Foreign language learning approaches to higher institution education

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Дніпропетровського державного університету внутрішніх справ

Foreign language learning approaches to higher institution education

Ольга Гальцова здобувач вищої освіти

Науковий керівник:

Наталія Давидова, старший викладач кафедри українознавства та іноземних мов

At the current stage of scientific development in Ukraine, there is a reform of the educational process in higher education institutions in accordance with European quality standards for education. In this context, approaches to teaching foreign languages are also being reconsidered. For employees of the National Police of Ukraine, knowledge of a foreign language is becoming a crucial skill, as they need to interact not only with Ukrainian citizens but also with foreigners in the course of their duties. Unfortunately, the level of proficiency in a foreign language among future law enforcement officers remains quite low, and their language training requires significant improvement. It is essential that the language learning process is closely aligned with their future professional activities. These skills are developed in future law enforcement officers at various stages of their professional training: at the initial level, in higher educational institutions with specialized programs, during postgraduate education, and in service training. The primary methods of teaching foreign languages are considered to be communicative, constructivist, and cognitive-communicative approaches. The communicative method of teaching foreign languages is based on creating conditions that resemble real communication processes. The very name of the method indicates that its goal is to acquire the corresponding communicative competence, with free communication being the aim of the learning process. Texts and exercises offered in such classes should have a discursive nature and encourage students to engage in discussions and express their thoughts.

The constructivist method is cantered on directing the learning process towards actions that closely resemble real-life situations. One positive aspect of the constructivist method is that it allows students to approach real-life situations, "experience" them using the foreign language, and be prepared to communicate in that language in similar real situations in the future.

The cognitive-communicative method of teaching foreign languages is rooted in the principle of conscious awareness during learning. According to this method, the study of any linguistic phenomenon should be based on an understanding of its origin and usage in language. Exercises of a cognitive- communicative nature should capture students' attention, stimulate their exploratory interest in further learning, teach them to analyze, compare, generalize, and identify relationships [1, pp. 242-247].

The method of role-playing is also an active learning approach and a means of developing a student's communication skills. Engaging role-playing activities motivate students to actively participate in their learning and serve as an effective method for practical English language proficiency as a foreign language. This popular interactive method helps overcome language barriers and significantly enhances the volume of communicative practice among young learners.

Tasks are designed for each game with the aim of facilitating interaction between participants. As a result, social-role relationships are formed among participants, requiring them to correctly address the assigned tasks and play their social roles effectively. educational foreign language teaching

ESP (English for Specific Purposes) is an approach to teaching English or one of the branches of ELT (English Language Teaching). ESP, which stands for English for Specific Purposes, is not a rigid methodology but a flexible approach to learning English based on the needs of the target audience. ESP is not about teaching a specific "type" of English language. Learning English for specific purposes does not involve dividing it into "subtypes." This method involves acquiring English as a whole, not just its specialized parts.

English for Specific Purposes does not differ from other forms of foreign language teaching in terms of methodology. The difference between teaching ESP and General English lies in the content of the instruction, focusing on specific topics, vocabulary, and grammatical structures that have particular relevance. However, this does not mean neglecting general communicative competence. Despite ESP instruction's practical, professionally oriented methods and applications, it also includes fundamental knowledge about the nature of language, basic teaching methods, and forms of instruction.

Creative integration of traditional teaching methods and cutting-edge technologies, including the use of virtual environments to stimulate student motivation, has become a fundamental teaching strategy for ESP [2, pp. 1 -15]. It's important to emphasize that language learning today is impossible without the use of modern educational technologies. These innovations encompass professionally- oriented foreign language learning, project creation, the application of telecommunications technologies, work with educational language software, distance language learning, creating presentations in PowerPoint, utilizing internet resources, language learning in a computer environment (forums, blogs, email), and the use of modern testing technologies. The use of computer technologies in foreign language education opens up new sources of information for students, enhances their motivation to receive information in the language, improves selfstudy effectiveness, and provides opportunities for creativity [3]. It's also essential to note that in 2016, with the support of the British Council and the U.S. Embassy in Ukraine, free English language courses were introduced for police officers, enabling them to improve their English language communication skills and assist foreign guests in Kiev.

The curriculum includes 120 hours in the classroom and assignments for homework. The goal of the course is not only to improve general English language skills but also to develop the ability to use specialized professional vocabulary in everyday situations. Therefore, it is very important to introduce new methods and engage innovative technologies to raise awareness among police officers, encouraging their desire to learn a foreign language and gradually implement it in their work. Police officers should be able to not only express their thoughts accurately but also adhere to the cultural norms accepted among native speakers of the language.

Список використаних джерел

1. Альошина О. М. Сучасні методи та технології викладання іноземних мов у ВНЗ / О. М. Альошина. Проблеми та перспективи формування національної гуманітарно- технічної еліти : зб. наук. пр. / ред. Л.Л. Товажнянський, О.Г. Романовський. Харків : НТУ «ХПІ», 2012. Вип. 30-31 (34-35). С. 242-247.

2. Butler-Pascoe M. E. English for Specific Purposes (ESP), Innovation, and Technology / M. E. Butler-Pascoe // English Education and ESP. - 2009. P. 1-15.

3. Якименко С.С. Інноваційні освітні технології у вивченні англійської мови, СШ № 17, м. Харків.

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