Teaching foreign language professionally oriented vocabulary as a means of formation and development students’ intercultural communicative competence

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Teaching foreign language professionally oriented vocabulary as a means of formation and development students' intercultural communicative competence

Abilchanova Zhibek Kenzhekhankyzy Leading Academy of Architecture and Civil Engineering

Kazakhstan, Almaty

Abstract

The article is considered teaching foreign language professionally oriented vocabulary as a means of formation and development students' intercultural communicative competence. The article is devoted to the means and methods of teaching foreign language vocabulary and considered the theoretical basis, exercises and their application in the educational process, where 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.

Keywords: intercultural communicative competence, foreign vocabulary, exercise, professionally-oriented foreign vocabulary

In the President's message «Strategy» Kazakhstan-2050?: a new policy of established state» N.A. Nazarbayev said: «A strong state is not involved in politics of survival and planning policy but in sustainable development and economic growth.» «Only on the basis of a high level of education can be carried out economic restructuring, modernization of production, creates the conditions for dynamic development of our state and adequately respond to the challenges of globalization».

Nowadays teachers are reliable receivers of modern trends in education and they actively use such competence as «intercultural communicative competence» which reflected a clear link of important concepts of modern education «language -- culture -- person» [1]. According to Kunanbaeva S.S. methodology, learning a foreign language and culture are inextricably linked, the acquisition of solid knowledge and skills of foreign speech should be done through the prism of culture of the country of the studied language.

In the context of teaching English 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. Future specialists' knowledge of English is necessary to better perform their duties, free communication with foreign counterparts, both personal and by correspondence or telephone. In addition, the future specialist should be guided freely in the documentation, manuals, specialized and reference books in English.

A significant role in the process of teaching a foreign language to the future experts belongs to vocabulary. Moreover, the systematic accumulation and extending vocabulary are one of the most important tasks while foreign language teaching.

Analysis of the current status of teaching foreign languages shows that the existing vocabulary does not allow students to fully form the necessary intercultural communicative competence. One of the main reasons of weak knowledge of foreign language vocabulary is the lack of developed issues of foreign language teaching methodology. These issues include method of development of lexical skills and the development of an effective system of exercises for vocabulary teaching.

Success of teaching depends on the content of vocabulary: the more words student knows, the more exactly and clearer he expresses his thoughts, the more successful he becomes professionally.

The necessity to further improvement the methods of formation of students' professionally oriented lexical competence quite clearly recognized in the teaching environment. Formation of lexical skills is in the basis of teaching foreign language. According to R.K. Minyar-Beloruchev, under the lexical skills we mean the ability to evoke automatically the word, phrase or sentence from the long-term memory corresponding to communication problem [2].

Before moving to the system of exercises that forms lexical skills, consider the selection specificity of vocabulary and its methodological classification. Working with terminological vocabulary takes a special place in the professionally-communicative teaching, which is a set of terms in a specific branch of production, activity and knowledge. Studying professional vocabulary is one of the most important components in the teaching practice; it is the basis of a special language, being the most dynamic process, when you consider that how quickly there are new professional terms and how the old ones go out of using so fast.

There is a need for terminological dictionary at an advanced stage of study when students go to the reading of the original literature by specialty. In the selection of terms should seek to ensure that the dictionary included the basic terms of professional field. Extending of vocabulary is continuous with abundant reading and doing exercises to ensure the repetition of new vocabulary. In methodological purposes it is necessary to determine the framework of the most relevant foreign language lexical material which is included in the lexical minima and determines communicative importance for studying. Lexical minimum as any language should be a systemic phenomenon, which should focus maximum effort and do as much exercises as possible. teaching educational knowledge

Development of an effective system of exercises and the subsequent active training, according to E.S. Polat, preceded by the selection of various texts in the specialty, taking into account their communicative orientation, selection and activation of lexical and grammatical structures, which creates a preliminary basis for training of speech skills [3].

The lexical material is selected according to the following criteria of selection of lexical units for the formation of lexical minimum: 1) the criterion of frequency; 2) thematic criterion; 3) the criterion of functionality of lexical units; 4) the integration criteria; 5) the criterion of cross-language communication; 6) the criterion of considering the professional spheres of communication.

When analyzing the frequency must be taken into account not only the word drill but all lexical fields, which form the basis of sub-language. We highlight the following lexical fields: common lexis, lexis of general scientific and general technical nature.

Thematic criterion in our modification goes back to the principle of «compliance with the specified theme» in the list of I.V. Rakhmanov. On the basis of this criterion foreign language lexical units are selected by topics that are studied in the framework of foreign language teaching program [4].

In our list of criteria under the criterion of functionality of lexical units we mean the complex of the basic linguistic characteristics of lexical units namely: compatibility, semantic value, stylistic neutrality, drill ability, word-formative value and polysemy. Only the combination of all these criteria into one linguistic criterion of functionality allows us to talk about the integrity of this criterion.

The integration criterion assumes that the selection of lexical units is made on the basis of the belonging of foreign lexical units to different profile academic disciplines. This aspect contributes to the formation of systemic knowledge through the establishment of interdisciplinary links, which are the most important basis in the system of higher education.

Under the criterion of interlingual links, we mean the comparison of lexical units in two languages, which has a positive impact not only in terms of mastering the professional vocabulary of foreign language, but also contributing to a better mastering of the terms of specialty.

The criterion of considering the professional spheres of communication seems to us to be one of the most significant ones because the goal of foreign language teaching is the achievement of students' intercultural communicative competence. In selecting the lexical material for the purpose of teaching communication, this criterion provides the considering of foreign lexical units from the point of view of the speech in the context of a communicative act in the professional sphere of communication.

Taking into account the existing stages in the formation of lexical skill, known in methods of foreign language teaching, and taking into account the specific nature of the selected vocabulary and its methodological classification, it is possible to single out the following stages of teaching: 1) presentation of thematic lexical units; 2) recognition of lexical units; 3) comparison of lexical units in English and Russian; 4) understanding of lexical units; 5) memorizing of lexical units; 6) combining new lexical units with each other and with already known lexical units; 7) the use of lexical units for the implementation of communicative tasks. Teaching professionally-oriented foreign vocabulary will be effective if the method is based on the elements of communicative, cognitive and interactive methods.

Assimilation of professionally-oriented foreign vocabulary of specialty will be more effective: if the training includes specially developed set of exercises and tasks for auditor and extracurricular activities, if the content of the training includes educational materials that meet the following requirements: authenticity, professional orientation, novelty and informational content, genre diversity, language accessibility, cultural intension and problematicity.

Exercises for teaching professionally-oriented foreign vocabulary should be based on the principles of accessibility, taking into account individual characteristics and cognitive styles of students, concentric frequency, increasing complexity of educational material, novelty, motivation and interactivity. Exercises are classified by stages of the formation of lexical skills (introducing, memorization, training and use in speech); stages of the formation of lexical abilities (assignment of professionally meaningful lexical unit, word formation, contextual guess, paraphrase, translation from a foreign language into the native language and vice versa); stages of working with the text; form; place; use of modern multimedia tools; purpose; the nature of mental activity; method of implementation. In the methodological literature it is customary to distinguish two main types in the general system of exercises: 1) preparatory or language exercises that concentrate students' attention not only on communicative content, but also on the language form and 2) communicative exercises, i.e. exercises that develop speech skills and lead to the process of communication [5].

We used the following principles for constructing a complex of exercises: 1) development of students' cognitive sphere; 2) accounting the stages of the formation of lexical skill in foreign vocabulary teaching; 3) the complexity of foreign language vocabulary teaching; 4) continuity and consistency of exercises.

Grammar warm up exercises should form the skills of using a given grammatical form in speech, on the basis of well-known lexicon, already familiar scientific and technical text. The grammatical phenomenon should be visually represented. The exercise itself should be communicative and include a whole series of training activities aimed at differentiating the studied grammatical phenomenon.

Warm up lexical exercises help to memorize lexical units, to understand them in the context of other lexical units of foreign language, actively use them in context.

The terminology of professionally oriented texts should correspond to the terminology of special subjects. Thus, when selecting professionally oriented materials, it is necessary to use texts that introduce students to the basics of this specialty. Thereby, we create a cause for a conscious knowledge of a foreign language. In the educational process working with such materials has the following objectives: acquaintance with publications on a specific scientific topic; explanation of new trends in foreign research in this field; search and selection of material for scientific or practical activities.

Foreign language teachers in turn have the main problem: they have received linguistic and pedagogical education, they do not have specific vocabulary, which leads to corruption of meaning when translating texts, emphasising that is not important information, from the specialist's point of view.

There are several ways to resolve problem situations:

-- to use materials that familiarize with the basic concepts of the specialty at the foreign language lessons;

-- to create situations where students can use the obtained theoretical knowledge in the specialty for solving practical problems;

-- to use materials already known to students, but from a different angle;

-- be prepared for the fact that students can correct teacher's mistakes;

-- to use the help of a subject teacher both for the preparation for the classes and during their conducting («teaching in a team») [5].

Knowledge of special vocabulary shows not only knowledge of the language, but also the ability to use it in their practical professional activities which increases the competitiveness of the specialist, his professional mobility, enterprise and initiative, increases the success of social adaptation and self-realization.

Literature

1. Кунанбаева С.С. Современное иноязычное образование: методология и теории. Алматы, 2005. 264 с.

2. Миньяр-Белоручев Р.К. Теория и методы перевода. М.: Московский Лицей, 1996.

3. Полат Е.С. Современные педагогические и информационные технологии в

системе образования: учеб. пособие для студ. высш. учеб. заведений. М.: Академия, 2008.

4. Рахманов И.В., Гез Н.И., Зимняя И.А., Фоломкина С.К., Шайкевич А.Я. Основные направления методики преподавания иностранных языков в XIX--XX вв. В 3-х частях. Под ред. И.В. Рахманова. М.: Педагогика, 1972.

5. Леонтьев А.А. Психолого-педагогические основы обновления методики преподавания иностранных языков: Лекция-доклад. М.: Исследовательский центр проблем качества подготовки специалистов, 1998.

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