The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.
The research aimed to study and experimentally verify the efficiency of the use of problem-based methods in teaching future air traffic controllers to conduct radio exchange in non-routine situations. The professional readiness to conduct radio exchange is viewed as a complex of professional skills and knowledge (communicative, cognitive and functional) enhanced by motivation. The study involved 67 university students of a bachelor's degree programme majoring in "Aviation transport". Tests, observations and specially designed questionnaires were used to evaluate the use of problem-based methods (role-playing, simulation of specific situations, problem-solving, case studies) in ESP study. The conclusion was made about the effectiveness of problem-based ESP methods since they simulate possible professional situations and promote communication between future air traffic controllers and pilots, thus contributing to the acquisition of professional knowledge and activation of use of standard phraseology of radio exchange and plain English in non-routine situations. As shown by the results of our study, problem-based ESP methods are effective in raising future air traffic controllers' motivation to acquire Aviation English as they bring the learning closer to professional life.
Статтю присвячено питанню нового підходу до курсу навчання авіаційної англійської мови з метою підготовки до ефективного спілкування в режимі «земля-повітря». Це спілкування здійснюється із застосуванням фразеології радіообміну та звичайної англійської мови. У статті представлено результати аналізу усного дискурсу цього радіообміну. Питома вага використання фразеології та звичайної мови під час ведення радіообміну визначає подвійну природу цього спілкування, що має бути враховано під час розроблення навчального курсу з англійської мови, призначеного для мовної підготовки авіаційних фахівців відповідно до нових вимог ІКАО.
The purpose of the project is to determine whether fostering learner autonomy in the context of ESP language acquisition in non-linguistic colleges is feasible. In 2018–19, the experiment was conducted at National Aviation University in Ukraine with two groups of electronics first-year students (experimental and control). In the same academic year, assessments of students' communicative English proficiency and surveys of their levels of learner autonomy growth were carried out in September and May, respectively. The experimental group was given unique learning conditions, whereas the control group did not get any additional instruction. Students were given the chance to select educational materials, create learning objectives, reflect on the learning process, and assess the learning outcomes in order to equip them to take ownership of their education. Both scaffolding and modern technologies were heavily utilized (if necessary). The experiment's findings indicated that only some of the most engaged students made use of the setup and developed their autonomy in learning. The decision was reached for developing such an environment. Giving prospective pupils a self-directed learning experience is a challenge that should be taken on.
The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.
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