Formation of Professional Self-Determination of Future Teachers of Non-Language Specialties when Learning the English Language
DOI:
https://doi.org/10.18662/rrem/14.1/520Keywords:
Professional self-determination, learning, English language, non-linguistic specialties, educational motivation, future teachers, students, professional EnglishAbstract
The article reviews the formation of professional self-determination of future teachers of non-language specialties when learning the English language.
The aim of the study was the formation of motivation for the study of the English language by students of pedagogical universities of non-linguistic specialties. The hypothesis of the research was that the use of the English language of the professional direction increases the motivation for learning the language, provides an awareness of the practical and theoretical significance of the knowledge gained for future professional activities and is a factor professional self-determination. Based on this goal, the following tasks were solved: studies of the professional orientation of students and the level of motivation for studying the discipline "English language of a professional direction" were carried out, measures were developed to form the professional self-determination of students.
At the stage of the formative experiment, the work programs of the discipline are drawn up in such a way that each content module takes into account the urgent problems of the corresponding specialty. The use of modern information and innovative technologies in project activities contributed to the formation of professional motives for learning English, skills and abilities of communication in English in the professional sphere, an increase in the number of special terminology, the intensive development of all language skills: speaking, reading, listening and writing.
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