сотрудник
студент
Россия
В данной работе авторы представили на рассмотрение проблему компетентностного подхода при обучении иностранному языку студентов гуманитарных направлений. В работе авторы ссылались на образовательный стандарт указанного направления подготовки и труды своих коллег.
направление подготовки, образовательный стандарт, дисциплина, знания, умения, навыки.
Educational standard for the direction of training: 44.03.05 ‘Pedagogical education (with two training profiles)’ of the new generation in the conditions of higher education is based on the competence approach and orientates students to master useful knowledge necessary for successful achievement of goals in real life conditions [1].
The programme reflects the competence and qualification characteristics of the graduate, the content and organisation of the educational process and final state certification of graduates. It regulates the objectives, expected learning outcomes, content and structure of the main professional educational programme, conditions and technologies of the educational process implementation, contains recommendations on the development of the fund of assessment tools, includes the curriculum, working programmes of disciplines, practices, state final certification. Graduates' activity is aimed at preparing competitive bachelors, through the formation of competences that meet the requirements of FSES HE, ready to carry out a pedagogical type of professional activity, professional mobility and self-improvement.
When studying the discipline ‘Foreign Language’ students are oriented to the competence UK-4, according to which students need to carry out business communication in oral and written forms both in the state language (Russian) and in foreign languages. Within the framework of this competence there are certain knowledge, skills and competences that will be achieved upon completion of this discipline.
Let us list just a few of them:
- know: principles of constructing oral and written statements in Russian and foreign languages; rules and regularities of business oral and written communication;
- be able to: apply in practice business communication in oral and written forms, methods and skills of business communication in Russian and foreign languages;
- possess: skills of reading and translation of texts in a foreign language in professional communication; skills of business communication in oral and written form in Russian and foreign languages; methods of making a judgement in interpersonal business communication in Russian and foreign languages.
In the conditions of subject education, according to S.G. Ivanova, the foundations of students' competence are laid through the acquisition of knowledge necessary for subsequent activities, mastering the ways of solving cognitive problems, experience of effective decision-making and achieving significant goals through overcoming obstacles. The stock of knowledge, mastery of problem-solving methods and experience of goal achievement are necessary components of the learner's competence. The absence of at least one of these components makes competence ineffective [2].
Mastering a foreign language requires the acquisition of a stock of linguistic and encyclopaedic (socio-cultural) knowledge. In addition, language acquisition is inseparable from acquiring experience of behaviour in typical speech (problem) situations. Finally, the level of language proficiency will be limited without immersion in the real life environment with its inherent diversity of language, socio-cultural traditions and ideas about ‘proper’ norms of behaviour. It is impossible not to agree with the fact that the results of the implementation of FSES HE 3+ and 3++, as a result of which the pros and cons of teaching a foreign language in classes at a technical university are obvious, have their results [3, p.440]. Subject competence in language education can be presented in the following way: subject competence is knowledge, problem tasks, activity.
Knowledge represented formally and normatively in skills is a traditional component of this approach. Problem solving communicative tasks is an actively developed component of the development of the so-called ‘creative and critical thinking’ in foreign language teaching and an innovative area of subject education.
Problem-solving experiences are the result of active learning, when learning achievements become the result of reflection, discussions of real knowledge construction through the formation of appropriate individual and collective thinking skills. Achievement of the goal in the activity is ensured by deep learning, which is possible only when immersed in a real-life environment. This process consists of the following stages:
- knowledge:
- transfer of knowledge;
- problem solving;
- active learning;
- activity;
- deep learning.
The development of subject competence in foreign language teaching is traditionally associated with the reproduction of learnt material and communication in proposed situational circumstances. This view is part of the traditional culture of foreign language teaching. The connection between intercultural communication and intercultural competence has been revealed [4, p.414]. That is why teachers often complain that there are ‘few texts’ in modern foreign language textbooks. Texts, rules, and examples form an important part of the material for the development of knowledge and skills of foreign language students.
Students more effectively master the ways of solving problem-situational tasks with the help of interactive communicative tasks that stimulate verbal thinking and interaction between participants.
These tasks are used as means of communicative-oriented foreign language teaching, for example, tasks in the form of communicative business games and ‘round tables’, imitating real business communication, creating information inequality between participants. Thus, at the practical classes in the discipline ‘Foreign language’ of training direction 44.03.05 ‘Pedagogical education (with two training profiles)’, in addition to theoretical material, time is given to practical skills necessary for mastering the above competence. However, it is worth noting that the classroom time allocated in the curriculum is disastrously insufficient for mastering the material.
During the academic term and throughout all the classes in the discipline students perform tasks aimed at business communication in written form, the impact of globalisation on the professional and business environment [5, p.436], namely: writing business letters to foreign partners and foreign pen pals on the topics specified in the FOS of the course. In order to master business communication in oral form, students make mini-dialogues (conversations) according to the topic.
Based on the above, it can be concluded that the student is competent in a foreign language, ready for productive communicative oral or written activity, capable and ready for lifelong learning. Educational standards of the new generation orient university students to continuous linguistic education.
1. Федеральный государственный образовательный стандарт по направлению подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки), утвержденный приказом Минобрнауки России от 13.08.2020 г. № 1011 (Зарегистрировано в Минюсте России 07.09.2020 № 59673).
2. Иванова, С. Г. Организация самостоятельной работы студентов по развитию иноязычной компетентности: учебно-методическое пособие / С. Г. Иванова, Л. Ф. Мачнева, Т. В. Минакова. – Оренбург: Оренбургский государственный университет, 2011. – 180 с. – Режим доступа: по подписке. – URL: https://biblioclub.ru/index.php?page=book&id=258799 (дата обращения: 02.02.2025). – Текст: электронный.
3. Темникова Л.Б., Темников В.И. Обучение иностранному языку в условиях глобализации и применение международных санкций: возможные риски и пути их преодоления. В сборнике: Этнос и культура в эпоху глобализации. Сборник материалов V Международной научной очно-заочной конференции. Сухум, 2022. с. 440. EDN: https://elibrary.ru/SWUGLG
4. Темникова Л.Б., Вандышева А.В. Межкультурная коммуникация при обучении иностранным языкам в вузе. В сборнике: Актуальные вопросы теории и практики языковедческих исследований. Материалы III международной научно-практической конференции. 2018. с. 414. EDN: https://elibrary.ru/XNPQRV
5. Водопьянова О.С., Темников В.И., Ливанова А.Г. Английский язык в сфере международных коммуникаций. В сборнике: Филологические и социокультурные вопросы науки и образования. Сборник материалов IХ Международной научно-практической очно-заочной конференции. Краснодар, 2024. С. 436-441. EDN: https://elibrary.ru/CRUWBJ
