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УДК 378.146
СИСТЕМА УПРАЖНЕНИЙ ПРИ ОБУЧЕНИИ ИНОЯЗЫЧНОМУ ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОМУ ЧТЕНИЮ СТУДЕНТОВ НЕЯЗЫКОВЫХ ВУЗОВ
С.В. Антонова, С.К. Войнатовская, С. Севинч
Аннотация. В высших учебных заведениях язык для специальных целей (LSP) играет важную роль, поскольку глобализация в мире требует профессионалов и специалистов в различных областях, которые могли бы успешно общаться на иностранных языках. Иностранный язык для специальных целей означает тот тип изучения языка, который фокусируется на языковых аспектах, относящихся к конкретной области человеческой деятельности. LSP в неязыковом вузе следует рассматривать как средство профессионального общения при овладении специальностью.
Упражнения играют важную роль в изучении иностранного языка. Определение их значимости в работе с профессионально ориентированными текстами и создание рациональной системы упражнений являются центральными задачами при обучении иностранным языкам. Исходя из анализа научной и научно-методической литературы, нами была разработана система упражнений по чтению профессионально ориентированных текстов на английском языке для студентов 1-2 курсов факультета ветеринарной медицины. Предложенная система упражнений отражает профессиональную иноязычную направленность обучения и предполагает, что студенты будут использовать английский язык для решения практических и коммуникативных задач по профилю своей специальности.
Ключевые слова: иностранный язык, обучение LSP, профессионально ориентированное чтение, три основных этапа в процессе обучения, система упражнений.
THE SYSTEM OF EXERCISES IN TEACHING OF PROFESSIONALLY ORIENTED READING
S. Antonova, S. Voynatovskaya, S. Sevin?
Abstract. Modern reality requires of graduates in higher education institutions not only to have a high level in a foreign language proficiency, but also deep knowledge of professional terminology in order to cooperate with foreign partners, work with international contracts and freely communicate in a professional environment. Therefore, an urgent task of the learning process is not only the mastering the terminology of their specialty, but also an active and proper use of them in practice.
Moreover, the expansion of international contacts creates favorable conditions for the discipline "Language for specific purposes" in higher education. In this regard, the topical question is to improve the quality of the educational process in this discipline and to search for new, more effective teaching methods and ways of professionally oriented reading.
Keywords: foreign language, LSP teaching, professionally oriented reading, three main stages in the learning process, a system of exercises.
Introduction. Modern tendencies of the society development and the integration of the Russian Federation into the European community determine the necessity to achieve the European standards level in specialists training. Participation of Russian higher education institutions in implementation of the Bologna Process gives great advantages in developing world interaction prospects in science and education. The involvement in the international educational system demands a high level in languages education. In the context of foreign languages teaching actual task is to master the knowledge of the terms of the specialty and to obtain skills and abilities to use the language to perform highly specialized professionally oriented tasks aimed at further communication.
A significant part in the process of foreign languages education belongs to professional-oriented teaching. The professionally oriented approach to the teaching of a foreign language in higher educational institutions provides for the formation of the students ability to communicate in specific professional, business, scientific areas and situations, taking into account the special features of professional thinking. Professional-oriented teaching is the learning, based on the students needs in the study of a foreign language, determined by the characteristics of their future profession activity. It means the combination of mastering a professionally oriented foreign language with the development of the personal qualities of students, the cultural knowledge of the target-language country and the special skills obtaining
based on professional and linguistic knowledge. Professional-oriented teaching of a foreign language is now recognized as a priority in modern education in Russia.
The process of foreign language professionally oriented teaching. The subject "Foreign Language for Specific Purposes (LSP)" is introduced in the curriculum to assist the students in discovering and practice the types of language they need to meet their specific professional goals. Language for Specific Purposes in universities helps to solve the task of personal growth, to ensure knowledge acquisition in professional field and develop the communicative abilities.
The essence of LSP teaching is the combination of the special disciplines with the linguistic knowledge and the formation of students professionally skills. The process of foreign language professionally oriented teaching will be more effective under the following conditions:
- the selection of the syllabus for professionally oriented foreign language communication will be performed on a situational and thematic basis;
- the use of authentic texts with regard of the linguistic, methodological, cultural parameters and principles of teaching professionally oriented foreign language communication;
- the use of exercises and techniques aimed at the development and formation of students professional competence.
The process of foreign language professionally oriented teaching is considered as a learning system aimed at the implementation of the mechanism of students language training in non-linguistic universities. It involves the scientific substantiation of learning objectives, selection and syllabus structuring in languages teaching, training methods choice, monitoring of learning results and its correction.
We have highlighted three main stages in the learning process. The first stage is the formation period of foreign language elementary literacy. At this stage students have to master the professionally important language materials and special speech skills.
The second stage is a purposeful language training and mastering the professional language communication. It is aimed at the development of foreign language professional literacy, mastering the extralinguistic information, the socio-cultural knowledge, and the system of special speech skills that allow you to communicate freely with a person.
The third stage is the stage of active immersion in the professional language environment. It is characterized by a high level of basic competencies and developed speaking skills.
We have interviewed more than 100 students of the Ulyanovsk State Agrarian University (Russia) to identify effectiveness of foreign language professionally-oriented teaching.The questionnaire contained 17 questions with three answers.
Here are some questions with answers.
The first question. What place does English have in the list of studied subjects? 89% gave the English language 2nd and 3rd place.
The second question. Are you satisfied with educational process of LSP at University? 82% of students said they were satisfied with it.
The third question. Are you interested in learning English when it is directly related to your future professional activity? 68% of respondents answered -yes.
The forth question. What topics are the most interesting for you? 67% of respondents prefer topics related to the future profession.
The fifth question. Does your knowledge of the specialty help you to read and translate texts? 73% of respondents gave positive answers.
The sixth question. Does your knowledge of the specialty help you to read and translate texts in scientific journals and "Vestnik of Ulyanovsk state agricultural academy"? 63% chose the "yes" answers.
The obtained data have shown that the students are interested in working with professionally oriented texts; they understand that they need a foreign language for their future professional activities. In this context the teachers face with the task of integrating a foreign language with special disciplines in order to the students get additional professional knowledge. As the goal of teaching foreign languages in agrarian universities is to reach a high practical speaking level, the students read scientific journals, for example, Research in: Agricultural & Veterinary Sciences, The European Journal of Economics and Management Sciences, Vestnik of Ulyanovsk state agricultural academy, Advances in Biology & Earth Sciences in the classroom.
System of exercises to work on professionally oriented texts. To work on professionally oriented texts we have developed a system of exercises. This system includes three types of exercises:
Pre-reading exercises. Pre-reading exercises help students to understand the meanings of new words and grammatical phenomena and train in their use. They remove possible socio-cultural difficulties of the text. All pre-reading exercises are student-centered that's why they are successful.
Pre-reading activities include: scan through the text once again, find the sentences containing... and state their function. Translate the sentences into Russian, playing attention to.; define the tense of the predicates in the sentences. Explain the use of the
tenses; fill in the gaps with the correct words; read the text and write down all the words to animals' diseases and their symptoms; read the text and look for the words meaning; choose appropriate words translation; read the following words paying attention to the pronunciation; before reading the text answers the questions.
While-Reading exercises. These exercises help students to understand the specific content and to perceive the rhetorical structure of the text (Celce-Murcia, 1991).
These are while - reading exercises: scan the text to extract the information which the tasks demand; find out if the sentences are false or true; read the first and the last sentences of each paragraph and guess what the text is about.
Post - reading exercises. Such exercises are more concerned with summing up the content of the text and investigation into the writer's opinion. These exercises teach to discuss and analyze texsts, argue and express a point of view.
The examples: find the most important sentence in each paragraph; match each sentence with the correct paragraph; in every paragraph find the sentences which express the main point of the text; make up an outline of the text and retell it; how can you characterize ...; read and translate the text and sum it up; read the text and say what new information you have learned.
Here are the examples of some professionally oriented reading activities. We have used the authentic text about animal diseases.
I. Read and translate the text.
II. Give the Russian for: is identified as, sponge, some animal diseases, secure, to transmit, influence, ability to, to reduce, a treatment plan, condition, treatment, bloat in ruminants, to classify a disease, the first sign, are caused by, prevention of animal diseases, gastritis, surgery, inhale, infections, a common cause.
III. Complete the sentences acording to the text:
1. Animal disease is identified.
2. ... a surgeon examines an animal.
3. ... help animals live healthy.
4. Some animals can fall ill.
5. Animals diseases influence...
6. .gives the problems.
IV. Give the definition for:
Disorder, a surgeon, disease, infection, treatment, virus
1. Is a kind of germ which can cause disease.
2. Is a problem or illness which affects a person's or animal's body.
3. Is someone who performs surgery.
4. Is medical attention given to a sick or injured person or animal.
5. Is a deases that caused by germs.
6. Can be transmitted to people.
V. Fill the following words in the table.
Atopic dermatitis, an outbreak, flea allergy, contagious, diseased eyes, anal gland, tetanus, ear canker, influenza, fever, pain, brucellosis, lameness, abortion, undulant fever, fungus, saliva, ringworm, tuberculosis, infectious, exhaustion, rabies, cholera, weight loss, calving, paralysis, sporadic, to distinguish, swelling, acute, blackleg, plague, swine dysentery, erysipelas
Diseases Symptoms
VI. What words in the text describe the actions of a veterinarian?
VII. Answer the questions given below.
1. What is disease and how can it affect the animals' health? 2. How can animal diseases be classified? 3. What do bacteria or a virus cause in animals? 4. How can a disease be identified by a veterinarian? 5. What includes the history of the animal? 6. What are the actions of a veterinarian when the disease is identified?
As a result, we can suggest that this system of exercises develops students' reading skills.
Conclusion. Most foreign language teachers view reading as interactive. They can encourage students to use more effective activities and get information while professionally oriented reading. It is also important to remember that the goal of it is to understand the texts and to be able to learn from them.
The exercises implemented in LSP teaching can be divided into several groups depending on the stages of reading such as pre-reading, while reading and post - reading exersises.
References:
1. Armbruster, B., Anderson, T. H., & Ostertag, J. (1987). 'Does text structure/summarization instruction facilitate learning from expository text?' Reading Research Quarterly/ - Pp. 331.
2. Carrell, P.L. (1987). 'Content and formal schemata in ESL reading.' TESOL Quarterly, 21, 461.
3. Celce-Murcia, M. (1991). Teaching English as a second or foreign language. New York: Newbury House.
4. SevinQ S., Bal,G., Bulgun, E. (2013). Visual design using genetic programming. Vestnik of Ulyanovsk state agricultural academy, 1 (21), 2013.
5. Toprak Elif Leyla, Almacioglu Gamze. Three
Reading Phases and Their Applications in the Teaching of English as a Foreign Language in Reading Classes with Young Learners. Journal of Language and Linguistic Studies. - Vol. 5. - No.1, April 2009.
Сведения об авторах:
Антонова Светлана Викторовна (г. Ульяновск, Россия), доцент кафедры иностранных языков, ФГБОУ ВО «Ульяновский государственный аграрный университет им. П.А. Столыпина», e-mail: svicantonova@yandex.ru
Войнатовская Светлана Константиновна (г. Ульяновск, Россия), доцент кафедры иностранных языков, ФГБОУ ВО «Ульяновский государственный аграрный университет им. П.А. Столыпина», e-mail: voj-svetlana@yandex.ru
Севинч Сулейман (г. Измир, Турция), профессор факультета компьютерных технологий, Университет Докуз Эйюль, e-mail: suleyman.sevinc@deu.edu.tr
Data about the authors:
S. Antonova (Ulyanovsk, Russia), Associate Professor of the Foreign Languages Chair, Ulyanovsk State Agrarian University named after P. Stolypin, e-mail: svicantonova@yandex.ru
S. Voynatovskaya (Ulyanovsk, Russia), Associate Professor of the Foreign Languages Chair, Ulyanovsk State Agrarian University named after P. Stolypin, e-mail: voj-svetlana@yandex.ru
S. Seving (Izmir, Turkey), Professor, Department of Computer Engineering Dokuz Eylul University Izmir, e-mail: suleyman.sevinc@deu.edu.tr
