For the analysis of textbooks in English for the students of higher educational institutions of food industry it is necessary to define the concept of “textbook”
as well as the place it occupies in the teaching and methodological complex.
О.О. Myroliubov, I.L. Bim, H.V. Rohova and others give their definitions of a textbook and indicate the requirements proposed for it.
In modern methodological literature a textbook is defined as “principal training aid”,
[it] is the instruction in the work of a teacher and students; contains the samples of oral and written language, language material, selected and arranged consider-ing its functional load in different forms of communication and types of speech activities, as well as taking into consideration the positive experience of students in their native language and prevention of interference. The material in the text-book is submitted in certain doses that makes the content of individual lessons.
Each lesson typically includes a text, lexical and grammatical commentary to the text, grammatical material, exercises, vocabulary, and illustrated material.
The textbook implements the conception of teaching method, being its model; it is created in accordance with the program of study and contains material which is subject to learning18.
This definition reflects the demands of the authors to the tasks, content and structure of the textbook, to which we can not but agree:
1. The textbook has to be in line with the program and goals of study;
2. The textbook has to contain language material, the samples of language that are subject to learning;
3. The textbook has to have certain structure and content.
The abovementioned requirements to the textbook can be supplemented with the requirements offered by H.V. Rohova:
1. The textbook has to have educational value, arouse the interest of students;
2. The textbook has to reflect the life and culture of the country of language studied;
18 E.G. Azimov, A.N. Shchukin, Slovar metodicheskikh terminov/ E.G. Azimov, A.N. Shchukin;
Sankt-Peterburg «Zlatoust», 1999.
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3. Most of the exercises should be of communicative nature; the exercises for the development of speech should occupy a significant place in the total volume of exercises and prepare students to talk;
4. The textbook texts should differ by the form and content19.
The system of parameters of textbook estimation presented by A.R. Arutiu-nov and L.B. Trushyna is also interesting:
1. identification (this parameter involves consideration of language training level of the students);
2. practical feasibility takes into account component-wise composition of the parts of training complex, number of academic hours and number of study units for active and passive learning;
3. orientation of training materials for contingent provides for taking into con-sideration instruction completeness, motivation, individualization, methods of presentation, semantization, training, the number of types of tasks, a va-riety of genres of texts and presentation channels, forms of the current and final control, repetition;
4. possibility of the use for self-education reflects the completeness of the in-structions, the choice of alternative types of speech activity and consistency in the passing the material, self-control, keys and control tasks;
5. originality of author’s decisions is determined by the formulation of objec-tive, in the selection of text materials and methods of their presentation, semantization, control20.
Unfortunately, we have to state the fact that Ukraine has no specialized textbooks or manuals for professionally oriented foreign language commu-nication training of future wine-maker students. The only possible and avail-able source is the teaching manual by Russian authors (Khasimova D.D., Val-iakhmetova Е.К, Zainullin R.А., 2007) from Ufa. However, the analysis of its content, structure and teaching and methodological content indicates that it analysis of its content, structure and teaching and methodological content in-dicates that it can only be used for teaching reading professional literature, because it practically has no training tasks and exercises for the proper forma-tion of skills and abilities in different types of speech activities, in particular, written and monologue speech.
19 G.V. Rogova, Metodika obucheniya angliyskomu yazyku na nachalnom etape v obshche-obrazovatelnykh ucherezhdeniyakh – 3-e izdanie: posobie dlya uchiteley i studentov pedvu-zov/ G.V. Rogova, I.N. Vereshchagina; Moskva: Prosveshchenie, 2000.
20 A.R. Arutyunov, L.B. Trushina, Uchebnik russkogo yazika dlya inostrantsev: problemi i re-sheniya // Uchebniki i slovari v sisteme sredstv obucheniya russkomu yaziku kak inostran-nomu/ A.R. Arutyunov, L.B. Trushina; Moskva, Russkiy yazik.1986.
139 Analysis of the methods of forming skills…
Let’s analyze the aforementioned manual according to defined criteria.
1. Compliance of the training manual with the training goals and require-ments of modern foreign languages teaching methodology.
2. The above-mentioned manual is inconsistent with the purposes of the educational process aimed at forming in future wine-makers profession-ally oriented foreign language communicative competence, since it gives only reading texts with certain saturation of specialized vocabulary, but it lacks properly designed system of exercises to meet the educational needs of students.
3. Consideration of language training level of the students as well as their interests and needs as future professionals.
4. From our point of view, the manual intended for learning in higher school, must adhere to continuity. The author of the manual for profes-sionally oriented communication teaching must proceed from already existing language knowledge and speech skills of the students. Unfortu-nately, in the mentioned manual such continuity is not evident, moreo-ver, the manual does not provide for consideration of the various levels of formation of communicative competence of students. Accordingly, socio-economic, scientific and technical and organizational changes re-quire appropriate adjustments in the above textbook content.
5. Complexity in professionally oriented foreign language communication teaching, which involves training and practice in all kinds of speech activity.
6. Professional activity of wine-makers requires not only reading skills, but also writing business speech (correspondence) skills, presentation in the form of a monologue with the purpose of presentation of the products at various exhibitions and fairs. Exercises aimed at forming and developing of skills and abilities of written language, presentation monologue skills are missing in the abovementioned manual.
7. A variety of exercises, their communicative nature, as well as right bal-ance of language, conditional speech and speech exercises. The manual absolutely does not meet this criterion, since all exercises given in the manual are placed on the same page that in no way correspond to the principle of diversity, and especially communicativeness.
8. The authenticity of the text material. The manual uses authentic materi-als that have some positive aspects of this educational and methodo-logical resource, but the information in the texts is mostly of common formal nature, the possibility and expediency of use of which in profes-sional activity of wine-makers raises certain doubts.
140
Conclusion
From our point of view, when selecting authentic academic texts for teaching future wine-makers professionally oriented English-speaking communication it is necessary to be guided by the following criteria:
– Representation of the current state of wine-making.
– Representation of typical situations of professional activities in educa-tional texts.
– A variety of genres of educational texts: samples of business letters, newspaper and magazine articles, presentation speeches of the workers of leading wine-making companies of the world, slides of such presen-tations, etc.
– Problematic nature that provides a solution of certain mental task by the students in the process of working with the text. We believe that modern textbooks and teaching aids (manuals) should include exer-cises of various degrees of problematic nature at all stages of work with the text.
Thus, analyzing the only available specialized manual in English for the students of higher educational institutions of food industry, the following conclusion should be made: despite some advantages, it does not meet mod-ern requirements. In this regard, there is a need for creation of a model of teaching professionally oriented foreign language written communication and monologue presentation, which to a greater extent will be consistent with the objectives of the study in higher educational institutions of food industry and requirements of modern foreign languages teaching methodology, to take into account the level of language training of the students as well as their interests and needs as future professionals, to be of comprehensive nature and differ by a variety of exercises and authenticity of the text material. In such a model of teaching authentic learning texts reflect the current state of affairs of making industry and typical situations of future professional activity of wine-makers, represent different genres and are characterized by problematic nature.
Development of such a model seems to us possible through the integra-tion of advanced methodological ideas and specifics of professional activity of future wine-makers in keeping business correspondence and monologue presentation in English, which makes the need for theoretical substantiation of the methodology of context-integrated education of professionally oriented foreign language speech of wine-makers.
141 Analysis of the methods of forming skills…
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Analysis of the methods of forming skills…
Analiza metod kształtowania profesjonalnie zorientowanych komunikacji w językach obcych w teorii i praktyce pedagogicznej
Streszczenie: Obecnie coraz bardziej rozszerzają się stosunki międzynarodowe i współ-praca gospodarcza między krajami. Kontakty specjalistów w różnych dziedzinach nauki i techniki mają różne formy. Wzrasta liczba specjalistów, dla których znajomość języka obcego jest niezbędna. Konkurencyjność współczesnego specjalisty wyznaczają nie tylko jego wysokie kwalifikacje w branży zawodowej, ale także poziom znajomości języka, który jest wystarczający w zawodowej komunikacji, oraz zdolność do rozwiązywania problemów zawodowych w komunikacji obcojęzycznej. W ostatnich latach w branży winiarskiej za-szły znaczące zmiany, które zdecydowanie zwiększyły rolę i znaczenie języka angielskiego.
Wskazano więc na pilną potrzebę poprawy istniejącego systemu szkolenia winiarzy w języ-kach obcych w celu znalezienia sposobów zwiększenia jego skuteczności, tj. opracowanie większej ilości informacji zawodowych przy jednoczesnej poprawie jakości kształcenia w określonym czasie.
Słowa kluczowe: kompetencje, nauka języka obcego, profesjonalnie zorientowane komunikacje zagraniczne
Analysis of the methods of forming skills of professionally oriented communication in foreign language in pedagogical theory and practice Summary: Nowadays, we can observe increasing importance of international relations and business cooperation between countries. Contacts of professionals in various fields of science and technology have various forms. Hence, the number of professionals for which knowledge of foreign language becomes a necessity increases. Competitiveness of modern professionals is not only defined by the high level of their qualifications in the field of their profession, but as well by the level of their foreign language command that has to be suf-ficient enough to allow for professional communication, ability to solve professional prob-lems in a foreign language communication. In recent years, the wine industry underwent significant changes that considerably increased the role and importance of English lan-guage. It caused the urgent need to improve the current system of foreign language training of winemakers in order to seek ways to improve the effectiveness of the teaching system, involving preparation of a larger amount of professional information and simultaneous increase of the quality of education within a certain amount of time
Keywords: competence, foreign language training, professionally oriented foreign language communication