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Л.Н. Гумилев атындағы ЕҰУ Хабаршысы
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| Л.Н. Гумилев атындағы ЕҰУ Хабаршысы
136 Current situation of higher education withthe emerging trends in its development sets forward new demands for the professional training and personal qualities of a graduate. The most significant are: deep professional knowledge and skills, the ability to be flexible in its use, initiative, sociability, creativity, commitment for continuous self-development. The competitiveness of a modern specialist is determined not only by his high qualification in the professional sphere, but also by the willingness to solve his pro- fessional problems in terms of foreign language communication. In this regard, State educational standard of higher professional education requires consideration of vocational specificity while learning a foreign language, its focusing on the future professional activity of the graduates. Linguistic knowledge allows high school graduates to be aware of all the newthings published in his professional field, supplying him with the achievements in the world of law, promoting to use them in their practice. Thus, the discipline “Foreign language” being integrative in its objectives and interdisciplinary in content is intended to expand the educational horizons of the students, the socialization of the future professionals preparing them for living in a multiethnic and multicultural world. The aim ofteaching foreign language with the law students should be achieved by thelevel that would be sufficient for practical use in their future career. Professionally oriented training provides professional direction not only of the content of the training materials, but also it is an activity, which forms their pro- fessional skills. It is already not enough for a modern graduate to be able to read and translate professional texts, but also to be able to use a foreign language in its various spheres of communication [2]. Professionally oriented communication can occur in formal and informal settings, in conversations with foreign colleagues, presentations at meetings, conferences, collective discussions, writing business letters and e-mails.Therefore, learning a foreign language should be professional and communicatively directed. It is necessary to define clear aims inteaching foreign language for non-linguist-students. Students ‘ interest in the subject is enhanced when they have a clear idea of the prospects for the use of their knowledge and when these skills in the future would be able to increase their chances of success in any activity. Teaching professionally oriented foreign language at legal education institution includes components such as learning a foreign language as means of mastering a profession and as means of professional communication. If we talk about the necessity of learning foreign languages in the framework of higher professional education, it is important to convey to students the idea that knowledge of the foreign lan- guages as well as the inability to use them lead to their professional language incompetence. In addition, foreign language becomes an instrument of self-education of the future specialist, who greatly increases his chances. Foreign language becomes a kind of key for the professional success of modern specialists [3]. Traditionally, teaching foreign languages at non-linguistic institution is focused on reading, understand- ing, translating special texts andstudying syntax problems of scientific style. Nowadays, the emphasis of teachingtransfers to the development of the speech communication on professional topics and scientific discussions. The most effective is the use of business games as active-educational technologies of teaching professional foreign language communication. Criteria for selecting the materialsfor practicing becomes availability and accessibility, visibility, combination of different exercises,studyinga special text, active uptake and application of the studied materials. Describing the course of a foreign language at our institution, we can distinguish the following main aspects: -educationallymethodical complexes are worked out specifically for teaching students ofa particular specialty and it focuses on language learning tools (grammar, vocabulary, pronunciation and communica- tive functions associated with specific areas of language usewith a particular specialty; - the basic techniques of teaching foreign language is aimed for the development of students’ thinking skills; case-study, tasks for the development strategies of meaningful reading (understanding the com- municative meaning of the foreign text) with the subsequent use of the information extracted from text, to solve communicative tasks,etc.; - it is necessary to take into account the professional needs and personal interests of students (profes- sionally- significant topic and situation used in language teaching, authentic tasks, problem texts, raising urgent issues related to future professional legal activities, etc.) promotes motivation for learning a foreign language [4]. We should notforget that the rate of teaching foreign language is interdisciplinary in nature and involves along the formation of foreign language communicative development (key) competencies required in the |