Science without borders - 2020 ★ Volume 14
scientific and technical literature, the ability to refer and annotate what is read, speech
cliches and phrases that are typical for oral communication in the professional circle
(presentations, symposiums, conferences, joint work on projects, communication on
the working process with foreign colleagues, etc.), mastering the ability to understand
the above elements by ear. When two hours per semester are given to the student to
form and improve the above skills, some of the competencies remain unformed.
The survey showed the reasons for the lack of motivation: disbelief in the
ability to get a prestigious position due to knowledge of English, disbelief in the ability
to go abroad for tourist purposes, the lack of foreigners in the region of residence and
study of students. Twenty percent of students identified the possibility of getting a
positive grade on an exam or a differentiated test as their main motivation.
It should be noted that the University's curriculum includes two stages of
teaching a foreign language. In the first year, students learn English of a General
educational nature; the second and third courses assume a profile-oriented training. At
the first stage, students should systematize their skills and knowledge acquired in high
school. at the second stage, students form communicative competencies based on the
specifics of their future profession. In practice, it is found that it is quite difficult to
systematize skills that were not formed in high school, and only a small number of
students who attended additional classes in English during school years have the level
of language competence necessary for deepening and systematization.
Is it possible to overcome the above difficulties if the teacher cannot increase
the number of hours in an already approved curriculum? I think that the solution to the
problem will be the intensification of the educational process. It is recommended to
divide the course preparation process and subsequent training into stages.
The first stage is to determine the goals of a profile-oriented English course at
the University. For a clear representation of the final result of training, it is necessary
to model the environment in which future graduates will work. Each area of study has
its own environment, but there are features that unite them. This is oral and written
communication, working with documentation of different plans. Therefore, it is
advisable to set several goals:
- formation of lexical skills (specialized vocabulary and terminology);
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