliary teaching tool, and essence concepts since both provide for the formation of proposes to move from the tasks of mastering the material foreign language communicative competencies in students at a basic, perceptual level to comprehending the material in specific professional, business, scientific fields, taking at a higher, conceptual, level that presupposes into account the characteristics of future professional representation in the form of cognitive schemes, frames, activities. Professionally-oriented learning involves the and prototypes, where the zoning of fragments of the formation of non-linguistic students of the ability to picture of the world is carried out taking into account their communicate

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