Foreign Language and Individualization of Student Training: Realities, Trends, Options

Abstract

The article discusses the features of the modern system of Russian higher education, reveals its advantages and disadvantages. In the light of the Federal Target Program for the De velopment of Education for 2016–2020, the authors conclude that the multifunctional foreign language communicative competence plays a special role in the process of forming a holistic competence-based portrait of a graduate of a higher educational institution, considering the three main trends characteristic of the transition to an updated educational system: direct participation in the educational process of all stakeholders (students, teachers, representatives of professional communications, employers); the need to create and operate an innovative information and educational environment, taking into account the possibility of modeling real professional tasks; personal orientation and individualization of the preparation of students with the growing role of the learner in the educational process. The task is to find the best methodological tools and organizational forms of educational activities in the context of foreign language training of university students. In accordance with this, the authors propose options for implementing the formulated trends. Particular attention is paid to the possibilities of interactive learning of foreign languages; the peculiarities of «immersion» of students in a model professional environment with the involvement of employers and representatives of professional communities, including as experts, in direct participation in the educational process; the importance of personal communication between students and other subjects of the educational process; work in small groups. The emphasis is on the need to create favorable conditions for self-education and self-realization of future graduates and an individual approach to each of them.

Features of using methods and means of the augmented reality technology when teaching a foreign language

“…The teaching methodologists I. V. Leushina, I. O. Leushin [19] emphasize that formation of foreign language competence necessarily includes development of communicative qualities of the person by means of modern information technologies. The latter is especially relevant for teaching a foreign language at a university.…”

Communicative competence development through foreign language socialization of non-linguistic students

“…В последнее время все чаще стали появляться публикации, популяризирующие современный опыт иноязычной социализации для формирования коммуникативной компетенции у студентов-нелингвистов в российских региональных вузах. В качестве примеров можно привести практику по реализации отдельных социокультурных проектов в Ивановском государственном химико-технологическом университете [15]; опыт «погружения» студентов в модельную профессиональную среду на английском языке в Нижегородском государственном техническом университете [16]. Наиболее удачный подход, на наш взгляд, реализуется в Национальном исследовательском Томском политехническом университете, где проводится работа по созданию двуязычной среды общения с помощью традиционного, дистанционного и мобильного обучения, а также организована система переподготовки русских преподавателей технических специальностей для осуществления обучение российских и иностранных студентов на английском языке [17].…”

Prospects for Polytechnic Education in the Implementation of Applied Educational Programs

“…One of the requirements for employment in leading companies in the Russian and international markets is knowledge of foreign languages. In this regard, the obligatory element of the educational program is the discipline "Foreign Language", aimed at obtaining the student's competencies in the relevant field of knowledge and at improving the acquired skills in professional activity by studying foreign specialized literature, participating in international conferences and symposia [13][14]. Also, in a number of educational institutions of higher education, educational programs taught in foreign languages are already provided for or are being implemented, internships are conducted to exchange international experience both between students and teachers in the framework of international cooperation programs [14].…”