This article discusses the main tools and methods of teaching a professional foreign language. Theoretical and practical bases of the organization of the process of introduction and implementation of technologies in teaching foreign languages in higher education are considered and analyzed. The systematization of general trends taking into account domestic and foreign scientific experience is carried out. It also presents the points of view of various scientists on the relevance of studying this topic, formulated recommendations for the introduction of modern effective experience in the practice of foreign language lecturers.The actual task of education, in the trend of globalizing world processes, is teaching a professional foreign language. The development of international cooperation in the fields of education, medicine, natural, technical, and economic sciences requires the study and constant improvement of foreign languages.The existing problems of education require a comprehensive solution. This solution will be achieved using the program-target method.The weakest skill among university students was oral speech. This indicates that conversational skills are a weak point, which is confirmed during observations of classes. A survey of 500 students showed that speaking classes were rated significantly higher than classes for practicing other skills.Thus the aim of the article is a theoretical analysis of scientific approaches of researchers to the problem of teaching a professional foreign language for specialists in various fields.
The paper deals with the main problems of international students’ study at higher educational institutions and the necessary university services, for example, propaedeutic training and foreign language courses that help foreigners to study successfully in an unfamiliar learning environment. The interpretation of psychological adaptation and academic adaptation is given based on the analysis of the issue source. The work explores specifics of adaptation and favorable conditions for international students in higher education, as well as identifies problems with the adaptation of foreigners in university education. Recommendations for psychological support of foreigners by advisors are given. The university services of the international students’ advisors and other university staff are analyzed concerning assistance on academic adaptation to the different educational system of the country and university requirements to studying. It is indicated that knowledge of the basics of psychology, features of personality psychotypes, and human adaptive abilities is very important for advisors to help students adapt to the academic requirements of a particular educational system. Advisors should act as a mediator to facilitate the learning process of students, taking into account individual worldviews and intellectual development, for example, while developing a personal curriculum and teaching time management. The work also highlights three main forms of counseling by their advisors as seminars, individual assistance or group work. Various student centers and university campus organizations are listed that help foreigners study and live in an unfamiliar academic environment. Keywords: psychological problems of adaptation, pedagogical basics, advisors, international student, university.
The article proposes the analysis of the process of internationalization of higher education in the United States. The terms "multicultural education", "globalization", and "internationalization" in the field of higher education have been explained. The dominant features of internationalization of US higher education and the positive aspects have been presented. The basic principles of its internationalization have been revealed too. Attention has also been paid to pedagogy for civil society, which supports the process of internationalization and is widespread in the USA. The main strategies for internationalization of higher education have been outlined. Internationalized programs have been described as a major element of higher education internationalization. The general requirements for teachers and students have been explored and a model of comprehensive internationalization of US higher education has been developed.
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