Analysis of the future IT engineers` readiness to use ESP

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Cherkasy State Technological University

Bogdan Khmelnytsky Cherkasy National University

ANALYSIS OF THE FUTURE IT ENGINEERS' READINESS TO USE ESP

Victoria Kolisnyk Senior lecturer

The chair of applied linguistics and interpreting,

Tetiana McGowan Senior lecturer

The chair of theory and practice of interpreting

Summary

The article is fixed on the results of the scientific research carried out among the IT students. These groups had been taught ESP applying person oriented teaching on the basis of multi-level approach. The authors propose to analyze the efficiency of the applied technology in measuring the students' readiness to use ESP in their professional activity.

After the profound analysis of the obtained data we conclude that the students' level of using FL has considerably increased. There have been positive changes not only in their studying, but also in their psychological state. Thus one of the ways to improve teaching ESP is to use multi-level approach to teaching.

Keywords: person oriented teaching, multi-level approach, readiness to use ESP.

The main text

learning readiness teaching student

Modern world requires a person with universal abilities, who can use obtained knowledge according to the production needs, learn new technologies and individually master the newest developments if the circumstances of the country economical development change. Certain knowledge gets old rapidly in the informational society. Thus the most essential abilities for a professional are the ones of finding the necessary electronic and paper information as well as using various data for solving new practical problems. It is especially actual for future IT engineers since new technologies in IT appear mainly abroad, so the ability to use innovations by means of FL becomes a pre-requisite of professional success.

It is known that learning is a leading activity in education. Thus a person's attitude to learning and ability to plan are among the main characteristics of any student. Just this displays a person's setting to reach certain professional purposes.

To reach the set goals we introduced a person oriented teaching on the basis of multi-level approach in the educational process of some IT students (experimental groups). The others (control groups) were taught according to the traditional methods of teaching ESP. To define the efficiency of the applied technology we made some measurements of their knowledge level.

Formational experiment included a final test. A series of scientific methods were used, like oral questioning, testing, interview, and observation. One of them is questionnaire which is a reliable way to learn a viewpoint of many people in a short period of time. Respondents are assumed to answer sincerely, since questionnaires are usually anonymous. Testing provides check of the learnt theoretical and practical material quality bringing lively atmosphere in studying and saving time.

Let's consider the obtained results of the formational experiment [1]. Our first goal was to define the degree of students' interest in learning English after using person oriented teaching. We assumed that such desire increases after the usage of the mentioned approach. Psychological and studying exponents proved this hypothesis. In general, interest should be in the basis of desire, it induces a person to activity, it causes further intentions and becomes an essential factor in improvement of students' studying. Where there is interest there studying goes easily and efficiently, students' attention increases, their tiredness decreases, and the whole psychic activity activates.

Emotional memory plays an important role in teaching foreign speech (it is provided by emotionality, interest to FL, culture and history). "The quality of the memorizing processes, saving and reproduction of the foreign lexis depends on the fact if a chain of actions will appear (need - desire - cognitive interest - motive)" [2].

Thus it is important to trace the dynamics in appearance of the desire and strengthening of interest to learning FL. The results are presented in the table1.

Table 1

Future IT engineers' interest and desire to learning FL at the beginning (B) and at the end (E) of studying

[taken from 1]

The analyzed data fix descending dynamics in CG (control group) to 42.6 %, while we see increase in desire of learning FL to 36.9 % in EG (experimental group). As the results prove the final level of the students' interest increased to 32.4 % in EG and decreased to 22.1 % in CG. Some respondents expressed uncertainty concerning learning ESP. Among the main reasons we can name a mistake in choosing a faculty and a constant direct connection of the ESP lessons with their major.

To make teaching FL more lively sometimes it is necessary to leave out ESP. Say, grammar is better explained on the examples of general English, which is more common and easily perceived by various categories of students. One can also present interesting information about natural phenomena or world records in different areas for broadening students' outlook. Since this material is given in English there can appear interest to the information itself and then to FL as the means of getting it.

At the end of studying the number of students who were against interest to learning FL in EG decreased in 3.7 % as compared with the beginning, and 6 % more students were in CG. The answers "to some extent" decreased in 28.7 % in EG and increased in 16.1 % in CG.

We can draw a conclusion that in general the respondents positively perceive usage of multi level teaching. The students realize the importance of the approach which can satisfy their educational and psychological needs since they are a person's fundamental features, which can define personal setting and their attitude to reality.

This increase can be explained by a number of factors. Firstly, multi level approach implies successful performance of one of three tasks. Thus we have a positive set on the course ending. Secondly, students have an opportunity to learn only one part of the material depending on the received points. Easy material should be learnt as good as possible, while complicated one is to be perceived according to a person's abilities. Thirdly, learning becomes interesting since a student takes a direct part in choosing a task difficulty level. There is no underestimation of a person as well as no negative emotions. This factor is called "a student's inclusion into individual search and discovery of new knowledge" [3]. One more important factor for a student's professional development is their stability of professional choice. While studying they should make up their mind if that was their right choice of the future profession. It is also essential to define the students' view on the doer of the task difficulty level choice. It can be a student, a teacher, or they both in turn. The results are in the table 2.

Table 2

Future IT engineers' stability of professional choice and a doer of the task difficulty level choice

[taken from 1]

The results prove that the students from EG are sure in their right choice, and the stability of professional choice is 66.2 % in EG and 46 % in CG. It is essential that some part of the interviewed students consider the entrance on their specialty to be a mistake - 15.7 % in EG and 18 % in CG. Such students' studying is mainly inertial, though non-standard methods and approaches sometimes can renew the lost interest to the chosen profession. The students, who are not sure about their future profession, make 1 8.1 % in EG and 36 % in CG.

A student's personality consists of life goals, ideas and beliefs. Thus they are connected with their studying. Their life goals and ideals correlate with a student's general attitude to studying. That's why it is important to form and strengthen stability of their professional choice already at the beginning of studying at the higher education institution. Negative answer to this question should help the students to state their likings. If that is the right choice, there arises a necessity to master the major. The students with the distinct stability of the professional choice are a powerful drive of studying.

The majority of students (55.1 % in EG and 49.8 % in CG) are sure in their ability to individually define the task level. Some respondents rely only on a teacher - 29.1 %. The others think it should be done in turns, it is 15.8 % in EG and 23.2 % in CG. Choosing some variant for the task choice doer students demonstrate their personal characteristics. People with the distinct life plan are inclined to do the choice individually. Those who support choice in turns get better orientation, showing flexibility at the necessary moment and adapting to any situation.

Except desire, interest and stability of the professional choice motivation is an important constituent of studying. A certain person's values are expressed in it to the greatest extent. The motives for learning a foreign language are essential in teaching since knowledge of the students' inducements enables the right priorities arrangement and finding the ways for getting interested in the subject. In this task there was no strict limitation as for the answer number, as usually a series of motives are important for a person. The students could choose some variants, thus the total exceeds 100 %. Table 3 contains the obtained results.

Table 3

Future IT-engineers' motivation for learning FL

[taken from 1]

Our analysis proves that self-development takes the first place among the students' priorities 66.2 % of answers in EG and 39.8 % in CG. To gain the proper skills we use a special kind of work - annotation of articles from newspapers and magazines. The students have a scheme for description and characterizing the read information.

Work with some English sources was essential for 42.1 % in EG and 25.1 % in CG. The other important goals of learning English are communication with foreigners in traveling (16.1 % in EG and 37.9 % in CG) and work abroad (31.9 % in EG and 27.9 % in CG). An entrance exam to the master's courses has also influenced the students' additional motivation to master English, it is 24.1 % in EG and 8.1 % in CG.

A number of students plan to learn a foreign language for making a joint venture in future, it is 6 % in EG and 2.8 % in CG. The students named also other motives, namely: syllabus requirements, interest, assurance in English being a pre-requisite of a successful career, etc.

Since considerable part of the students try to make their English perfect by means of self-development, a teacher should take it into account while planning classes. The researcher V. Morozov states that objective laws govern studying, and which are to be relied on in teaching and upbringing. He also asserts that "theory gives general orientation for actions, offers some samples for solving pedagogical problems. But any time general principles should be used considering certain circumstances and peculiarities of the pedagogical situation" [4]. Cognitive texts can improve the students' knowledge level in developing their speech activity.

Representatives of different specialties have their own way in the topics of interest. Future IT-engineers can be interested in work description of certain computer systems, peculiarities of administration, characteristics of the new technology of digital television, advantages and disadvantages of new applications etc.

It is also essential to present information about uniqueness of English or some data about culture of English-speaking countries. Many people are fascinated by interesting customs and traditions of other peoples and cultural peculiarities displayed in the language. For example, it is interesting to learn the longest English world, where no letter is repeated (uncopywrightable), unique similes and cliches etc. There is an English expression "hungry like a horse" (very hungry), while in Ukrainian the same notion will be expressed in other phrase meaning "hungry like a wolf".

Communication in traveling abroad requires knowledge of conversational English. Thus it is evident that a teacher cannot restrict oneself using only ESP, as tourist should know the vocabulary of the topics "meals", "weather", "ticket reservation", "traveling by different transport means", "illnesses and diseases" etc. So, we offer to use also general English. It is better used first of all in teaching grammar; making dialogues on everyday problems; and solving different conflicts.

Besides attitude to learning English it is also important to know if there are no psychological problems among the certain students' group. Otherwise they can negatively influence people's psychological and physical state during studying. Thus we analyzed students' feelings as for studying in their academic groups. The data are presented in the table 4.

Table 4

Future IT engineers' feeling about their studying in their groups at the beginning (B) and at the end (E) of the experiment

[taken from 1]

The analysis results show positive dynamics in change of feelings concerning studying in certain group. So, the figures have changed in favour of comfortable feeling: - 11.6 % (well), - 11.6 % (good) in EG and - 11 % (well), - 11 % (good) in CG.

Thus, atmosphere in groups is favourable for the development of students' educational and personal characteristics.

As seen from the table the majority of students feel confidence in their groups, which helps studying and socializing with other students. The researched groups have general respect, tolerance and mutual help. Getting accustomed to the group and adaptation to the educational process at the university contribute to this.

Some discomfort at the lessons can interfere with learning ESP. The data are presented in the table 5.

Table 5

Future IT engineers' discomfort in learning FL at the beginning (B) and at the end (E) of studying

[taken from 1]

The proof of the correct teaching method is the EG students' 7 % lessening of psychological discomfort as compared with 1.9 % exponent of CG. Because of more complicated teaching material we fix a growing number of students who sometimes feel discomfort at the English lessons: 16.6 % in EG and 4.8 % in CG.

To solve the stated problem it is necessary to determine the factors causing it. The figures are given in the table 6.

Table 6

Future IT engineers' reasons of discomfort at the lessons of FL at the beginning (B) and at the end (E) of the experiment

[taken from 1]

The table shows that some students have no confidence in their knowledge (31 % in EG and 38.9 % in CG) or confess in lack of will to studying (56 % in EG and 54.2 % in CG).

Self-esteem is very important for successful development of any person. It does not only determine the direction and way of studying, but also governs the general behavioural reactions such as self-control and self-perfection. We have traced its dynamics. The results of the analysis are given in table 7.

Table 7

Comparison of the future IT engineers' self-esteem at the beginning (B) and at the end (E) of the experiment

[taken from 1]

After using person oriented teaching on the basis of multi-level approach a number of changes in the students' self-esteem have been fixed as well as its positive dynamics. The obtained data prove increase in self-esteem among the representatives of EG (high - on 3.3 %, sufficient - on 4.6 %) as compared with the starting results. We observe a slight decrease of high self-esteem on 5.2 %, but 3.7 % increase in sufficient one. We consider there are some factors influencing the level of self-esteem, such as the session results, certain course difficulties, change in life priorities, and psychological evaluation of one's own personality.

Thus, while drawing a conclusion, we can assert the necessity of the person oriented teaching implementation in the teaching process of the future IT-engineers. It increases different positive aspects of their psychological readiness to use English in their professional activity.

Список використаних джерел

1. Колісник, В. Ю. (2018) Формування готовності в майбутніх інженерів-програмістів до використання іноземної мови у професійній діяльності (автореф. дис... канд. пед. наук: 13.00.04) Черкаський національний університет імені Богдана Хмельницького, Черкаси, Україна.

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3. Галузяк, В., Сметанський, М., Шахов, В. (2007) Педагогіка: навч. посіб. Вінниця: ДП «Державна картографічна фабрика».

4. Морозов, В. (2013) Педагогічний процес як просвітництво і дослідницька діяльність. Вища освіта України: теоретичний та науково-методичний часопис. (1 (52)). 36-41.

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