Conduct of modern science– 2016 • Díl 1

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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