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trade, cooperation and business. The development of modern IT technologies not
only contributes to the development of a foreign language, but also emphasizes
its relevance [6, p. 47].
The increase in information and communication resources in language pro-
fessional training contributes to the formation of a foreign language to be a real
means of communication between future specialists and foreign-language col-
leagues. When implementing a functional-communicative approach, specially-
oriented types of speech activity are developed with the aim of mastering a foreign
language in line with the specifics of a future profession within the framework of
developing the professional competence of students. Attracting a socio-cultural
approach means the cultural development of a future young specialist, contrib-
uting to building successful business activity in the proposed conditions of inter-
cultural communication, and an indicator of the presence of such ability is an in-
tercultural competence, complementing the professional one from the position of
inter-lingual, language-oriented professional communication in the framework of
effective professional activities [9].
Functional-communicative, socio-cultural approaches and IT modern tech-
nologies involved in the formation of professionally oriented competence are fo-
cused on the student’s personal characteristics, self-improvement, and develop-
ment of the individual creative potential [5, p. 408].
Specially oriented language training in the framework of non-linguistic
technical, economic and other specialties gives students the opportunity to act in
the future as a mediator between different languages and cultures in business and
socio-cultural spheres, that is, it becomes a kind of tool for the formation of social
mobility, activity and adaptability of a young specialist’s consciousness.
To accomplish such a task of social adaptation and professional self-reali-
zation, it is necessary to use an interdisciplinary approach in teaching foreign lan-
guage for professional purposes, which is a coordinated, equivalent, mutually
contributing interplay of educational disciplines, combined by one whole educa-
tional and didactic system.
Such an implementation of interdisciplinary relations provides the basis for
the formation of communicative and professional competencies, which in turn be-
comes the key to high-quality teaching of a foreign language in non-linguistic
specialties [1]. For example, when creating a work program with foreign language
for professional purposes teaching, it should be noted that the use of a foreign
language of a specialty helps to improve the professional competence of a future
specialist, namely, broadens the horizons in the process of obtaining information
in a foreign language and, accordingly, improves the quality and level of business
or industrial sphere of communication.
Professionally-oriented language education in the conditions of a non-lan-
guage educational environment is the process of developing the ability to: use an
additional foreign language as a communication tool in the field of professional
activity, taking into account its non-language specificity; recognize a foreign lan-
guage professional culture; to build an adequate thought-out tolerant dialogue
32
with participants in the inter-lingual process of communication [7, p. 94]. The
implementation of intercultural competence presupposes the ability, of students,
to maintain a communicative interaction in order to realize certain personal and
professional intentions in reality, cooperate calmly within the framework of di-
verse situational communication. So, it is necessary to form in future specialists
the ability to put into practice a foreign language interpretation of the linguistic
picture of the world and specialty with a further direct and easy access into the
open information and communication space of professional activities. The process
of combining the perception of the world fragments through linguistically de-
signed language of the specialty is happening by means of a foreign language as
a speech tool for a fragmented expression of the original native and newly emerg-
ing, re-cognizable linguistic worldview and the specialty itself within a large com-
municatively designed space of modern reality [4].
Thus, linguistic education in the conditions of a non-linguistic university
acts as an important instrument for the successful functioning of a person in a
multilingual and multicultural community of people. In the era of the development
of information technologies leading to the modernization of both global and Rus-
sian education, it is necessary to develop new effective principles for the for-
mation and effective coordinated implementation of communicative-language
and professional competencies for foreign language for professional purposes in
non-linguistic specialties and areas.
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