THE PEDAGOGICAL CONDINIONS FOR PROFSSIONALLY ORIENTED TEACHING FOREIGN LANGUAGE TO FUTURE SPECIALISTS OF ECONOMIC PROFILE

Kira Vyshnevska; Tatyana Kremenchenko

doi:10.23856/2212

Kira Vyshnevska Kryvyi Rih Economic Institute of SHEE "Kyiv National Economic University named after Vadym Hetman"
Tatyana Kremenchenko Kryvyi Rih Economic Institute of SHEE "Kyiv National Economic University named after Vadym Hetman"

Keywords: professionally-oriented foreign language, pedagogical conditions, communicative competence models, positive motivation, interdisciplinary connections, business simulation games and role-playing

Abstract

The article presents the pedagogical conditions for professionally-oriented teaching foreign language defined and substantiated by the authors. It shows that challenges, which modern students face, cause relative transformations in teaching process and provided educational content. The article focuses on comprehensive communicative competence models, formation of positive motivation, interdisciplinary connections, business simulation games and role-playing.

Author Biographies

Kira Vyshnevska, Kryvyi Rih Economic Institute of SHEE "Kyiv National Economic University named after Vadym Hetman"

Associate Professor PhD

Tatyana Kremenchenko, Kryvyi Rih Economic Institute of SHEE "Kyiv National Economic University named after Vadym Hetman"

Associate Professor PhD

References

Canale, M. (2013). From communicative competence to communicative language pedagogy. In Richards, J. C., & Schmidt, R. W. (Eds.). Language and Communication, 2-27. London: Longman.

Darling, H.L. et al. (2005). Preparing Teachers for a Changing World. What teachers should know and be able to do. San Francisco: Jossey-Bass.

Darling-Hammond, L. (2006). Powerful Teacher Education. Lessons from exemplary programs. San Francisco: Jossey-Bass, 3 – 18.

Drake, S. (2005). Meeting Standards through curriculum integration: A Bridge to the

mainstream. In Curriculum integration K-12: Theory and practice, J. Etim, Ed. Lanham: University Press of America.

Gianelly, Marge C. (2011). Thematic units: creating an environment for learning. TESOL

Journal, No. 1,13-15.

Master, P. (2009). Responses to English for Specific Purposes. San José State University. Munby, J. (2009). Communicative Syllabus Design. Cambridge: Cambridge University Press. Palshkova, I., Vishnevskaya, K. (2008). The Use of simulation and role-playing teaching in

the classroom for foreign language in the study of economic disciplines. Youth and market,

No. 4 (39), 55-58.

Pan-European Recommendations on language education: learning, teaching, assessment (2003). Scientific editor of the Ukrainian edition of Dr. PED. Sciences, Professor S. Yu. Nikolaev. Kyiv: Lent.

Snow, Marguerite A., Brinton, Donna M. (2007). The content-based classroom: perspectives on integrating language and content. NY: Longman.

Stipek, D. (2001). Motivation to Learn: From Theory to Practice. Boston: Allyn & Bacon. Strevens, P. (2007). New orientations in the teaching of English. Oxford, UK: Oxford

University Press.

Vishnevskaya, K. (2010). Problems of professionally-oriented foreign language teaching of future specialists of economic profile. Psychological-pedagogical problems of rural school, Issue 35, 12-18.