PROFESSIONALLY - ORIENTED FOREIGN LANGUAGE TRAINING OF FUTURE BIOLOGISTS

Abstract

Abstract. The article considers issues of professionally-oriented foreign language training of future biologists of non-linguistic specialties in the context of implementing the State Educational Standard of Higher Education on the basis of Taraz Innovation Humanitarian University (TarIHU). This issue is of particular relevance due to the increasing role of foreign-language communication in the professional activities of modern specialists. The pedagogical foundations developed by the authors are aimed at the comprehensive development of foreign-language communicative competence (knowledge, skills, proficiency) of biology students of non-linguistic training areas in accordance with the learning outcomes (competencies) declared by the State Educational Standard of the Republic of Kazakhstan.

The concept and structure of professionally-oriented foreign language teaching for students of non-linguistic universities are analyzed; the contribution of scholars to the development of the theory of professionally-oriented foreign language teaching is described; pedagogical scientific and methodological sources are examined, which present a wide variety of methodological approaches and technologies for teaching foreign languages at non-linguistic faculties of higher education institutions. Diagnostic methods are analyzed (analysis of diagnostic practices in the learning process, questionnaires to identify language proficiency levels, analysis of pedagogical experience, observation, interviews, etc.). The authors emphasize the necessity for students of non-linguistic universities to master a foreign language due to the need to increase their competitiveness in the modern local and international labor market. This circumstance determines the need for students to use a foreign language for self-educational purposes during their university studies and future professional activities.

The professional orientation of professionally- oriented training is described. Professional orientation, firstly, requires the integration of the discipline “Foreign Language” with major professional disciplines; secondly, it sets the task for the foreign language teacher to teach future specialists, on the basis of interdisciplinary connections, to use a foreign language as a means of systematically expanding professional knowledge, as well as a means of developing professional skills and abilities; thirdly, it involves the use of teaching forms and methods capable of ensuring the formation of the necessary professional skills and abilities of future specialists.

Professionally- oriented foreign language training of future biologists in non-linguistic universities requires a new approach to content selection. The structural elements of the content component of the professionally- oriented foreign language training model include communicative skills in types of speech activity (speaking, listening, reading, writing); language knowledge and skills, which combine phonetic phenomena, grammatical forms, word-formation rules, lexical units, and terminology characteristic of a particular profession; sociocultural knowledge and learning skills. The result of professionally oriented foreign language training is represented by professionally oriented foreign-language competence.