CC BY
11Pedagogy
UDC 378.172
doctor of Philology Sciences, full professor Antropova Lyudmila lyinichna
Federal State Budgetary Institution of Higher Education "Nosov Magnitogorsk State Technical University" (Magnitogorsk); candidate of Pedagogical Sciences, assistant professor Lukina Oksana Anatolyevna
Federal State Budgetary Institution of Higher Education "Nosov Magnitogorsk State Technical University" (Magnitogorsk); candidate of Pedagogical Sciences, assistant professor Gasanenko Elena Aleksandrovna
Federal State Budgetary Institution of Higher Education "Nosov Magnitogorsk State Technical University" (Magnitogorsk)
TECHNICAL UNIVERSITY STUDENTS' DISCURSIVE COMPETENCE DEVELOPMENT WITHIN THE FRAMEWORK OF PROFESSIONALLY ORIENTED COMMUNICATION IN ENGLISH
Annotation. The article is aimed at solving the problem of developing the discursive competence of technical university students within the framework of professional-oriented communication in English, related to the new trends of humanitarization of the educational paradigm in modern Russia, Professional competence and professional culture of technical university students are the necessary conditions for their successful professional activities. The article deals with the process of formation of discursive competence and defines the ways to enhance the effectiveness of language education of technical university students. The authors investigate discursive competence as a means, contributing to the effective teaching of professionally-oriented foreign language communication of technical university students.
Keywords: discursive competence, technical university students, professional competences, technical university, language education, the English language.
Аннотация. Статья направлена на решение проблемы развития дискурсивной компетенции студентов технического вуза в рамках профессионально-ориентированной коммуникации на английском языке, связанной с новыми тенденциями гуманитаризации образовательной парадигмы современной России, Профессиональные компетенции и профессиональная культура студентов технического вуза являются необходимыми условиями его успешной профессиональной деятельности. В статье рассматривается процесс формирования дискурсивной компетенции и определяются способы повышения эффективности языкового образования студентов технического вуза. Авторами исследуются дискурсивная компетенция как средство, способствующее эффективному обучению профессионально-ориентированному иноязычному общению студентов технического вуза.
Ключевые слова: дискурсивная компетенция, студенты технического вуза, профессиональные компетенции, технический вуз, языковое образование, английский язык.
Introduction. In the context of international integration and information exchange, engineering specialists, in addition to traditional methods of developing discourse competence, need innovative technologies, the use of which allows students of a technical university to exchange professional information more effectively within the educational process. Such a tool is professionally oriented discourse competence, which has become the subject of research for many scientists. It is known that the main tasks of the teacher are the selection and organization of educational materials, the preparation of effective curricula and plans aimed at obtaining the desired learning outcomes, supporting the motivation of students, their efforts and efforts. By selecting certain teaching materials in a foreign language for the course content, teachers or course developers thereby express their ideas, views on teaching the English language and teaching methods. The setting of the goal of the practical activity in accordance with the discourse competencies to a greater extent affects the choice of educational and methodological material. With the development of the discursive competence of students of a technical university, the teacher sets the goal of consolidating communication skills, includes in the lesson various exercises that simulate the practice of communication in the language: business games; thematic dialogues; drawing up instructions; reports; presentations and discussions.
The development of students' discursive competence within the framework of linguistic education is an urgent linguodidactic task of practical importance in the organization of students' educational and cognitive activities.
The purpose of the article. The purpose of the article is to present compelling arguments for the need to develop the discourse competence of technical university students in the framework of language education. The formation of discourse competence is an urgent linguodidactic task of practical importance in the organization of educational and cognitive activities of students.
Presentation of the main material of the article. The effectiveness and success of the technical university students' future professional activity are impossible without the developed discourse competence. When forming the discourse competence, it is necessary to take into account the importance of modernizing the educational materials content and the use of innovative approaches in linguodidactics and modern pedagogical technologies. Discursive competence is understood as a system of knowledge or a set of rules for organizing thematic information. It is implemented in communication and in most cases it is universal for different cultural communities, as well as a system of competencies, the possession of which enables technical university students to construct and interpret texts correctly.
In turn, discourse competence is divided into general cultural discourse competence and professionally oriented discourse competence. This study examines professionally oriented discourse competence, with the help of which professional activity content can be reproduced. This type of competence acts as a structural component of professional competence and represents the ability to apply knowledge, skills and abilities in the process of creating and understanding discourses as reality objects in the prosses of professional activities implementation [2].
The concept of discourse as a speech item has linguistic characteristics and extralinguistic parameters that reflect the situation of professional communication and the characteristics of the participants in the process, namely, students of a technical university. Different types of discourses are the main component of the content of foreign language teaching, aimed at the formation of the discursive competence of communicative competence [6].
From the first stage of teaching the English language at a technical university, the specificity of the content of teaching English language communication, which ensures the formation of discursive competence, is determined by various characteristics of communication, such as: psychological, psycholinguistic and linguistic. The choice of methods for the formation of discursive competence in educational situations of mastering the English language by students of a technical university should be based on a number of important factors. These include the general characteristics of the personality of a student at a technical university; type of communication situation; the specifics of the implementation of discursive strategies and tactics in specific communicative professionally oriented situations that reproduce real situations of professional communication. Discursive competence is considered as the sum of knowledge, which serves as a kind of guide to the subsequent speech behavior and communication that students need in their professional activities [8].
The term is based on the discourse concept as an independent linguistic category that has become world widespread in recent years. Discourse is defined as a complex communicative phenomenon, which, in addition to the text, also includes extralinguistic factors necessary for understanding, namely, knowledge about the general human ideas. Discourse contributed to the revision of the language role and the transition in the analysis of linguistic phenomena from the sentence to the the text, which required a scientific research for new approaches that differ from traditional methods.
In order to form discursive competence it is necessary to take into account a number of basic provisions. Discourse occupies a central place in the system of professional language teaching. Teaching should be preceded by the selection of different discourse types corresponding to the aims and purpuses of higher technical education. It could be development of professional communication skills or image making of the technical specialist [9].
The discourses representing the selected types should correspond to the professional spheres and communicative situations within which the communication activities will take place. Particular professionally oriented discourse should be based on its audiovisual presentation. The most difficult thing in the discursive competence development of technical university students is its formation in the written speech learning process. The discursive competence development in the process of foreign language communicative learning should be carried out in some stages. At the first, introductory stage, technical university students learn how to create and perceive a speech reproduction in an extralinguistic context [3]. Particular attention at this stage should be paid to the strategic and tactical components such as awareness of the subject communicative intention, analysis of the communicative situation, primary planning of the speech reproduction. In the first stage, students may be offered exercises to form the skills that constitute the textual component of discursive competence, text division into paragraphs, sentence organization within a paragraph [5].
The second stage of the learning process offers exercises to form the constructing skills of speech reproduction in accordance with linguistic norms textual characteristics are considered. The third stage of the learning process is devoted to the complex and creative application of the acquired knowledge and formed skills and competences. At this level, discursive competence is considered as a holistic ability to construct a speech utterance in a certain communicative situation.
Discursive skills in oral speech represent technical university students' abilities to logically and coherently organize their own statement in accordance with the grammatical and phonetic structure of the English language, with their own vocabulary. The formation of a discursive competence in the field of oral communication has its own specifics. The development of the discursive competence is possible when performing receptive-analytical, reproductive exercises, annotation and abstract translation and productive exercises to form skills of all structural components of discursive competence [13].
It is necessary to distinguish stages of discursive competence development which reflects different degrees of technical university students' readiness to carry out communicative activity. The fist stage is an elementary stage of the discursive component development. At this stage technical university students are not able to solve cognitive-communicative tasks, they have insufficient level of lexical units and mechanisms of the statement construction are not formed.
At the second reproductive stage, which is characterized by the ability to solve the set cognitive-communicative training tasks in cooperation with the teacher's instruction or in a group, technical university students gain more extensive knowledge. At the third research stage technical university students demonstrate a stable need for cognitive activity and skills of linguistic systematization, speech and other means, as well as conscious management of these means to ensure coherence, logic, consistency of a statement.
The last creative stage implies that technical university students have a developed need for conscious organization of their speech communication, taking into account the available linguistic means, communicative situation, context and personality features of the communication partner. At this stage the task can be set by the teacher, at the same time original ways of its solution are chosen, and the created discourses are focused on professional interaction and communication.
On the basis of the educational practice analysis we came to the conclusion that the discursive competence development mbi more effective if the reflexive organization of educational and cognitive activity techniques are used in the educational process and they are realized in stages. The first stage includes psychological and didactic trainings aimed at developing communication skills and professional activities; development of curriculum documentation and training materials; studying the labor market and social partnership in professional education.
The second stage includes obtaining knowledge from various information sources, when the teacher acts as a consultant or a manager of the educational process; basing education on the active position of thecnical university students; ensuring interdisciplinary nature of education and the use of real-world tasks; connection of education with research activities.
At the final stage the choice and assimilation of the education content on the basis of individualization and differentiation of training takes place. The methods of reflexive organization of technical university students' learning and cognitive activity have been developed taking into account the peculiarities of theoretical and practical teaching. The main difficulty in the development of discursive competence is the difficulty of transferring mastered skills to real professional situations.
Therefore, in order to increase the efficiency of technical university students' language transfer, the organization of their activities, on the one hand, should ensure personal development and on the other hand, it should be connected with technical university students' behavior in their professional field. This task will be solved by organizing technical university students' learning and cognitive activities carried out during the class time activities. Some researchers believe that the main disadvantage of the traditional teaching system is that the student remains a passive learning object. For technical university students to become an active learning object, it is necessary to develop discursive competence and cognitive activity, as well as to use different forms and methods of teaching.
Conclusions. Thus, the development of discursive competence in the professionally oriented study of the English language is aimed at its practical application in the field of professional communication. However, like any other aspect of teaching, this aspect is based on the nature of the language knowledge, on the basic methods and forms of teaching and learning. And the combination of traditional teaching methods and new technologies, including the use of a virtual environment to support students' motivation, is now becoming one of the most productive approaches in the field of language learning. Critical comprehension of the studied material by students contributes to the formation of the language skills and abilities necessary for them, forms linguistic, socio-cultural, communicative, as well as professional competencies. Linguodidactic possibilities of developing discursive competence in professional language education are determined by its universal nature: discursive skills are applicable in all areas of human activity. Its specifics contribute to the reflection forming at the level of habitual internal action, which is extremely necessary for a specialist of a technical profile, and more over it is an indicator of a mature personality with a high level of professional self-consciousness. In such a context, the discursive competence is an important element of universal competences representing the unity of theoretical and practical readiness and ability of technical university students to carry out learning and cognitive activities to form foreign language discursive competence.
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Педагогика
УДК 37.013.46:378
кандидат педагогических наук, старший преподаватель кафедры общевоенных дисциплин Анцупов Игорь Сергеевич
Краснодарское высшее военное авиационное училище лётчиков имени Героя Советского Союза Анатолия Константиновича Серова (г. Краснодар); преподаватель кафедры общевоенных дисциплин Бережной Николай Александрович Краснодарское высшее военное авиационное училище лётчиков имени Героя Советского Союза Анатолия Константиновича Серова (г. Краснодар); курсовой офицер-преподаватель Артенян Валерий Армаисович Краснодарское высшее военное авиационное училище лётчиков имени Героя Советского Союза Анатолия Константиновича Серова (г. Краснодар)
О ПРОБЛЕМЕ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ КОМЕТЕНЦИЙ В ИНЖЕНЕРНО-ТЕХНОЛОГИЧЕСКОМ ОБРАЗОВАНИИ В КОНТЕКСТЕ СОВРЕМЕННЫХ РЕАЛИЙ
Аннотация. В статье рассматривается проблема подготовки инженеров новой формации, соответствующей реалиям и ожиданиям современного производства, для которого характерно постоянные изменения под влиянием комплекса факторов и условий постиндустриального общества, требует теоретического осмысления и определения реальных проблем, от решения которых во многом зависит успех инженерного образования в высших учебных заведениях.
Ключевые слова: инженерно-техническое образование, надпрофессиональные навыки, технологическая культура, структурная модель технологической культуры, обучение, научение.
Annotation. The article deals with the problem of training engineers of a new formation corresponding to the realities and expectations of modern production, which is characterized by constant changes under the influence of a complex of factors and conditions of post-industrial society, requires theoretical understanding and definition of real problems, the solution of which largely depends on the success of engineering education in higher educational institutions.
Keywords: engineering and technical education, supra-professional skills, technological culture, structural model of technological culture, training, learning.
Введение. В настоящее время очевиден проблемный момент, связанный с тем, что Россию ждет дефицит специалистов, способных выполнять и аналитическую и творческую работу одновременно, импровизировать, самостоятельно принимать решения. По представленным в ряде исследований прогностических моделях, к 2025 году нехватка таких кадров может достигнуть порядка 10 миллионов человек. В некоторых экспертных заключениях из научных исследований последнего десятилетия, посвященных данной проблеме, представлены выводы о том, что не получило подтверждения предположение о высоком неудовлетворенном спросе на специалистов в области техники и технологии.
Сегодня весьма остро в академическом сообществе ставится проблема не только формирования надпрофессиональных навыков, но и их учета, восприятия в образовании. Возникает достаточно противоречивое понимание эффективной подготовки обучающихся еще в стенах общеобразовательных школ и конструктивной преемственности с наполнением содержательной части педагогического процесса в вузах, особенно реализующих инженерно-техническую подготовку.
Парадигма новых профессий диктует необходимость развития таких надпрофессиональных навыков, как: экологическое и системное мышление, навыки межотраслевой коммуникации и управления проектами, бережливого производства и клиент-ориентированности, мультиязычности и мульти-культурности, работа с людьми и в условиях неопределенности, навыки художественного творчества и программирования, навыки деятельности в области робототехники и искусственного интеллекта. Различные комбинации этих навыков позволяют сформировать готовность и способность человека выполнять сложные профессиональные задачи в востребованных сегодня на рынке труда профессиях.
Если в 2015 году спектр востребованных профессий был представлен порядка 186 наименованиями из 25 отраслей, то в настоящее время это уже 27 отраслей и практически удвоенный список профессий из 342 наименований. Термин «навык»
