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ЗМІСТ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ ІНШОМОВНОЇ ПІДГОТОВКИ У ВИЩІЙ ШКОЛІ

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Хоменко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
180-190
EN
The purpose of the article is to define the content of professionally oriented foreign language education (POFLE) in higher education institutions (HEI) and to reveal its component structure in the context of the interdisciplinary integration. The methodological foundation of the research is the theory of cultural and information education (V.I. Luhovyi) which allowed to present the content of professionally oriented foreign language education in HEI and outline its key components: interpersonal interaction, values, areas of spiritual and mental life (experience, imagination, thinking, needs and learning abilities) abilities and personality, educational components of professional linguistic environment. The author has argued correlation of these categories with the content components and revealed their essence. The components that determine the content in terms of interdisciplinary interaction have been determined because the essence of professionally oriented foreign language education is in its integration with professional disciplines. The author has emphasized that the content of POFLE should be subordinated to the task that future professionals are obliged to acquire both professional foreign language communicative competence and professional intercultural competence. So, the variable (professional) component and invariant (intercultural) component have been offered as indispensible part of the professional foreign language communicative competence. Professional component, in its turn, incorporates general professional communication, business communication, academic communication and language for professional purposes. Intercultural component includes the presence of linguistic, geographic, communication skills, which are formed by such conventional components of content as: linguistic, psychological, methodological, cultural, and extralinguistic. Besides, in order to realize professional and intercultural components students should also posses with some information and computer skills and abilities. The author concluded that these components would provide the content compliance with the qualification requirements and facilitates further development of variable model of the content of foreign language education in HEI, would provide students with the right to choose an individual way of the foreign language professional competence acquisition according to their needs and abilities. The author has proposed the variable model of content of professionally oriented foreign language education
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