Foreign language as a tool of communicative competency development of future teachers of technical disciplines

Abstract

Based on the analysis psychological and pedagogical works, the article attempted to define the concept
“foreign language professional competence” in the context of modern higher technological education, as a
dynamic, integrative, important characters of future teachers of technical disciplines, that are enabling them
to realize successful professional contacts at the resolving of technical problems and communication
situations in professional activities, and consists of motive-value - based (the presence of positive attitude
towards processes of intercultural professional exchange, is expressed through a willingness to keep activity
of communicative professional experience, directed to solving the technical problem), cognitive (foreign
language skills, as well as the understanding of sociocultural, sociolinguistic nature of a language to deal
with professional communicative tasks), action (implementation of activities, which aims at intercultural
professional communicative interaction in order to gain and complete communicative experience),
reflexively – estimating (autonomous assessment of the achievements of communicative professional
activities and improvement of obtained communicative experience) components.
The author underlines core competency (linguistic, communicative, and pragmatic) that made up
structurally substantive model of foreign language professional competence of future teachers of technical
disciplines; highlights, that destination, substantive, procedurally technological and productive components
are considered as key structural part of model for of foreign language professional competence development
of technical expertise. The article specifies conditions that foster foreign language professional competence
development of students in the training process of a foreign language in high technical schools. According to
analysis of theoretical presentations, university practice, it also determines that process of foreign language
professional competence development of technical expertise has a number of phases, following one after
another; claimed that dynamics of foreign language professional competence development is realized in this
sequence: from development of linguistic, communicative, and sociocultural competency towards foreign
language professional competence development and then to the development phase of professionalism of
additional language personality of future teachers of technical disciplines.

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