Теория языка | Филологический аспект №2(2) Июнь, 2015

ПРОБЛЕМЫ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА В НЕЯЗЫКОВОМ ВУЗЕ

Лапина Ирина Викторовна
Карагандинский экономический университет Казпотребсоюза

Аннотация: Статья посвящена актуальной проблеме преподавания английского языка в неязыковом высшем учебном заведении. Рассматривается роль подготовки специалиста, владеющего профессиональным иностранным языком в современном мире. Предлагаются современные подходы к обучению профессионально-ориентированному английскому языку.
Ключевые слова: неязыковой вуз, качество обучения, проблемы, профессиональный английский язык non-language

Lapina Irina Viktorovna
Karaganda Economic University of Kazpotrebsoyuz

Abstract: The article is devoted to the actual problem of English teaching in the non-linguistic Higher Education Institution. This article observes the role of specialist’s training, who speaks professional foreign language. There are suggested modern approaches to professional-oriented English teaching.
Keywords: higher education institution, quality of teaching, problems, professional English

Researches, work experience in non-language Higher Education Institution and studying the initial level of English proficiency of students in the universities of Kazakhstan indicate that the quality of teaching professionally oriented communication requires its improvement. This is determined by the practical inadequacy of modern techniques of foreign language teaching in the context of professional activity in the modern information environment.
The desire to ensure that the student absorbs a certain part of educational information, does not guarantee them a complete mastery of professional activities, including foreign language means. Teaching English in non-language Higher Education Institution in the modern educational environment has several features. They are rather limited number of classes to master English; different level of foreign language proficiency of students; different level of students’ motivation. Defining objectives, we believe that they should be sufficient, achievable and effective in a real educational environment.
Sufficiency means such kind of training, which provides a successful value realization in a professional career. Aim attainability is provided by organizational activity approach to education by means of translation and the selection of an appropriate reading material. Implementation of organizational activity approach of teaching English in non-language Higher Education Institution in the training process motivates the use of the modern text material and mastering translation skills.
Result assessment is expressed in achieving defined value and cognitive objectives. Translating competence training is based on semantically, linguistically and grammatically based system of material selection (division and balance of common lexis and grammar). Organization of translation activity is linked with the solution of the whole complex of objectives to improve students’ skills to work with dictionaries, with a gradual complication of texts from simple tales to serious works, their discussion. The teacher helps with understanding of text material.
Analyzing the modern problems facing an English teacher in non-language Higher Education Institution, we suggest to consider the experience of teachers from the Karaganda Economic University of Kazpotrebsoyuz, Foreign and Russian Languages Department, and summarize the scientific research carried out by us in the framework of the program “multilingual education at the university”. It should be noted that it’s needed to educate a specialist with a fluent foreign language in a short period of time, according to the requirements of the foreign language curriculum [5]. We believe that to achieve the target aim (that is to teach a student to speak about problems of his specialty and understand the speech of native speakers) is possible, combining traditional and innovative methods, but making a strong emphasis on communicative principle as in teaching as in educational materials and teaching aids working out.
Traditionally, English teaching in non-language Higher Education Institution was focused on reading, comprehension and translation of specialized texts, as well as the scientific study of the problems of style syntax. Now it’s needed to pay attention to the development of speaking skills on professional issues and scientific discussions, and we know that its’ development does not interfere with the development of skills, abilities and knowledge, because speaking is based on it. When we speak about communication in English during the teaching process, apparently, it should be considered as listening or reading, comprehension and it’s reproduction in the form of dialog or monologue, and written tasks. Thus, we are talking about the implementation of the act of speaking in communication between two or more persons.
Educational pattern of professional English speech can be based on the following:
– defining list of features and models of communicative speech of the given specialty and working out of exercises for its practice;
– comparison of these means and models selection for its active and passive training;
– analysis of the different communicative – oriented kinds of texts of the given specialty, the usage of certain types of texts for teaching purposes, the definition of basic communicative features, models and the development of an effective system of exercises for structural units training;
– the formation of “background base” for the improvement of speaking skills, that is, the selection and training of word formation, lexical and grammatical structures needed for reading, comprehension, listening and speaking;
– the development and improvement of the student learning algorithms for all types of speaking activity;
– communication in the forms of monologue and dialogue with problem solving tasks.
It should be noted that there should be widely used modern didactic principles of suggestive, visibility, use of audio and multimedia, etc. [1].
Talking about the system of exercises that precede verbal communication, teachers need to be aware of their general construction and difficulties: a cyclical usage of the studied material in small doses for a long period of time, bringing a skill to automatism, complication of the exercise, but one of the main and indispensable condition must remain constant communicative focus on their spoken language in specific situations of the educational and scientific spheres of activity [2]. Teaching in non- language high school, a language teacher should know the features of the scientific and technical texts of students’ specialty and if it’s necessary to tell students about it. It should be noted that there are special terminology, specific general scientific vocabulary, and specific professional vocabulary.
The basis for education in non-linguistic environment will be a text in a foreign language. The teacher should select those kinds and types of texts that will help students to practice the communicative opportunities of speaking. For example, it is possible to distinguish the following kinds of text:
– The method of the presentation: description, message, story, argument, consideration and its combination in special types of texts, such as abstracts, reviews, etc.;
– According to the degree of specialization and the relation to the addressee: research such as monographs, research articles.it means it should be articles and texts from textbooks, reference books, dictionaries, etc.
According to our experience, we should start with a simple description and characteristics of the monologue form of its processing at the initial level. Then you can study more complex structure and style of the text, but as soon as possible you should try to develop a student’s ability to work according to the communicative mode “teacher / audio and multimedia / – student”, “student – student” [3]. There should also be selected professionally relevant material for education, taking into account the learner’s background of the language and specialty, student’s age, purpose of communication, type of communication, level of education, etc. [2]. After the selection of word – building, lexical and grammatical structures needed for mastering of the professional texts it’s possible to start its practicing. We should remember about the “dialogical” form of exercise, including the introduction of vocabulary [1].
Thus, the professional-oriented language training in non-language Higher Education Institution requires a new approach to the selection of the content. It should be focused on the latest researches in a particular professional activity; scientific advances in the professional sphere of students should promptly be reflected. Thus, it’s possible to consider the content of teaching a foreign language in non-language Higher Education Institution as a collection of teaching material students should master in the learning process [4]. Then the quality and level of foreign language will meet students’ needs and objectives.

1. Андронкина Н. М. Проблемы обучения иноязычному общению в преподавании иностранного языка как специальности // Обучение иностранным языкам в школе и вузе. - СПб., 2001.
2. Kontakt Deutsch. Langenscheidt Verlag, 2000
3. Unternehmen Deutsch. Langenscheidt Verlag, 2000
4. www. gse.nu.edu.kz
5. www. inform.kz