DYSTOPIAN SCIENCE FICTION AS A MEANS OF TEACHING ENGLISH TO TECHNICAL DEGREE STUDENTS

Introduction: the article deals with various possibilities of using literary excerpts from dystopian narrative in the classroom of English learners from technical institutes. This approach could fit into the traditional and communicative methodology framework for furthering a more informed and deeper understanding of lexical and grammatical formulas, syntactic relations, discursive particulars and extralinguistic concepts. Science fiction texts with a clear dystopian undertone provide a rich material for language-based analysis and in-class discussions inspired by poignant multimodal creative discourse related to the spheres of engineering, robotics, academic research and daily life. Therefore, it could raise students’ motivation, professional curiosity and fascination with the English language that is now part of the technical university syllabus. Materials and Methods: the author uses the theoretical and practical suggestions put forward by Western teaching ideologists and practicionaries of such literature and language approach as well as attempts to summarize her own experience of working as an English teacher at the technical university. Certain literary excerpts from exemplary science fiction novel by Philip K. Dick “Do Androids Dream of Electric Sheep?” (1968) have been chosen for analysis and discussion. Results: the article showcases language uses and discourse messages in the passages of our choice as potential material for developing tasks, activities and discussions that could contribute to expanding students’ linguistic competencies and communicative skills. This could become a way of humanizing technical education and introducing socio-cultural or technological dilemmas. Discussion and Conclusions: the ideas for grammatical or lexical exercises, entertaining tasks or debate topics can be incorporated into the English courses that make an emphasis on general, specific or academic aspects and seek to avoid overloading their syllabus with non-contextualized or condescending English language textual material. These suggestions could be taken into account for preparing regular lessons, reading sessions or home tasks