TO THE QUESTION OF TEACHING A FOREIGN LANGUAGE AT NON-LINGUISTIC FACULTIES OF HIGHER EDUCATION INSTITUTIONS IN THE FRAMEWORK OF ACTIVITY-ORIENTED APPROACH
DOI: 10.23951/1609-624X-2018-8-92-97
This article is a brief analysis of the activity-oriented approach applied to the teaching of a foreign language. In recent years this approach has become increasingly popular in the context of discussions on the formation of public policies in the field of education. Based on the analysis of methodological literature, the concept, structure, principles and advantages of this approach in teaching a professional foreign language are defined. A characteristic feature of this approach is the fact that personal, meta-subject and subject results are achieved by involving students in educational, cognitive, practical and problematic activities aimed at developing and evaluating skills of foreign language self-acquisition, transfer and integration. The article provides examples of the practical application of the methods of this approach in foreign language classes thus facilitating the solution of the problems of narrow didactics in the educational process. The use of this approach in teaching practice allows to demonstrate the students the foreign language potential as an opportunity to expand their linguistic and sociocultural competence. This approach makes it possible to show the possibility of using a professional language in the field of a particular specialty; promotes development along with the linguistic competence in the course of classes in a professionally oriented foreign language, as well as the improvement of social and professional skills.
Keywords: activity-oriented approach, modern methods of teaching foreign languages, self-education, professionally oriented education in a foreign language, the integrity of the learning process
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Issue: 8, 2018
Series of issue: Issue 3
Rubric: TEACHING FOREIGN LANGUAGES AT THE UNIVERSITY
Pages: 92 — 97
Downloads: 1433