Quasi-professional tasks in the foreign language education

1st International Scientific Practical Conference "Breakthrough Technologies and Communications in Industry"

工业技术（总论）;无线电电子学

Timkina, Y.^1 ; Khlybova, M.^1

Perm State Agro-Technological University Named after Academician D.N. Pryanishnikov, Perm, Russia^1

关键词: Cognitive process;    Foreign language;    Interdisciplinarity;    Professional activities;    Professional tasks;    Professional training;    Training course;    Undergraduate students;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/483/1/012064/pdf
DOI  :  10.1088/1757-899X/483/1/012064

学科分类：工业工程学

来源: IOP

【 摘 要 】

Foreign language education in a non-linguistic multidisciplinary university is a part of specialists' professional training. A foreign language is considered as a tool for solving professional problems in future work activities. It is possible to train students for solving problems by creating practically-oriented learning conditions. Quasi-professional activities in foreign language include content and activity aspects, that is, based on professionally-oriented materials, involve students in modeling certain practical activities. Quasi-professional tasks are based on the principles of communication, interdisciplinarity and problematicity. The basis of the quasi-professional problem in a foreign language environment is the communicative situation that ensures the interaction of participants in the process of solving the problem. The interdisciplinarity is defined as the integration of various sciences, namely linguistics and specialized professional training of students, as well as ways of mastering and expanding knowledge and skills. Problematicity defined as the presence of a task with unknowns, or contradictions, is necessary for activating the cognitive processes of a person in overcoming difficulties, which contributes to activating cognitive processes and producing foreign language speech. The aim of the presented work is to develop and justify the effectiveness of in-class work, designed to systematically solve gradually sophisticating quasi-professional tasks. The article provides examples of quasi-professional tasks developed for undergraduate students in the "Hunting, maintenance, breeding of wild animals and animals for commercial purposes" training course. The conducted experimental work revealed a number of benefits and disadvantages of this system. It is noted that the apparent disadvantages are an incentive for development of teacher competence.