"FOREIGN LANGUAGE FOR SPECIFIC PURPOSES" AS AN INTEGRATED ACADEMIC DISCIPLINE IN ACQUIRING FOREIGN LANGUAGE COMPETENCE IN THE SPECIALTY

O. L. Malynovs'ka, S. R. Mason

Abstract


With the rapid acceleration in the progress of science and technology, the development of cross-cultural communication, cooperation and partnership with overseas colleagues, foreign language communication is becoming a priority on the global labour market. In this regard, its relevance is constantly increasing and the role of the academic discipline "Foreign language for specific purposes" is growing in importance. The essence of professionally-oriented foreign language learning lies in its integration with specialist disciplines, that is, it is the integration of the academic discipline "Foreign language" (General course) into the general course of professional training of future specialists. The study of the discipline "Foreign language for specific purposes" is a more complex and multifaceted process since, on the one hand, this involves the mastery of a foreign language as linguistic phenomenon, and, on the other hand, involves the use of foreign language mental forms and categories in the context of a particular area as well as its specific professional fields. That is, it is the formation and development of the foreign language and professional knowledge and, therefore, the integration of linguistic and professional competences. A key element to successful mastering the "Foreign language for specific purposes" course by students is the successful assimilation and retention of the two disciplines: "Foreign language" (General course) and a major-specific discipline in the area of training. Under these conditions only, they will be able to produce foreign language communicative acts in the field of professional activity. The study of the discipline "Foreign language for specific purposes" should not by any means precede the study of major subjects as students, not knowing the basics of their specialty and basic terminology in their native language, will not be ready to grasp specialist material in a foreign language, and this will lead to the ineffectiveness of the course "Foreign language for specific purposes". Therefore, the model of professionally-oriented foreign language learning should involve the process of in-parallel learning a foreign language and the future specialty (the content of the training material) and within the same time frame or the latter can be started a little earlier (the temporal sequence of the learning material). The teachers of this discipline are faced with the task of continual improvement of their professional and pedagogical skills taking into consideration field-specific features of foreign language teaching as well as constantly focusing on the latest developments in the field, which is related to the professional interests of students.


Keywords


foreign language for specific purposes; foreign language communication; professionally-oriented communicative competences; integrated academic discipline

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References


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DOI: https://doi.org/10.15421/40270533

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