CONTENT OF THE ENGLISH LANGUAGE TEACHING OF STUDENTS-AGRARIANS

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CONTENT OF THE ENGLISH LANGUAGE TEACHING OF STUDENTS-AGRARIANS

Journal Title: Наукові праці. Серія "Педагогіка" - Year 2016, Vol 270, Issue 258

Abstract

The article deals with the content of English language teaching of students-agrarians. There is a necessity of new conception development of foreign language teaching, determination of priority aims, tasks and directions, principles and approaches, search of new forms, methods, technologies of studies and others. An important task is content renewal of English language teaching according to the social requirements, modern educational tendencies and professional purposes. The article gives analysis of essence and structure of content of foreign language teaching, social and cultural component, regional geography through language aspect, linguistic and cultural con-ception. Content of foreign language teaching as a system can be presented as three constituents-subsystems: object of studies (teaching), object of mastering (learning) and result of studies (competence). Content of English language teaching consists of knowledge, skills, habits and motives. There are: • knowledge (linguistic: phonetics, grammar, vocabulary and extralinguistic: traditions, history, culture); • skills (speech, phonetic, lexical, grammatical, orthographic, calligraphic, and educational skills (base on brain building); • habits (listening, speaking, reading, writing); • motives (raising interest in the subject, education of communicative motivation) [4]. Skills and habits as one of the components of language learning provide practical possibility to use gain knowledge in the different situations of communication. Training in professional communication has to contain professionally significant information. Professional activity requires appropriate knowledge. It is shown in practical skills. This knowledge is formed at the initial stage of learning and improved in the future professional activity. Professional communication is an important factor in formation of a competent personality, because it is a necessary condition for carrying out professional respon-sibilities and it influences development of professional qualities of the person, promotes successful self-realization of the personality in the professional sphere, and provides his (her) competitiveness on the labor market. Professional communication is a special type of communication, as special knowledge is necessary for its realiza-tion; it is determined by qualification requirements to a certain specialty and purposes, content, means of a certain practical activity. Accordingly, it is necessary the special training of professionally-oriented communication of non-philological students including agrarians. The end result of mastering the content of English language teaching is to develop communicative competence. It provides the ability to use the language in various communicative situations in oral and written forms. These components of teaching are embodied in our developed model of training of students-agrarians, English language curriculum for future managers, accountants, agronomists and engineers, the educational learning material, etc. Therefore, the content of English language teaching consists of the knowledge, skills, habits and competences that enable future professionals to use language not only as a means of communication but also a means of formation and development of personality with a high level of professional communicative competence. The formation of professional communicative competence intends that at the end of the course, students will be able to communicate effectively in English in a professional environment, that is to know language at the level not below B 2 (Independent user). Students should be able: to discuss learning and professional topics, in order to reach an understanding with the partner; to prepare public speech for a great number of sectoral questions, using appropriate means of verbal communication and adequate forms of conducting discussions and debates; to find a new text, graphic, audio- and video- information which contains in English-speaking branch materials (both in print and in electronic form), using appropriate search methods and terminology; to analyze the English-language sources of information to obtain data required to accomplish professional tasks and taking professional decisions; to create professional texts and documents in English for a number of branch problems; to make business and especially professional letters, showing cross-cultural understanding and the previous knowledge in a specific professional context; to translate English-language professional texts into native language, using bilingual dictionaries of economic terms, electronic dictionaries and the software of the translation direction. There is a need of content renewal of English language teaching because of dynamism of the obsolescence of information and technologies, the use of creative potential of students, mainstreaming of learning material on vocabulary, grammar, regional geography according to realities of the present and the formation of the conscientious attitude of educational process subjects to the learning of English.

Authors and Affiliations

T. Gannichenko

Keywords

teaching content; language; speech; speech activity; knowledge; skills; habits; competences; cross-cultural communication

EP ID EP231293
DOI -
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