Teachers’ professional and personal qualities and the latest information and communication technologies combined with student-centered teaching methods are the prerequisites for effective English language teaching. The study's objective is to design a conceptual model of active English language learning to be implemented in the course of professional training for technical specialists in academic settings. The conceptual model for teaching English for special purposes has been designed based on the descriptive method, scientific literature data analysis, and theoretical modelling technique. The method of expert evaluations was used to identify professionally significant research areas. Specific features of intensive learning technologies, which can be effectively combined in the learning process, have been identified. A modern interpretation of active learning in English as a generalized conceptual model of learning is presented. The established combination of intensive teaching methods and technologies can be used to teach English for Special Purposes at technical universities.
The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.
The article describes the results of a methodical experiment organized to test the effectiveness of the English language lexical competence formation of future civil engineers in professionally-oriented reading. Two methods of active reading (Know-Want-Learn (KWL) and Survey, Questions, Read, Recall, Review (SQ3R)) have been selected and substantiated for the experimental training. Exercises and tasks with authentic visualization of educational information have been developed. According to the hypothesis of the experiment, the formation of lexical competence of English language in professionally-oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering will be effective provided by the using of a subsystem of exercises and tasks developed on the basis of authentic visualization of educational information and special selected authentical professionally-oriented texts; implementation of training at the pre-test, text, post-text stages on the basic of KWL and SQ3R methods of active reading. The experimental testing proves the effectiveness of the developed exercises and tasks and the presented methodology. The results of the efficiency of the methodology have been confirmed by the methods of mathematical statistics. Key words: methodological experiment, experimental training, results of the experiment, the formation of lexical competence, future civil engineers, professionally-oriented reading, active methods of reading.
The article deals with the applying of active methods in reading and the formation of linguistic competence for teaching English for specific purposes (ESP) to future bachelors in the field of Civil Engineering.Purpose of the research is to describe linguistic competence as an important component of the process of teaching active methods in reading to future engineers, to define some active methods in reading that can be implemented in the teaching of ESP in the process of training future civil engineers.Methods. Reviewing the studies on linguistic competence in reading in the process of teaching ESP and methods of active reading.Results. Prospects for teaching methods of active reading (KWL and SQ3R) to future engineers in the ESP teaching process are described. The definition of lexical competence and its components in the process of teaching methods of active reading is given. The difficulties of teaching active reading in ESP for students of technical specialties are determined.Conclusion. Taking into account that creativity and active participation are important factors in motivating students to learn ESP, we consider it appropriate to use methods of active reading (KWL and SQ3R) in combination with other intensive methods and technologies to train future engineers. We believe that exercises and tasks with different forms and models of authentic visualization of educational information (AVEI) for learning English vocabulary in professionally oriented reading are effective. AVEI, taken from professional articles and other authentic materials in the field of civil engineering, can contribute to the formation of lexical competence of students.
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