Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Professional-oriented teaching of the English language at
a technical university
Kristina FEDOTOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received July 2024
Received in revised form
10 August 2024
Accepted 25 August 2024
Available online
25 September 2024
In the modern university, an interdisciplinary approach is
being implemented, in which a foreign language simultaneously
becomes a goal and a means of mastering a foreign language
professional communicative competence. This article discusses
the essence of this competence, as well as the methods of its
formation among students in the direction of training.
Professionally-oriented teaching of a foreign language as a
learning process, which is based on taking into account the
needs of students in learning a foreign language, in accordance
with the requirements of the functionality and features of future
professional activity. The unit of implementation of this
approach in vocational education is a professionally oriented
educational situation that models real tasks and problems for
future graduates may encounter in the course of their
professional activities.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
foreign language
professional communicative
competence,
situational-contextual
approach,
educational professionally
oriented situation.
Texnika universitetida ingliz tilini kasbga yo
‘
naltirish
asosida o
‘
qitish
ANNOTATSIYA
Kalit so‘zlar
:
chet tilidagi kasbiy
kommunikativ
kompetensiya,
vaziyatli-kontekstual
yondashuv,
kasbga yo‘naltirilgan ta’lim.
Zamonaviy universitetda fanlararo yondashuv amalga
oshirilmoqda, bunda chet tili bir vaqtning o‘zida chet tilida
kasbiy kommunikativ kompetensiyasini shakllantirish maqsadi
va vositasiga aylanadi. Ushbu maqolada kasbiy kommunikativ
kompetensiyaning mohiyati va talablarda kasbiy kommunikativ
kompetensiyani shakllantirish usullari ko‘rib chiqiladi. Chet
tilini kasbga yo‘naltirish asosida o‘qitishda talabalarning chet til
o‘rganishga bo‘lgan ehtiyojlarini hisobga olish, kelajakdagi
1
Lecturer, Uzbekistan State World Languages University. E-mail: kfedotova767@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
180
kasbiy faoliyatning funksional imkoniyatlari va xususiyatlarini
hisobga olgan holda tashkil etish talab etiladi. Kasb-hunar
ta’limida ushbu yondashuvni amalga oshirishda bo‘lajak
bitiruvchilarning kasbiy faoliyati davomida duch kelishi
mumkin bo‘lgan muammolarni modellashtiradigan kasbga
yo‘naltirilgan ta’lim holatidir.
Профессионально
-
ориентированное обучение
английскому языку в техническом вузе
АННОТАЦИЯ
Ключевые слова:
иноязычная
профессиональная
коммуникативная
компетенция,
ситуативно
-
контекстный
подход,
учебная профессионально
-
ориентированная
ситуация.
В
современном
вузе
активно
применяется
междисциплинарный подход, при котором иностранный
язык становится не только целью, но и средством
формирования
иноязычной
профессиональной
коммуникативной
компетенции.
В
данной
статье
рассматриваются сущность этой компетенции и методы её
формирования у студентов различных направлений
подготовки. Профессионально
-
ориентированное обучение
иностранному языку рассматривается как процесс, в котором
учитываются потребности студентов в изучении языка в
соответствии с функциональными требованиями и
особенностями их будущей профессиональной деятельности.
Ключевой единицей реализации этого подхода в
профессиональном образовании является профессионально
-
ориентированная
учебная
ситуация,
моделирующая
реальные задачи и проблемы, с которыми выпускники могут
столкнуться в своей профессиональной практике.
INTRODUCTION
A modern student is a specialist of the future, in the course of his professional
activity, he should apply not only highly specialized competencies but also knowledge
that goes far beyond his qualifications (Galskova & Tareva, 2012). According to the
results of annual surveys, only about a quarter of graduates work in their specialty, this
suggests that nowadays students need to be prepared for a wide range of disciplines
rather than one designed to serve a narrow specialization (Krivonosova, 2013). The
solution to this problem can be the introduction of an interdisciplinary approach or the
introduction of interdisciplinary links in the practice of teaching (Matienko, 2016). The
concept of interdisciplinary links can be formulated as a categorical and methodological
unity of training courses, the latest achievements of modern science, and the integration
of the flow of information (Obraztsov & Ivanova, 2005). The implementation of
interdisciplinary links in education contributes to the successful mastering of socio-
psychological competencies and an accurate understanding of the professional tasks
faced by a person nowadays or in the future (Popova & Devel, 2015).
When mastering disciplines using a foreign language, we are precisely dealing with
educational and interdisciplinary direct connections. In modern higher educational
institutions, the discipline "Foreign Language" becomes a kind of intermediary between
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
181
the language educational environment, which for many years has been created learning
during the educational cycle, from kindergarten to industrial training, and the real world
of professional activity. Today, the grammar-translation method of teaching English in
universities is losing relevance, since it does not take into account the requirements of
reflecting real situations of communication and solving professional problems.
Obraztsov and Ivanova (2005) discuss professionally-oriented teaching of a
foreign language as a learning process, which is based on taking into account the needs of
students in learning a foreign language, by the requirements of the functionality and
features of future professional activity. As you know, modern linguodidactics puts the
development of communicative competence as the main goal of teaching a foreign
language (Sabitzer, 2011). Therefore, professional communication in a foreign language
for future professionals should be based on a holistic concept of interconnectedness of
linguistic, professional, and conceptual knowledge (Popova & Devel, 2015). The use of an
interdisciplinary approach in teaching foreign languages at a university is due to the goal
of mastering this discipline such as
–
mastery of foreign language for professional communicative competence, which
is formed as a result of the implementation of subject disciplines, the basic and variable
parts of the professional cycle, special courses of research, and professional orientation,
ensuring the unity of the communicative and professional components of a specialist's
activity (Shraiber, 2017);
–
directly professional communication in a foreign language for future specialists
should be based on a holistic concept of the interconnectedness of linguistic, professional,
and conceptual knowledge (Galskova & Tareva, 2012).
Possession of communicative competence is the most important component for
successful professional activity. The priority pedagogical task that determines the vector
of development of the methodology of teaching a foreign language today is “to teach not
only a foreign language but also with the help of a foreign language to navigate in a new
socio-cultural context, in a rich information flow, to be mobile and proactive in solving
cognitive, educational, professional and personal problems” (Sabitzer, 2011).
Based on this provision, when developing pedagogical technologies for teaching
English pedagogical processes that are aimed at students’ formation, it is necessary to
rely on the content of both general and special disciplines. In addition, the content of
exercises should include the roles and functions performed by graduates of this specialty,
for example, auto mechanic, transport engineer, mechanic in the field of car repair, etc. In
addition, professional tasks are performed by graduates of this specialty can serve as a
valuable component of the content of exercises:
–
design of special and automotive equipment, mechanisms and parts;
–
participation in specialized production processes of machine enterprises;
–
practical implementation of effective engineering solutions; diagnostics of
electronic systems, etc.
The source of this kind of information is the state educational standards of higher
education, qualification reference books of professions, job descriptions, and professional
standards. Having considered the target component, the theoretical basis for organizing
the process of teaching English, and the sources of the content of training, we turn to the
minimum requirements for pedagogical technologies of professionally oriented teaching
of a foreign language at a university from the point of view of an interdisciplinary
approach:
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
182
1. The content of learning tasks should include the requirement to solve a
professionally oriented problem.
2. A professionally oriented problem should have personal meaning for students.
3. The solution of professionally oriented educational tasks should be impossible
without the organization of joint educational activities of students since any professional
activity represents the interaction of subjects of labor.
These requirements are met when applying the situational-contextual approach to
teaching foreign languages at the university. The ideas of this approach are considered in
the scientific school under the guidance of Verbitsky (2009), Obraztsov and Ivanova
(2015), etc. The main method of contextual learning is modeling in the educational
activities of students of subject and social contexts of the acquired professional activity.
The purpose of contextual learning is to develop, based on the transmitted information,
the abilities of students to competently perform professional functions, solve problems
and tasks, and master, in other words, a holistic professional activity (Verbitsky, 2004).
Within the framework of the situational-contextual approach, the process of forming the
competence of a student of higher education programs as a system is defined and
described, we have training occupationally oriented situations. It is defined as a system of
conditions that ensure the interaction between subjects of educational activity and the
educational environment, and encourage students to solve professionally significant
tasks. We consider the very process of teaching a foreign language as an implementation
of the system.
What are the structure and characteristics as applied to teach a foreign language to
university students?
–
First, the content should be described in a foreign language, especially, the
problem associated with the settlement of design, production and technology, service
and operational, installation and commissioning, experimental research, and
organizational and management activities (Yang, 2015). It is important to note that the
incentive to solve such a problem should imply the presence of an information vacuum
among students, and a lack of experience which will lead to discussion, brainstorming,
and exchange of views in the process of solving a problem situation.
–
Secondly, the instruction for completing the training task: it should contain a
requirement to solve the problem situation collectively and voice this solution in the
audience.
–
Thirdly, group work in conditions of different levels of formation of foreign
language communicative competence of students can be chaotic. To avoid this, it is
important to set the time for its execution in the instructions for the task.
–
Finally, an important element of the content is the presence of several roles.
These include, for example,
a customer, a service center employee, a customer service
manager, a car mechanic, an electrician, etc.
Assuming the functions of various subjects of professional activity in the field of
operation of transport-technological machines and complexes, students are included in
the complex process of foreign language communication, imitating real professional
problem situations. In the process of playing roles, students activate lexical material
associated with various layers of activity: household, professional, business, etc.
There are examples of such exercises designed on the topic “
Traffic Patrol Service’s
duties”.
The purpose of the lesson is the development of foreign language professional
communicative competence through language material on the topic
"The actions of traffic
Patrol Service workers in road traffic accidents"
. Lesson objectives:
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
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3 (2024) / ISSN 2181-3701
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familiarization with the activities and duties of the patrol service;
–
analysis of the practices of the patrol service;
–
familiarization and development of English terminology, and characteristics
covering the area of activity of the patrol service;
–
organization of speech practice based on the mastered theoretical material.
Activity 1
Answer the questions. You have 15 minutes for discussion.
1) Have you ever communicated to Traffic Patrol Service? What was the situation like?
2) When does in your opinion Traffic Patrol Service have to step into action?
3) What competencies are vital for a Traffic Patrol officer in your opinion?
4)
Can you remember a case when a Traffic Patrol officer’s competence was realized
brilliantly?
This exercise is performed at the pre-text stage of mastering professionally
oriented lexical material. It contributes to the actualization of students' personal
experiences and stimulates the exchange of opinions and professional judgments through
the English language.
Activity 2
Discuss in groups your insights into the meaning of the following lexical units. Choose the
most appropriate definition for each of them and present them. You have 20 minutes.
1) Agency of Internal Affairs
2) Standby unit of combat subdivisions
3) Patrolling course
4) Declaring
5) Circumstances of accident
6) Investigative taskforce
7) Severity conditions
8) Remove driving license
9) Material evidence
10) Traces
11) Prosecutor
12) Employee making inquiry
13) Traffic by-pass
14) To fill out
This exercise is performed at the pre-text stage of mastering professionally
oriented lexical material. It contributes to the actualization of students' personal
experiences and stimulates the exchange of opinions and professional judgments through
the English language.
Activity 3
Split into pairs and draw a case to be solved by the other pairs. The case subject is
“Controversial actions by officers of traffic patrol service”. You have 15
minutes to do the task.
This exercise is performed after the lecture part of the lesson and provides speech
practice of professionally oriented vocabulary. In the course of completing this task,
students, in addition to highly specialized ones, develop skills in working in a group,
project activities, and strategic skills.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
184
CONCLUSION
Summing up the above, the most productive in the formation of professional
foreign language communicative competence of students studying in the direction of
training is a situational-contextual approach. The unit of implementation of this approach
in vocational education is a professionally oriented educational situation that models real
tasks and problems for future graduates may encounter in the course of their
professional activities. Application of the situational-context approach in teaching foreign
language, thus, allows not only forming the communicative competence of students but
also general competencies associated with the ability to work in a team, distribute roles
and functions, and take responsibility for the group-wide solutions of the problem.
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