Учебное пособие 1715

survey. Mediation was caused by the need of creation a communicative and comfortable environment.

The respondents were asked to answer two questions:

(a)Imagine you are inviting a friend to your birthday. What words would you say?

(b)Imagine that you are inviting a teacher to your birthday. What would you say to the

teacher?

Situation (a) is characterized by status and socio-psychological symmetry, situation (b) is characterized by the presence of vertical distance.

Further, the answers were recorded either in audio or in writing and transmitted to the author. Some responses also included a description of children's comments. This, of course, enriched the study and interpretation of the results.

The general scientific research methods including the analysis of the researched data and the synthesis of the selected features of the language material.

The collection of data was carried out using indirect DCT. We consider the use of this method the most optimal for obtaining the required quantity and quality of answers. Nevertheless, we recognize that such parameters of the method as mediation, modeling, the number of participants and their relatively identical sociocultural characteristics can distort the results to a certain extent. This nuance is often raised in the process of describing the verification of research, but the fact that the optimal way to collect information in a short time is DCT is recognized standardly.

Description of speech acts was carried out using pragmatic and lexical methods of analysis. Elements of statistical data processing were also used.

Results of the research.

Studies of this type show differences in the same and different status invitation, in the group “Preschoolers” we allow to move away from the general outline of the description of the speech act (a consistent presentation of the features of the speech act in its imperative, interrogative, subjunctive and performative manifestations). In the answers of preschool children there is a vivid trend - the rejection of the formulation of the invitation. This feature is a consequence of the secondary nature of the speech genre “invitation”. Evolving from a request into a proposal, and further into an invitation, directivity is mixed with commissiveness. At the same time, the general linguistic structure of equaland multi-status invitations is completely identical. The speech act formation depends on the social experience of a speaker: in particular, the children have not yet formed the experience of communicating with important adults (e.g., a teacher) to deal with organizational, rather than local, actions.

The lack of speech and genre competence in preschool children, the age-related psychosocial characteristics of children of this age, as well as direct dependence on adults (birthday is an event organized by adults for children) reveals a characteristic feature in the expression of the invitation - refusal.

Among equal-status invitations, rejection is observed in 18% of respondents. Refusal formulations range from a general impossibility to formulate an invitation (i.e., an unformed form of the genre of the invitation: “Я не знаю, как пригласить”) to transferring the right of invitation to an adult:

Мама, скажи!

Мама, я еще не умею!

In multi-status invitations, the situation of rejection is 62% (i.e., almost three times higher). The expected result characterizes the peculiarity of the attitude of preschool children to important adults. If in equal-status invitations the refusal is justified by the impossibility of forming a speech act or transferring the right of invitation, then in the different-status invitations the motivation for refusal acquires a new objectification: a preschooler anticipates

54

the refusal of the teacher and therefore the need for the invitation disappears:

Все равно не придет, они никогда не приходят В будни работает, а в выходные отдыхает Воспитатель же меня в группе поздравит!

The inability to form an invitation is also objectified by constructions of the type

Я не знаю, что сказать. Воспитателя я еще не умею.

The comment of the child who invited the tutor is of certain interest: “Я совсем взрослый и уже высокий” (I’m quite an adult an rather tall) - i.e. the inability to utter an invitation due to age creates an agonizing effect on the invitation, while the child is aware that with age ((“я совсем взрослый” - “I'm quite an adult”), he has opportunities for relatively equal communication with adults and expecting an adult to be more serious and equal (cf. . “Все равно не придет!”- "She still won’t come!). Note that the studied age is the time when the active formation and testing of “a multicomponent dissected speech message, through which the child conveys his vision, understanding of the situation, his attitude to the event that he is talking about,” is underway [6, p. 293]. Middle and senior preschool age is characterized by the desire to imitate adults in their behavior, to increase their freedoms qualitatively and quantitatively.

This stage of the study, of course, requires working with the psychological component of the preschool child and the presentation of psychological, linguistic, ontological analysis.

According to the tradition of analysis conducted in the study [1], we consider the formation of invitations from the point of view of imperativeness, interrogativeness, subjunctiveness, performativity. Next, we consider mitigators and intensifiers in invitations, as well as other significant elements (one of the significant features of invitations of a given age is the refusal of an invitation).

The general outline of inviting preschoolers comes down to using imperative come / come formulas (82%), reciprocity of action is realized through occasional constructions with the imperative of joint action like let's go / come to me (for my holiday). In general, the use of imperatives in the Russian language for expressing face-threatening acts (an invitation in the Russian language has a minimal threat to a person) is widely known. The use of the imperative in equal status invitations of schoolchildren is also high - 62%. The change in the percentage ratio in the use of imperatives is associated, first of all, with the improvement of speech-genre skills, as well as with the expansion of the social experience necessary for understanding consitutions.

The use of constatives and interrogatives is occasional. For example, a statement of the fact still does not carry an invitation, and the invitee should understand somehow that this indirect speech act is an invitation

У меня день рождения!

Придёте ко мне на день рождения или не сможете?

These examples, on the one hand, show the situational nature of the utterance (situational-personal communication as one of the characteristic forms of early childhood communication), and on the other (the use of the interrogative form and the conjunction “или”) - giving the interlocutor a choice. The inviter understands that by formulating the invitation, he implements a face threatening act. Usually the use of interrogatives is associated with a mitigating effect: by his question, the speaker achieves the indirectness of the statement,

55

softening the communicative pressure. In this case, interrogation is not associated with indirectness (in particular, there was not a single invitation in an indirect-interrogative form), but it is mitigated by the right to choose.

Invitations in the form of which the subjunctive is contained are not present. As the researchers note, in the speech of children aged 3-4 years “the subjunctive mood of the verb is rare” [7, p. 34]. We do not deny that the use of the subjunctive mood for expressing the invitation is possible, but the formation of the subjunctive mood in children's speech, as well as the productivity of using this category in expressing the invitation, only confirm our data. Note that for the nearest group, schoolchildren, the use of the subjunctive mood averages 3% to express an invitation.

The use of performative verbs - 16% in multi-status invitations:

(solemnly) Ирина Николаевна, я приглашаю вас на день рождения! (further: «мне сказали пригласить, вот я и приглашаю!»)

The performative here is characterised by the condition "I-you-here-now" that is, the use of the verb in the present tense 1p. Sg. indicative mood. The Linguistic Encyclopedic Dictionary describes that “performative is included in the context of life events, creating a social, communicative or interpersonal situation that entails certain consequences <...> in performative language realizes a function close to magical (ritual)”, [1 **, p. 372]. An important aspect is the ritualization of the performative, its magical function. Nevertheless, the use of performatives in everyday (children's speech, as well) is not associated with the use of performatives for the classical expression of an invitation. The use of performatives in everyday speech is characteristic of “expression of speech acts of promise, forgiveness, oath”

[8]. In general, the use of performative utterances in the ontogenesis of speech is associated with the widespread use of phraseological, clichéed performatives. Among the additional elements of the invitation stand out:

a) the modifier “пожалуйста” (occasional usage)

Пожалуйста, приходи на день рождения! Приходите, пожалуйста!

Приезжай, пожалуйста, ко мне на праздник!

In this case, the invitation is understood as a request and ends with a common politeness marker “please”, which can function as an element of mitigation, an indicator of social status or an intensifier:

Костя, ты придешь ко мне на день рождения? Ну пожалуйста!

Света, подари мне на день рождения блестящую русалку, пожалуйстапожалуйста!

The marker normally occupies the middle or final position, the intensified options (“ну пожалуйста” and “пожалуйста-пожалуйста”) are characterized by the final position.

b) using vocatives:

Дени, приходи на мой праздник!

The use of vocatives is quite large - 71%. We can note the single use of the emphatic

“дорогой друг” (“dear friend”), as well as the almost complete absence of appeals in adult invitations. Changes are observed on the prosodic level: inviting an adult, the child's tone changes to a more formal one, with further explanation, for example:“Она (воспитатель) же 56

наша королева!” (“She is our queen!”)

It was revealed that in the child’s speech the implementation of the appeal occurs “in the following situations: situations of distancing and social approaching, and neutral etiquette situations” [9, p. 4]. Appeals in invitations play several functions: contact-making (unlike adult invitations, in which so-called “preparatory statements” are often present, children's invitations can be formulated immediately when contact is made), impact (as a regulation of the illocutionary force directive), nomination (use of the name or variant of the name) and appeal (directly addressed appeal). In the presented study, the appeal is considered as a special speech act (vocative) if it is used “in an isolated position or occupies an initial position in the utterance” [Ibid.]. Realizing a calling function, the appeal calls the addressee of speech, attracts their attention in order to get a response.

c) mitigators of communicative pressure. The use of mitigators is found only in differentstatus invitations and is an indicator of different status, not the face-threatening power of a speech act:

Придете или не сможете?

Если вам удобно, приходите, пожалуйста, на праздник!

The possibility of choice (...или не сможете?) keeps the face of the invitee. Negative politeness is implemented by providing the right to choose, minimizing the communicative pressure on the interlocutor. Mitigation (если вам удобно...) of the speech act makes the interlocutor understand that his interests will be taken into account, and that the boundaries between the communicants will not be violated. The difference in status (referring to a “status” adult) is realized due to the “you” form and appeal by name and patronymic.

Studies show that in directive speech acts initiated by children, the greatest number of mitigators and additional modifiers is observed in different-status communication, “directives without modifiers are characteristic of same-status communication, directives when communicating with younger children can be supplemented by intensifiers. Moreover, in more commissive statements, the age factor (social / status significance) was leveled” [10]. The creation of social contexts where a child interacts not only with parents and peers, but also with other adults, involves taking into account social norms and showing this understanding in speech: strategies of negative politeness, mitigation of communicative pressure in speech of senior and middle preschoolers

d) intensifiers, unlike mitigators, are used exclusively in equal status situations and demonstrate both a general desire to see the invitee and other details relevant for communicants:

Приходи ко мне на день рождения! Я буду рада!

Денис, приглашаю тебя на мой день рождения! Мы будем играть! Приглашаю тебя на мой день рождения! Обещаю тебя не обижать.

These intensifiers accentuate the desire of the inviter rather than the invitee (e.g. Я буду рада!). On the other hand, “enticing” and “justifying” phrases such as «Мы будем играть» and «Обещаю тебя не обижать» have a direct reference to commissiveness and the interests of the invitee, increase his motivation. The implementation of positive politeness strategies (attentiveness to the interlocutor and consideration of his interests) increase the chances of obtaining the desired result of the speech act. We can suppose that the emphasis on intensifying a speech act on a speaker or a listener may be related to the authoritarian or non-authoritarian behavior of a child. However, this hypothesis requires further study and verification.

e) other components. In some cases, preschoolers supplemented their answer with phrases

like:

57

...приходи с подарком …и подари мне рюкзак.

Additional components illustrate specific, magic role of a birthday for a child, as well as with a childish egoistic worldview. The child understands that his birthday is his holiday and they can dictate certain conditions and make demands. These requirements, of course, affect the positive face of the speaker, impose communicative and behavioral restrictions on the invitee, but, as noted above, correspond to the age norm. Nevertheless, suppose that both participants in the communication regard such additional components as adequate. We see the interpretation of such language manifestations in the involvement of ontolinguistics and psychology.

Conclusion.

The results of the analysis highlight previous studies on similar issues. The study shows the ontogenesis of the formation of a speech act in children of middle and senior preschool age: the interpretation of the linguistic features of invitation formation not only corresponds to the psychological characteristics of the children of the studied age, but also illustrates the logical formation of the speech competence of a Russian communicative culture representative.

The features of speech ontogenesis in children of middle and older preschool age are manifested in two features: an egocentric perception of the world is realized through the use of performative and imperative constructions, and the rejection of a speech act formula illustrates the process of formation of speech and communicative competences.

We highlight the main prospects for further research on the problem:

-a collaborative study of speech acts in the speech of preschoolers from an ontological viewpoint;

-the study of the formation of speech genres in bilinguals, as well as in children whose mother tongue is not Russian.

The analysis revealed the dominants in the use of the speech act "invitation" by children of middle and primary preschool age. Indirect modeling of discourse made it possible to obtain factual material showing that:

1. In multi-status communication, the situation of refusal of invitation is 62%, which may be the reason for the insufficient communication experience of children of middle and older preschool age. The formation of invitations is dominated by imperatives (the standard wording in invitations of the Russian language) using mitigators. 16% - cases of using performative expressions to express invitations (creating the "effect of adulthood", formality). Among the modifiers, the most common are the mark of politeness “please” and treatment (vocatives).

2.Equal-status invitations in children's speech are characterized by the use of imperatives, appeals, a courtesy marker “пожалуйста”, which also acts as an intensifier. In general, the use of intensifiers and emphasis on the interest of the inviting person are characteristic.

3.Constatives, interrogatives and subjunctive mood are used occasionally. These trends can be caused by the limited research material, as well as the low productivity of using some of the above models to express the invitation speech act in Russian.

References

[1]Vlasyan G.R., Kozhukhova I.V. Formal’nyye i neformal’nyye priglasheniya v russkom yazyke: kontekst i strategii vezhlivosti [Formal and Invormal InvitationsL Context and Politness Strategies] // Russian Journal of Linguistics., 2019. T. 23. No 4. – S. 994– 1013. doi: 10.22363/2312-9182-2019-23-4-994-1013.

[2]Tseytlin S.N. Napravleniya i aspekty izucheniya detskoy rechi [Ways of children speech investigation] //Detskaya rech’ kak predmet lingvisticheskogo issledovaniya. – SPb.,

58

2004. – S. 275-278

[3]Koshcheyeva O.V. Stanovleniye rechezhanrovoy kompetentsii: vozrastnaya dinamika [Speech and genre competence formation: age aspect]// Izvestiya VGPU. 2011. №2. Available at: https://cyberleninka.ru/article/n/stanovlenie-rechezhanrovoy-kompetentsii-vozrastnaya- dinamika (accessed: 30 March 2020).

[4]Blinova D.E. Kognitivno-freymovaya kharakterizatsiya detskoy rechi na rannem etape razvitiya (na materiale sovremennogo angliyskogo yazyka) [Cognitive and frame characteristics of childrens’ speech on an early stage (based on the English language) PhD

Dissertation]. Avtoref. kan.filol.nauk. Pyatigorsk, 2012. – 32s.

[5]Tomasello M. Istoki chelovecheskogo obshcheniya [Origins of human interaction].

M.: YAzyki slavyanskikh kul’tur, 2011. – 323s.

[6]Yur’yeva N.M. Interaktivnyy podkhod v izuchenii stanovleniya narrativa v ontogeneze rechi [Interactive approach in narrative study of children speech] // Filologicheskiye nauki. Voprosy teorii i praktiki. 2017. №12-2 (78). URL: https://cyberleninka.ru/article/n/interaktivnyy-podhod-v-izuchenii-stanovleniya-narrativa-v- ontogeneze-rechi (accessed: 30 March 2020).

[7]Arushanova A.G. Formirovaniye grammaticheskogo stroya rechi [Grammar speech forming] // Formirovaniye: rech’ i rechevoye obshcheniye detey : metod. posobiye dlya vospitateley : [dlya raboty s det’mi 3—7 let]. MOZAIKA-SINTEZ, 2008. – 292 s.

[8]Sidorenko A.V. Performativnyye vyskazyvaniya v detskoy rechi (po materialam

«Slovarya sovetskogo detstva») [Performatives in youth speech (based on the “Dictionary of Soviet Childhood”)]// Sovremennyye problemy nauki i obrazovaniya.

[9]Lebedenko G.A. Obrashcheniye v rechi nemetskogo rebenka mladshego shkol’nogo vozrasta [Vocatives in German early schooler children. PhD Dissertation]. Avtoref. kan.filol.nauk. Pyatigorsk, 2018. – 26s.

[10]James S. L. (1978). Effect of listener age and situation on the politeness of children's directives. Journal of Psycholinguistic Research, 7(4), 307-317. doi:10.1007/BF01068112

Analyzed sources

[1*] Maletina N.S. Razvitiye rechevogo obshcheniya doshkol’nikov [Speech interaction in pre-schoolers]: Ucheb. posobiye dlya studentov fak. doshk. Vospitaniya. - Nizhnevartovsk : Izd-vo Nizhnevart. ped. in-ta, 2003 (Ekaterinburg : OOO IRA UTK). – 190s.

Dictionaries used

[1**] Arutyunova N.D. Performativ [Performative]. Lingvisticheskiy entsiklopedicheskiy slovar’ / gl. red. V.N. YArtseva. – M. : Sovetskaya entsiklopediya, 1990. – S. 372 – 373.

59

UDC 372.881.1

PROFESSIONAL DEVELOPMENT

IN THE SYSTEM OF CONTINUING LANGUAGE EDUCATION

G.A. Krasnoshchekova

____________________________________________________________________________

Southern Federal University,

Ph.D., Professor, Head of the Department of Foreign Languages,

Institute of Management in the Economic, Environmental and Social Systems, Galina Alexeevna Krasnoshchekova

e-mail: gakrasnoschokova@sfedu.ru

____________________________________________________________________________

Statement of the problem. The article is devoted to the disclosure of the important role of continuing professional education implemented in accordance with the concept of continuing language education, as well as to the description of the experience of organizing continuing education courses in foreign languages for university employees who need to have a sufficient level of communicative professionally oriented foreign language for reading professional courses in foreign languages for students and undergraduates.

Results. The article describes a model for organizing continuing education courses, namely approaches, a system of principles, the content of teaching a foreign language in courses, forms and methods of training that maximize foreign language professionalization, as well as teaching aids that integrate the contents of a foreign language and a special subject. The components of professional competence are distinguished, namely: methodological, communicative and philological, necessary for the implementation of professional activities, the mechanisms of their formation, training methods from the perspective of a personality-oriented, systemic, competency-based, content and synergetic approaches are described.

Conclusion. The final testing of students of continuing education courses to determine the level of competency formation has confirmed the effectiveness of teaching a professionally oriented foreign language using the methods of online learning, project and team training integrated into a single educational space.

Key words: continuing education, content-language integrated training, online courses.

For citation: Krasnoshchekova G.A. Professional development in the system of continuing language education /

G.A. Krasnoshchekova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2020. - № 2 (29). – P. 60 – 66.

Introduction.

“In a rapidly changing open world the main professional quality that a teacher must constantly demonstrate to his students is the ability to learn” [1]. In the system of language education, there is a clear tendency towards a transition from “education for the whole life” to “education through the whole life”, therefore, in this situation, the role of the system of continuing language education, in particular, additional professional education, which allows specialists to acquire additional qualification, implement professional mobility and reduce unemployment and related social tensions. Knowledge of a foreign language is an integral part of the life of a modern person, related directly to his professional activity; foreign language education is currently an important factor influencing career growth, academic mobility of specialists and intercultural communication.

Recently programs in foreign languages are being implemented in many Russian universities both for foreign students and for Russian. Increasingly, the concept of “English-speaking frontier” appears in the works of Russian scientists as a border that determines the level of English proficiency by scientific and pedagogical workers of the Russian Federation and the level of English distribution in universities that takes into account the use of educational and scientific priorities of the world community ” [2].

__________________________

© Krasnoshchekova G.A., 2020

60

In the era of globalization, advanced training and retraining courses in foreign languages are especially in demand, which provide students with the necessary knowledge for the implementation of foreign every day, academic and professional communication; the formation and development of oral and written speech skills in a foreign language for the implementation of professional activities, as well as for international scientific activities, for writing articles, abstracts and reports describing the results of their research abroad, applying for grants for international studies and further research in foreign countries, for internships. Participation in international conferences and research projects helps to promote the brand and increase the ranking of its university, as well as enhancing the competitiveness of Russian higher education in the educational services market.

A foreign language contributes to the development of the personality of students, the formation of competencies in the field of intercultural and interpersonal communication, personal values, and the ability to think critically, extract useful information from foreign sources, analyze it, develop a personal position, represent and defend the country's interests in various situations of intercultural communication. A foreign language is an important means of educating students' personal qualities, such as: creativity, the ability to communicate in various situations, to be restrained and respectful to the culture of different countries, responsible and decisive, flexible, open and mobile. All these qualities should characterize a specialist of a new generation.

Research methodology.

In this article, the object of research is the organization of additional professional education in the system of continuing language education as an opportunity to prepare specialists for lecturing, conducting practical classes by teachers in a foreign language for students of nonlinguistic specialties in relevant disciplines.

The methodological basis of the study is personality-oriented, systemic, competencybased, context, as well as synergistic approaches. The method of systematizing and analyzing the benefits of content-language integrated learning allows us to show the obvious effectiveness of the methodological model of training specialists for professional activities.

A personality-oriented approach involves taking into account the psychological characteristics of the trainees, individual styles and strategies for mastering knowledge; individual abilities of students to master a foreign language to build an individual educational trajectory for students. A systematic approach to learning, characterized by the fact that all the elements in the system are presented holistically and interconnected, contributes to a better learning of educational material presented in a structure in which system knowledge is better mastered than individual facts. This knowledge provides a holistic view of the language, culture of the country of the given language, contributes to the formation of skills necessary for a specialist in professional activities as a functional means of professional communication with foreign experts. The competency-based approach is aimed at the formation of universal competencies, general cultural, as well as professional competencies among students of the system of additional professional education. The context approach, focusing on the professional orientation of training, integrates subject and professional content, which contributes to the creation of conditions for a smooth transition of the educational activity of students of continuing education courses into the professional activity of specialists. The synergetic approach in this situation is aimed at "constructive, high-quality and sustainable modernization of profile and linguistic education, ensuring the preservation of its continuity and adequacy of the sociocultural situation, not only in the short, but also in the long term" [3].

The importance of the implementation of these approaches to teaching a foreign language in the system of additional professional education is that the content of education is the basis for the formation and development of competence, namely, the competence of the learner, and the process of mastering this content has an active character; that is, educational technologies, teaching aids, as well as forms of the educational process, are primarily aimed at the formation

61

of professional development courses for foreign students in professionally oriented communication skills.

The study is aimed at introducing a model of content-language integrated training for employees of the Southern Federal University through the organization of continuing education courses in foreign languages for university employees who need to have a sufficient level of communicative professionally oriented foreign language for reading professional courses in foreign languages for students and undergraduates, as well as for employees of enterprises of the city and region who need knowledge of foreign languages for conducting joint business with foreign companies, publishing articles and monographs in international journals, speaking at international conferences.

In the study and analysis of the research the following methods were used: generalization of research results on the topic of study, presented in the works on pedagogy, psychology, and the methodology of teaching foreign languages; modeling of the system of continuing professional education in the system of continuing language education; questioning; experimental training; testing; statistical processing and analysis of the obtained experimental results.

Results of the research.

At the Department of Foreign Languages of SFU, such professionally oriented courses in foreign languages have been developed and are being successfully implemented as: "A communicative course in English, German and French (for beginners and continuing the study)", "English for professional communication", "Foreign language communicative competence of Teaching staff”, “Foreign Language for Scientific Communication”, “Foreign Language for the Implementation of Content-Language Integrated Learning ”and many others. The course "Foreign language for the implementation of Content-Language Integrated training" is especially popular. This methodological model of training specialists allows, along with professional competencies, to develop linguistic competencies, to form professionally oriented foreign language competencies necessary for the implementation of professional communication, selfeducation and successful self-realization in its subject area.

As an optimal variant of integrated language learning and non-linguistic specialized disciplines, one can distinguish additional integrated continuing education courses in which “interdisciplinary communication serves as a basis with a goal-oriented approach to mastering knowledge, skills and abilities of a certain level within two subject areas, namely: language and profile” [4, p.30].

To prepare continuing education courses, we developed a system of specific principles, clearly selected the necessary content for teaching a foreign language of a specialty, and used appropriate forms and active teaching methods in the learning process, which allowed us to implement the integration of subject content with a foreign language qualitatively, thereby ensuring foreign-language professionalization.

The model of teaching foreign languages in the system of additional professional education is implemented on the basis of personality-oriented, systemic, competency-based, context, as well as synergetic approaches [5, p.15; 3, p.25]. The method of systematizing and analyzing the advantages of content-language integrated learning has allowed us to show the obvious effectiveness of the methodological model of training specialists for professional activities, namely: reading lectures on various specialized disciplines for students and undergraduates of non-linguistic universities.

Specific principles for constructing training programs are the principles of: selectivity, foreign professionalization, continuity, interdisciplinary, synergetic and interactivity of education factors, taking into account the complexity of the formation of foreign and professional competencies.

There are different models of content-language integrated learning (CLIL) [6], such as:

“Soft (soft) CLIL, when focusing on the linguistic features of the special context, Hard (hard)

CLIL, when almost 50% or 100% of the curriculum of subjects in the specialty is studied in a 62

foreign language and Middle (middle), when only some modular programs in the specialty are studied in a foreign language” [7, p. 280]. At the Southern Federal University, all models of content-language integrated learning are presented, there are programs and courses implemented entirely in a foreign language, elective disciplines taught in a foreign language, and this necessitates the teachers of specialized departments to have knowledge of a foreign language at a level of at least B2.

Due to this, there is a smooth transition from the initial level of professionally oriented teaching of a foreign language to the level of professionalization, when the specialty is taught in a foreign language; students through a foreign language receive professional knowledge and skills.

All this indicates the need to integrate the content of teaching a foreign language and profile discipline, and subsequently the interaction, reflecting the interaction of a motivated employee of the profile department with a competent teacher of the department of foreign languages. We have developed a model for training students in continuing education courses in the amount of 144 hours. The subject and language content of the courses, as well as a reasonable combination of traditional and innovative teaching and control technologies with a personalityoriented approach to training and new requirements for foreign language professional education, which made it possible to ensure the formation of the necessary level of professional competence of specialists in a short amount of time.

Being an innovative educational structure, the system of additional professional education performs a number of functions, such as: educational, developing, and informational and others are having important characteristics: flexibility of educational programs, various forms and modes of training, non-linearity of the educational process, contributes to the professional and personal development of students.

In determining the content of continuing education courses, we took into account the experience of previous training and the sphere of professional activity of students. Then, the components of professional competence were identified, namely: methodological, communicative and philological, necessary for the implementation of professional activities and determined the mechanisms of their formation, teaching methods from the perspective of a personalityoriented, systemic, competency-based, context and synergetic approaches.

During the preparation of a professionally oriented foreign language course of continuing professional education, designed for 144 hours, our goal was: to organize the process of teaching a foreign language through a profession; which meant building a model in which linguistic material and subject material was embedded in the content structure of the entire course, so that this would increase the motivation of students, understanding the importance of obtaining the knowledge that they would need in professional activities. The main objective of the course is the formation of professional competency, representing the ability and willingness of a specialist to solve professional problems, apply his knowledge in the process of communicating with foreign experts.

Thus, in the learning process, course participants were involved in professional communication, in real vigorous activity in mastering foreign language discourse in order to solve professional problems. To do this, in the classroom, an educational language environment was constantly created, students were offered speech problem situations, role-playing games, cases and other methods of developing communication skills, assuming that in the process of performing various types of tasks, involuntary memorization of educational material (language and subject), as well as its direct use in professional communication.

Analyzing the communicative portrait of students of the system of additional professional education, we concluded that many students had a level of survival in English (A1); a small number of students had a level B1 or B2. After lexica-grammatical testing, we conducted an oral interview of course participants, at which they shared information that earlier in teaching English, the emphasis was shifted towards teaching them how to read and translate texts in the

63