Learning a foreign language for its application in a particular professional area means forming knowledge, skills, and abilities for professionally oriented communication, considering the nuances of intercultural communication". Educational activity in a foreign language looks like a process of shaping and development of "knowing the foreign language itself and its professional lexicon; accumulation, and integration of linguistic and professional competences." One can conclude that "the essence of professionally oriented teaching of foreign languages is its compliance with special disciplines. Namely, its integration of the educational discipline named "Foreign language" into the general course of professional training for a non-philological specialist" [1, pp. 39–44]. We can formulate the general goal of studying the discipline "Foreign language according to the professional direction": the formation of foreign language communicative competence for a specific professional direction; the integration of foreign language educational material by a particular specialty; the cultivation of interpersonal communication background; the formation of foreign linguistic competence as communication and activity tool in the professional sphere; deepening knowledge about the structure of foreign languages; the peculiarities of specific language models and structures and their functioning; providing effective communication in a professional environment; creating the possibility to use a foreign language as cognitive tool.
The educational process includes various methods and means of mastering the skills necessary for acquiring communicative competence in professional communication using a foreign language. An interactive learning method, where the student stands as an active creator of the learning process, capable of interaction and active communication, becomes essential. The primary modern approach in foreign language education is situational learning. The main goal of this approach is to arrange situations similar to real ones, the solution of which helps the development of creative, professional, and cognitive activities in students. At the same time, their cognitive activity will include the stages of search, analysis, and problem-solving. The accent of education is not on mastering ready-made knowledge but on cultivating, training, creating, and discussing. While solving a specific task or problem, students must involve additional information sources and personal experience [2, p. 164–170]. This active role of students in the learning process empowers them and makes the learning experience more engaging and effective.
The program's control and teaching methods should aim to check all types of speech activity (reading, writing, speaking, and listening), including oral and written tasks, test papers, and creative project preparation.
As a result of studying the academic discipline, the student should know lexical material (theoretical material from the main topics of the discipline and the respective terminology), grammatical material (complex sentences, types of subordinate clauses, conditional sentences, indirect speech, modal verbs, infinitive, gerund, types of adjective complexes, grammatical structures typical for oral and written professionally-oriented communication); functional and stylistic features of texts; rules of business etiquette and features of intercultural communication; styles of professional communication. Upon completion of the course, the student should be able to participate in discussions, debates, and conversations on topics related to one’s professional area, present arguments and advocate their opinion; present foreign language information in specific professional area as a narration, report, monologue; apply a foreign language in professional activities; to understand the content of authentic texts of a professionally oriented nature; search for information and analyze data necessary for solving conditional professional tasks; listen to the content of educational audio materials of a professional direction; to carry out effective professional communication with representatives of other cultures.
To enhance the programs in the discipline "Foreign language for professional direction," it is crucial to foster a collaborative approach with teachers from specialized departments. Their active involvement in the development process and their insights on relevant, mandatory, and exciting topics will make the learning experience more engaging for students and underscore the value of their expertise in shaping the future specialists of the chosen field of knowledge. This integration of educational material will contribute to forming all components of professional competence and enable us to train a specialist more effectively.
After determining the subject of professionally oriented texts and selecting the terminological vocabulary for assimilation, you should create a set of lexical-grammatical exercises related to the text's content to improve students' professional level. Such exercises consider the lexicon and grammatical features found in the text; both should improve understanding. Exercises are accompanied by clearly formulated tasks, instructions, and explanations, making it easier to perform in the classroom and during independent work at home. Lexical exercises are practical. For example, we ask students to choose synonyms or antonyms, combine English words with their Ukrainian equivalents and vice versa, form terms using term elements, explain the meaning of terms, insert missing words into sentences, and match terms to the given definitions. The systemic arrangement of these exercises and the consistent increase in complexity and repetition will contribute to the conscious assimilation of terminological vocabulary and professional phraseology. Various lexical exercises help to consolidate and activate the acquired knowledge. The gradual complication of tasks and their variation contribute to students' logical thinking development. To overcome grammatical difficulties when working with professionally oriented texts and to develop the appropriate skills in students, there are grammatical exercises corresponding to the topics of the texts. Exercises containing a schematic theoretical explanation of grammatical phenomena demonstrate their effectiveness. The grammar exercises in the textbook include the vocabulary of previous practical classes, allowing maximum repetition. The idea is to perform the exercises in writing and orally to engage different types of memory [3, p. 193–197].
Shaping professional foreign language communication must be oriented to the practical needs of future specialists. Fluency in a foreign language for a chosen profession will not only enhance communication but also open doors to working with foreign information sources, staying updated with new world technologies and trends in a particular field, establishing contacts with foreign partners in the process of professional activity, promoting entry into the world professional community, and ensuring successful functioning in it. This practical application of language skills should serve as a source of inspiration and motivation for educators and students.
List of references
1. Pastyrska I. Ya. Foreign language as the basis of integration of disciplines. The Visnyk Zaporizhia National University of Pedagogical Science. 2021. Vol. 1, No. 3. P. 39–44. URL: https://doi.org/10.26661/2522-4360-2020-3-1-06 (date of application: 02.06.2024).
2. Rusnak, I. S., and M. S. Vasylyk. "Technological approach in foreign language education of future masters of philological specialties." Academic studies. Pedagogy Series 1, No. 4 (April 18, 2022): 164–170. http://dx.doi.org/10.52726/as.pedagogy/2021.4.1.24.
3. Narizhna, L. M. "Peculiarities of professional foreign language training of students of non-philology majors." Nova Fìlologìâ, No. 82 (August 11, 2021): 193–197. http://dx.doi.org/10.26661/2414-1135-2021-82-31.
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