ОБ ОСОБЕННОСТЯХ ПРЕПОДАВАНИЯ ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОГО ИНОСТРАННОГО ЯЗЫКА В ВУЗЕ (С ИСПОЛЬЗОВАНИЕМ ПРИМЕРОВ ИЗ ПРОФЕССИОНАЛЬНОГО ЯЗЫКА МЕДИКОВ)

Abstract

The given article dwells on the fact that the complicity of foreign language teaching in non-linguistic higher schools demands usage of a whole range of actual teaching methods. The goal of the article is presentation of pioneering methodological ways of teaching which make it possible to realize the main tasks of teaching. Achievements of the foreign specialists in teaching methods -М. Monteiro, K. Munsberg, H. Funk – have been used as the basic material of the article. The author applies the method of modelling and analysis of speech patterns and situations as well as practical methods of experience and observation. Taking into consideration terminological abundance of special texts, their high structuredness and complex morphological and syntactical structure it is reasonable to draw the students’ attention in the process of making utterances or written statements to the following specific features of the professional language: - preferential usage of passive voice or constructions substituting the passive voice; - frequent usage of complex polystem nouns (as typical feature of the German scientific discourse) or phrasal verbs (in English language); - abundance of compound and complex sentences, clauses, parentheses and extended attributive constructions. Classes in profession-oriented foreign language should be based on competence and skills laid and trained in the course of ordinary foreign language class, particularly knowledge of phonetics, spelling and grammar rules. It is stressed that out of the four types of speech activities audition presents the main complication for learners. Here effective assistance in developing aural perception skills can be given through audio- and video materials in which repetition of particular passages of oral text is provided or there are supplements with printed script word-for-word translation of the records. Special attention is paid to developing skills of oral formation of a professional text. Teachers are recommended to carry out research of discourse-analytical structure of lectures, seminars and exams in order to provide assistance to the students in detailed analysis of actions and linguistic behaviour forms of speakers. The technique is aimed at mastering the communicative organization, typical of cognitive structures of the speciality under study. As effective strategies of oral speech training, paraphrasing and restructuring utterances/statements, practicing such scientific genres as reasoning, advancing arguments, summarizing, structuring the material with the help of all available tables and diagrams have been suggested. Special attention is drawn to fixing the educational content in learners’ memory. The role of context and associative ties in the process of memorizing is emphasized. Among effective techniques that promote long-term fixation of information in memory, there are described a technique of new vocabulary presentation through semantic fields, a technique of word families structuring as well as a technique of repeated encoding of verbal material by means of video-, audio-sets or kinesthetic sensation. The author concludes that the teaching party must be particularly concerned about the choice of subject problem area as well as its content; moreover, s/ he should be able to attempt his/her own research projects in order to solve particular teaching problems.