Unsupervised Training of Future Engineers in English Language Classes

У статті здійснено аналіз різних видів самостійної роботи з англійської мови для студентів технічних спеціальностей. Актуальність проблеми обумовлена необхідністю формування особистості, здатної до виконання успішної, продуктивної та ефективної професійної діяльності з використанням англомовної професійної лексики, оскільки для фахівців технічної сфери володіння англійською мовою важливе як для навчання, так і для подальшого кар’єрного зростання

Formation of future engineers’ English language communicative competence

The present paper addresses the issue of future engineers’ English language communicative competence formation. One of the urgent demands for universities is training of highly qualified professionals capable of organizing various business contacts with representatives of different countries. In our article we aim to reveal the pedagogical conditions under which the effective formation of future engineers’ English language communicative competence is possible. To achieve this goal, it is necessary to solve the following tasks: 1) to determine the essence and structure of future engineers’ English language communicative competence; 2) identify and justify the pedagogical conditions for the effective formation of future engineers’ English language communicative competence. As shown by the results of our survey, future engineers’ English language communicative competence is an ability of technical specialists to interact with other specialists (native speakers) to set and solve professional problems using verbal and nonverbal means of communication. The structure of English language communicative competence comprises language, linguistic, linguistic and socio-cultural, educational and strategic and professional competences, which are based on the complex interaction of relevant knowledge, skills, abilities and personal qualities. The following pedagogical conditions for effective formation of future engineers’ English language communicative competence have been revealed: the students’ motivation to develop English language communicative competence and its recognition as a personal value; the use of authentic texts at English classes; interactivity of English language classes; students’ self-education in the process of formation of English language communicative competence

Simulation of professional situations at English classes for students of technical specialties

The paper reveals the role and importance of modeling of professional situations at English classes in higher technical education institutions. The professional situation is defined as purposeful modeling of professionally similar circumstances in the process of learning English and conditions of solving engineering and business tasks, making professional decisions, achieving a successful result of business communication. The purpose of the paper is to analyze the content and requirements for modeling of professional situations in the process of studying English by the future specialists in engineering. Realization of the purpose demands performance of the following tasks: 1) define the essence of modeling of professional situations; 2) substantiate the conditions for effective modeling of professional situations at English classes in higher technical educational institutions; 3) offer examples of modeling professional situations at English classes in higher technical educational institutions. In the process of scientific research the methods of analysis, synthesis, generalization, systematization, inference, observation have been used. The components of the professional educational situation and the factors that need to be taken into account in the process of its use are identified. The examples of modeling professional situations during the study of the discipline “Practical Course of Foreign language for Business Communication” in higher technical education institutions are given. The forms of modeling of professional situations (individual, pair, group) which are directed on the formation of competences of professional English communication according to various roles of professional activity (head – subordinate, subordinate – subordinate, subordinate – collective) are defined. Special emphasis is focused on the examples of modeling of professional situations through the use of game modeling (role-playing games: controlled, improvised), method of case study and discussion. The requirements to be met in the process of modeling of professional situations: compliance with certain goals (formation of knowledge on the topic, development of ability to analyze complex problems; education of a sense of responsibility for their decisions, moral and personal qualities, etc.); compliance with the level of complexity of students’ learning opportunities; illustration of typical situations from the real facts of professional activity; use of discussion method; variability of decisions of a situation are pointed out

Continuous case study as an effective method of English language learning by future engineers

The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic “Refutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterprise”. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course “Practical Course of Foreign Language for Professional (Scientific) Purposes” contributes to the improvement of the future engineers’ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies

Интерактивные технологии в процессе изучения английского языка студентами ВТУЗа

У статті розкривається сутність поняття інтерактивної технології та її роль у процесі вивчення англійської мови студентами вищого технічного навчального закладу; аналізуються деякі інтерактивні методи: технології кооперативного навчання, робота в парах (статична пара, динамічна пара, варіаційна пара), робота в малих групах («Діалог», «Синтез думок», «Спільний проект», «Пошук інформації», «Коло ідей»), узагальнення ідей (або «ідейна інженерія»), гронування («асоціативний кущ», «бенгальський вогник»), метод проблемного семінару, проблемний діалог-пошук, діалог-дискусія, проблемна ситуація, метод «Навчаючи – учусь», етапи використання інтерактивних технологій: організаційний, мотиваційний, інформаційний, змістово-процесуальний, результативно-рефлексивний та саморегулятивний; шляхи активізації навчального процесу, спрямованого на вивчення англійської мови у вищому технічному навчальному закладі.In article the essence of concept of interactive technology, and also its role in the course of studying of English by students of the highest technical educational institution reveals; some interactive methods are analyzed: technologies of cooperative training, work in couples (static couple, dynamic couple, variation couple), work in small groups (“Dialogue”, “Synthesis of thoughts”, “Joint project”, “Information search”, “A circle of ideas”), generalization of ideas (or “ideological engineering”), a clusterization (“an associative bush”, “a Bengalese spark”), a method of a problem seminar, problem dialogue search, dialogue discussion, a problem situation, “Training – Study” method, operational stages of interactive technologies: organizational, motivational, informational, substantial and procedural, productive and reflexive and self-regulatory; studying of foreign (English) language by future engineers of the technical direction as the integral component of their general vocational training is considered; it is defined that success of realization by the teacher of English of such functions depends first of all on his professional skills, communicative culture and perfect possession of interactive technologies; ways of activation the educational process directed on studying English at higher technical educational institution.В статье раскрывается сущность понятия интерактивной технологии, а также ее роль в процессе изучения английского языка студентами высшего технического учебного заведения; анализируются некоторые интерактивные методы: технологии кооперативного обучения, работа в парах (статическая пара, динамическая пара, вариационная пара), работа в малых группах («Диалог», «Синтез мыслей», «Совместный проект», «Поиск информации», «Круг идей»), обобщение идей (или «идейная инженерия»), гроздирование («ассоциативный куст», «бенгальский огонек»), метод проблемного семинара, проблемный диалог-поиск, диалог-дискуссия, проблемная ситуация, метод «Обучая – учусь», этапы использования интерактивных технологий: организационный, мотивационный, информационный, содержательно-процессуальный, результативно-рефлексивный и саморегулятивный; пути активизации учебного процесса, направленного на изучение английского языка в высшем техническом учебном заведении