Научный журнал
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| competence that will allow university graduates to successfully communicate with
speakers of another language and culture in the language of international communication in the logic of a modern scientific worldview, national values and norms of behavior in the conditions of globalization, and also correctly choose methods of verbal and non-verbal communication [5]. Investigating the foreign-language professional communicative competence as one of the components of the general system of forming the professional competence of future specialists in the natural sciences, it is important to note that as a part of the system, the competence has a certain structure. Attempts to determine the structure of the investigated competence were undertaken by such researchers as I. L. Bim, N. D. Galskova, G. V. Elizarova, N. I. Chernykh, M. N. Novoselov and others. When analyzing the category of «foreign-language professional communicative competence», it is possible to distinguish three main components in its structure: communicative, professional, and research. As for the first component of the foreign professional communicative competence, communicative competence, D. Hymes understands it as the participant’s awareness of the situational appropriateness of the language, believes that the mastery of the language implies not only knowledge of grammatical rules and possession of one or another lexically, but also knowledge and correct application of the social conditions for their use [6, 1237]. The second component is the professional one. The professional component is understood as «a personal psychological neoplasm including, along with cognitive and behavioral aspects, a long-term readiness for professional activity as an integrative property of the personality... It provides the opportunity to set significant goals, to risk, flexibly, creatively approach the solution of the problem and get the result» [7]. The foreign-language professional communicative competence also includes readiness for research activities in a foreign language, which, in our opinion, can be correlated with the category of the research competence [8]. However, as I. A. Zimnaya, «inclusion into this activity (especially at the first, the main stage of higher professional education – bachelor’s degree) remains a difficult problem to be solved» [9]. Analysis of the correspondence of the structure of the foreign-language professional communicative competence to the requirements of the State educational standard of 384 385 Вестник ПГУ, ISSN 1811-1831 Серия Педагогическая № 1. 2018 ПМУ Хабаршысы, ISSN 1811-1831 Педагогикалық сериясы № 1. 2018 higher professional education allows us to clarify the concept of «foreign-language professional communicative competence». The foreign-language professional communicative competence is a competence formed by the disciplines of the subject, psychological and pedagogical blocks of the obligatory and selective components of the professional cycle, supplemented by specialized courses of research and professional orientation in the process of foreign- language education, which together with the communicative, professional and research components in its structure includes in addition to cognitive and behavioral aspects for a long time belt willingness and ability to conduct a successful professional and research activities in a foreign language. M. A. Khusainova believes that foreign-language professional training consists of the formation of such communicative skills that would allow establishing and maintaining professional contacts in a foreign language in various spheres and situations. Under the sphere of communication is understood a set of homogeneous communicative situations characterized by the same type of speech stimulus, relations between communicants and the situation of communication [10, 13]. Thus, foreign-language professional communicative competence is formed directly in conditions of foreign-language professional training. Language training, taking into account the professional orientation, requires a new approach to the selection of content. It should reflect the latest achievements in this or that area of professional activity, scientific achievements in areas directly related to the professional interests of students, provide them with the opportunity for continuous professional growth. The selection of content is intended to contribute to a multi-faceted and integral formation of the personality of the future specialist, preparation for professional activity. In the professionally-oriented teaching of a foreign language, the following structural elements can be distinguished (see Diagram 1): Diagram 1 – Structural elements of professionally-oriented foreign-language teaching 1 Communicative skills on the types of speech activity (speaking, listening, reading, writing) on the basis of general and professional vocabulary. The ultimate goal of professionally-oriented teaching of oral speech is the development of the ability to conduct a conversation, to exchange purposefully information of a professional nature on a certain topic, the development of the skills to create different genres of monologic texts (telling professional information, presentation, expanded statements during discussion, preparation, and without it). The goal of professionally-oriented teaching of listening is the formation of the skills of perception and understanding of the interlocutor’s statement in a foreign language, generated in a monologue form or in the process of dialogue in accordance with a certain real professional sphere, situation. The result of teaching reading is the development of the ability to own all kinds of reading publications of different functional styles and genres, including special literature. The ultimate goal of teaching writing is to develop the skills of professional written communication, manifested in the skills of abstracting, annotating, and translating professionally meaningful text from a foreign language into one’s own language and from one’s own language into a foreign language. 2 Language skills, which include knowledge of phonetic phenomena, grammatical rules, word formation rules, possession of lexical units and professional terminology. 3 Sociocultural knowledge, as N. D. Galskova considers, aims to familiarize learners not only with a foreign language as a new way of verbal communication, but also with the culture of the people speaking the language they are studying. 4 Learning skills, rational methods of mental work, providing a culture of learning the language in the learning environment and a culture of communication with its bearers. |