Учебное пособие 1860

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 1 (20), 2018 ISSN 2587-8093

METHODS AND DIDACTICS

UDC 802 / 809 : 378.

LANGUAGE EDUCATION IN TECHNICAL HIGHER INSTITUTIONS (ON THE EXAMPLE OF THE ADDITIONAL SPECIALIZATION "TRANSLATOR IN THE SPHERE OF PROFESSIONAL COMMUNICATION"):

EXPERIENCE AND PROSPECTS

"Forming engineers, bankers, or industrialists needs a foundation - it will be given by l i t e r a t u r e , h i s t o r y , l a n g u a g e s . And then the rest builds up on it.

W i t h o u t a h u m a n i t a r i a n c o m p o n e n t i t i s i m p o s s i b l e t o r a i s e a g o o d e n g i n e e r "

(Minister of Education and Science of the Russian Federation, O.Yu. Vasilyeva: 1.02. 2017 https://lenta.ru/articles/2017/02/01/vasileva/).

Z.Ye. Fomina, V.V. Kozlova

_______________________________________________________________________________

Voronezh State Technical University,

Doctor of Philology, Professor, Head of the Foreign Languages Department Zinaida Ye. Fomina

e-mail: FominaSinaida@gmail.com

Voronezh State Technical University,

PhD in Philology, Associate Professor of the Foreign Languages Department Victoria V. Kozlova

e-mail: victoriak_@mail.ru

_________________________________________________________________________________________

Statement of the problem. The article deals with the problem of modern language education in a technical university on the basis of the experience associated with the implementation of the additional program "Interpreter in the field of professional communication".

Results. The article describes in a systematic way the possibilities for the successful implementation of the "Translator" Program in a technical university, including the description of the technical school contingent, staffing, recruitment of students, distribution of disciplines, research work of students, common scientific publications, translation practice, state certification, employment, etc. Practical ways of improving the quality of knowledge of engineering students, in particular, during studies at intensive courses of a foreign language (within the framework of the Foreign Languages Center) are suggested. The central place is given to the description of the strategies of innovative methods of teaching foreign languages, the main methodological credo of which is to teach a foreign language through art (in the format of student English & German theater).

Conclusion. Universities should provide additional educational opportunities for future students, including language, as these additional educational options contribute to improving the quality of knowledge of foreign language, which is one of the basic prerequisites for the successful career and competitiveness of a modern technical specialist. The new method of teaching a foreign language developed and proposed by us is the study of a foreign language based on the actor's training, theatrical

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© Fomina Z.Ye., Kozlova V.V., 2018

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mastery and original, cultural and thematic performances in a foreign language, which contributes not only to the qualitative versatile (technical and humanitarian), but also the cultural, moral growth of trainees.

Key words: foreign language, "Translator in the field of professional communication", Foreign Language Center, Language Art Studio, "Learning through art", innovative methods, second education, engineers - translators.

For citation: Fomina Z.Ye., Kozlova V.V. Language education in technical higher institutions (on the example of the additional specialization "Translator in the sphere of professional communication"): experience and prospects / Z.Ye. Fomina, V.V. Kozlova // Scientific Journal “Modern Linguistic and Me- thodical-and-didactic Researches”. – 2018. - №1 (20). – P. 74 - 89.

Introduction.

Today in Russia, in the context of intensification of international cultural, political and economic contacts, knowledge of at least one foreign language becomes a vital need for representatives of a wide range of professions.

Qualitatively new and fundamental changes in the educational system of our country concern the improvement of the content, forms, methods and means of the process of educating modern youth. Of particular importance is the problem of modernization of education in higher education in the context of the creation of a three-stepped system of education as a consequence of joining the Bologna Agreement. As V.V. Putin stressed in his speech (at the meeting of the Council for Science and Education in 2016), the task is not only to "help young people reveal their abilities, get high-quality knowledge, good education - young people should have stimulus, desire to engage in science in Russia, to work in the interests of our economy, in domestic high-tech companies, research laboratories. And for this it is necessary to show them perspective in time" [1].

The need to learn a foreign language is emphasized at all levels of state support, which legally provides the process of modernization of education, designed to be effective. For example, the state program of the Russian Federation "Development of Education" for 2013-2020 states that "it is necessary to ensure concerted actions to promote Russian education on the global market, implement measures to significantly expand the international academic mobility

E n g l i s h a t R u s s i a n u n i v e r s i t i e s [2]. The emphasis is put on the idea that "the integration of Russian education into the international education system is directly related to the creation and support of the development of Russian and joint universities, and joint programs both on the territory of the Russian Federation and in other states, including p r o g r a m s i n f o r - e i g n l a n g u a g e s ” [2, p. 91 .

It is characteristic that in the world cultural and historical practice of the humanitarian component in education, special importance was attached. So, already in the Hellenistic era in

Greece, Ancient Rome and medieval Western Europe in the building of "Seven free arts” (Latin. septem artēs līberālēs), that is, disciplines (Ancient-Greek ἐλευθέριοι παιδεῖαι, ἐγκύκλια παιδεύματα) [3], the following was singled out as priority: grammar, rhetoric, dialectics (trivium) and further: arithmetic, geometry, music, astronomy (quadrivium). Moreover, in the Italian art of the XIV century, art (discipline) is depicted as anonymous female figures, and at the same time g r a m m a r is represented as t h e b a s i s o f a l l o t h e r s c i e n c e s : at her feet there are two students, who bend their heads over books [3], which indicates the high importance of grammar, i.e. in a broad sense - of humanities education in human life. Later F. Bacon, having proclaimed the thesis "Knowledge is Power", set the task of "Restoring Sciences", paying the main attention to reason, feeling and morality [4].

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The content of the educational process should be decided, in the opinion of Academician. D.S. Lihachev, two basic tasks: give knowledge and educate a moral person. "We are entering a century in which e d u c a t i o n , k n o w l e d g e , p r o f e s s i o n a l s k i l l s will play a decisive role in the fate of man General education can create a man of the future, a creative person, the creator of everything new and morally responsible for everything that will be created" [6]. The moral basis is the main thing that determines the viability of society: economic, state, creative [6]. In this connection, it is interesting to note also that at one time the great M.V. Lomonosov, considering the gymnasium as "the first foundation of all liberal arts and sciences," constantly stressed that "Young people should be taught there t h e r i g h t w a y o f t h i n k i n g a n d g o o d m o r a l s " [ 7 ] .

Methodology.

The purpose of the article is to acquaint our Russian and foreign colleagues with the accumulated experience, potential opportunities, as well as methodology and innovations in the field of teaching foreign languages in a technical university, successfully implemented since 2005 by the teaching staff of the Department of Foreign Languages of Architectural block of the Voronezh State Technical University (VSTU). Methodological innovations take into account the specifics of our student contingent, which a priori is focused on teaching technical specialties, i.e. on future engineers, mechanics, machine builders, etc. New technologies in the field of teaching foreign languages in a technical university are aimed primarily at improving the quality of knowledge in a foreign language among students of a technical profile and the formation of their professional, linguistic and sociocultural competencies. The acquaintance of Russian and foreign colleagues with the innovative approach to teaching a foreign language is also aimed at the possibility of its application in other non-linguistic universities of our country.

At comprehension, analysis and generalization of the experience of teaching a foreign language in the technical university, we used a number of methods: method of scientific observations, comparison method, analysis and synthesis method, abstraction method, induction and deduction method, generalization method, description method, analogy method, etc.

The object consideration is the experience accumulated by us in the process of teaching foreign languages in a technical university, subject research is made by modern technologies and innovations in teaching students of technical profiles to foreign languages.

We hope that the symbiosis of a foreign language and professional knowledge is the basis of a future dynamically developing society, and therefore should form the basis of the modern educational process.

Results.

1. T h e p r o g r a m " T r a n s l a t o r i n t h e f i e l d o f p r o f e s s i o n a l c o m m u n i c a - t i o n ’ ’ i n t h e u n i v e r s i t i e s o f t h e R u s s i a n F e d e r a t i o n

1. 1. Motivation to create additional qualifications for the TFPC

The very idea of obtaining this, at first glance, unusual skill in a technical University is not new. So, on January 23, 1724, Peter the Great issued the following Decree:

"For t r a n s l a t i n g b o o k s t h e r e i s a n e e d f o r t r a n s l a t o r s , especially for artistic [...] in order to do this beforehand, it is necessary to do the following: who can do l a n g u a g e s , but they cannot do art, they can give l e a r n a r t , but who can art, but they cannot communicate with languages, they can be sent to l e a r n l a n g u a g e s . . . The arts are the following: mathematical, mechanical, architectural, anatomical, botanical, militaris and others like that" [8].

Teaching and producing professional translators is a matter of national interest and national security.

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In 2005, the Department of Foreign Languages of Voronezh State University of Architecture and Civil Engineering (VSUACE), following the Moscow Universitynamed after M.V. Lomonosov, initiated a new form of educational program to obtain additional qualifications

"Translator in the field of professional communication". The same year, State license for the right to carry out activities for training specialists in the above specialty was received. Students who studied at VSUAC were given a unique opportunity to receive along with their main state Diploma (according to the basic specialty), the second state diploma - the DIPLOMA OF THE TRANSLATOR.

In 2005, the first recruitment of students for this form of training was carried out, and on October 9, 2009, in a solemn ceremony, State Diplomas of "Translators" were given.

Since 2005, the Department of Foreign Languages of the Voronezh State University of Architecture and Civil Engineering (VSUACE), transformed in 2017 (in connection with the association of VSUACE with the Voronezh State Technical University (VSTU)) to the Voronezh State Technical University (VSTU), has been successfully implementing in its activities a licensed state program "Translator in the field of professional communication" and carries out professional retraining of technical specialists.

Additional specialty "Translator in the sphere of professional communication" (hereinafter "TFPC" or "Translator") allows students of VSTU to obtain rich speech practice in foreign languages (with dynamic use of the communicative approach and pedagogical technologies), the opportunity to acquire a professional linguistic luggage in its main specialty and simultaneously with the main specialty they form a translation competence in the sphere of future professional activity.

Obtaining additional education, which is confirmed by the corresponding document of the state sample, provides the specialist with a technical profile with the qualification advantages for employment at the enterprises that involve foreign capital and management.

In the context of what was said about the need for training engineers & translators we consider it important to emphasize that n o w a d a ys , as Venedikt S. Vinogradov rightly observes, t h e g r e a t e s t n e e d f o r t r a n s l a t o r s i s o b s e r v e d i n t e c h n i c a l a r e a s , more than 70% of translators in the world work in them. "According to ‘London Computer Integrated Translation GmbH’ by 1987 the volume of translation in the world was 200 million pages per year, and the need for it increased by 15% per year [8].

State additional professional retraining program "Translator in the field of professional communication» i s offered in a number of leading universities of the Russian Federation, in particular in M o s c o w S t a t e U n i v e r s i t y , K a z a n Federal University (KFU), R u s s i a n N e w University (RosNOU), R U D N University, N o r t h e r n (Arctic) Federal University (SAFU), at the Russian E c o n o m i c a l University named after G.V. Plekhanov (REU), S a r a t o v National Research State University, A l t a i State University, M o s c o w P h y s i c s - t e c h n i c a l University (MIPT), the First M o s c o w S t a t e M e d i c a l University named after I.M. Sechenov of the Ministry of Health of the Russian Federation (Sechenov University), etc.

Attention is drawn to the fact that such programs are active mainly in traditional c l a s s i - c a l universities of Russia, which have a fundamental educational tradition. Number of t e c h - n i c a l universities, in which such programs are offered, is very limited. An example of the functioning of the "TFPC " program in a technical university is Moscow Physics-technical University. Based on this, it can be assumed that our university (Voronezh State Technical University of Technology) is among the few where this Program has been successful and has great prospects in the future.

Besides, f e a t u r e of functioning of the TFPC of our university is also determined by the fact that, unlike other Russian higher education institutions, where the TFPC Program mainly provides training of future translators in the field of professional communication in the direction "English", in our university since 2005 the preparation of students-translators of technical

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profiles on the specialization of the TFPC is provided in two linguistic directions: E n g l i s h a n d G e r m a n .

As in 2005 the program "TFPC" in VSTU got the state licensing in two languages (English and German), annually students are recruited with knowledge of both English and German. Given that, unfortunately, the teaching of the German language in secondary schools, gymnasia, colleges and universities in the Russian Federation is rapidly declining and has been replaced by English for many years, the teachers of our department are doing everything possible, i n o r d e r t o p r e s e r v e t h e G e r m a n l a n g u a g e , as the language of a great world science, the language of culture, the language of the great J.W. von Goethe and W. and A. Humboldt, the language of L. Beethoven and J.S. Bach, the language of G. Leibniz and K.F. Gauss and many other great German thinkers and scholars. The department of foreign languages of the architectural and construction block of VSTU pays special attention to this work, popularizing and encouraging the study of the German language in our university.

2 . T h e p r o g r a m “ T r a n s l a t o r i n t h e f i e l d o f p r o f e s s i o n a l c o m m u n i c a - t i o n ’ ’ a t t h e V o r o n e z h S t a t e T e c h n i c a l U n i v e r s i t y .

2 . 1 . O n t h e c o n t e n t o f t h e e d u c a t i o n a l p r o c e s s

Every year the department of foreign languages of the architectural and construction block of the VSTU successfully implements s t u d e n t r e c r u i t m e n t for training at the first year of "TFPC" - from 40 and more people per year. In total, specialty "Translator in the field of professional communication" trains from 100 to 130 students per year.

aimed at career growth, setting themselves great goals, consciously made their educational choice. Future students of technical profiles enter VSTU without knowing the existence of "TFPC", but having become acquainted with the possibilities of the Program, they show great interest in foreign languages and the perspectives provided by the diploma of "Translator". In this way, training is built on an informed basis, which enhances m o t i v a t i o n students and the effectiveness of the entire educational process.

Our contingent are students who understand that the demand for a specialist engineer with knowledge of a foreign language, confirmed by the second state diploma "Translator in the field of professional communication" in the labor market is incommensurably higher in comparison with the availability of only a diploma in basic specialty. So, combining two vectors in obtaining knowledge - technical and humanitarian, our students repeatedly increase their chances in terms of their employment.

On the "TFPC" program the students all specialties of the architectural and construction block of the VSTU are educated. Most students of the specialty "TFPC" (2017-2018) are trained in such areas of their basic specialties as Personnel Management, Technospheric Security, Urban Construction and Management, Economic Security and Expertise and Property Management.

Translational activities as their second profession have also been selected by students who study in the following technical profiles: Reconstruction and restoration of architectural heritage, Construction of unique buildings and structures, Production and application of building materials, products and structures, Economics and management in investment and construction, Innovation, Land management and cadaster, Urban planning, Architectural environment design, Architecture, Advertising and communications with the public and etc. Thus, students of all directions of education in VSTU associate their future activity with the profession "Translator in the sphere of professional communication".

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Teaching l e c t u r e a n d t h e o r e t i c a l c o u r s e s carried out employees of the Department of Foreign Languages of the Architecture and Construction Block of Voronezh State Technical University with the highest qualification (Doctors, Professors, Ph.D., associate professors, doctoral students), which implies a high-quality level of conducting classes and teaching disciplines.

T h e l e n g t h a n d d u r a t i o n o f t h e c o u r s e is more than 1,500 academic hours for 8 semesters, in accordance with the curriculum and work programs of the specialty. The number of students in the training groups ranges from 12 to 15 people, which provides an opportunity for teachers to pay significant attention to the educational process for each student and create a situation of language and subject involvement.

2 . 2 . S u b j e c t s t a u g h t a t t h e T F P C

The educational process is built taking into account the specifics of the contingent of students, with an emphasis on practical to the study of foreign languages. So, in the first two years of the TFPC Program, the educational process is oriented to the practice of speech. Therefore, the main subject at the 1 and 2 years of education can be called "Practical course of foreign (English & German) language".

The most important component of the educational process is lecture and seminar classes in a number of disciplines of h u m a n i t a r i a n (philological) orientation, in particular, "Linguistics", "Stylistics of a foreign language", "Linguistic Studies", "Intercultural communication" where future engineers & translators receive and consolidate theoretical knowledge, more deeply master existing ones, and acquire new skills necessary for them to carry out communicative and professional activities.

On the third and fourth years, the educational focus is on training in translating technical texts. The trainee is invited to "Practical course of professionally-oriented translation" which is provided by the largest number of hours in accordance with the curriculum. The main tasks for "Practical course of professional translation" are: deepening the theoretical and practical training of students; correlation of the educational process with the real working conditions of one or another specialist; reflection in the educational process of the requirements of scientific and technological progress, modern achievements of science and technology; development of initiative and independence of students during the performance of practical tasks.

The process of forming the competencies of a professional translator is necessary for professional communicative activities. Development of practical skills of professional translation in combination with the study of theory and practice of translation is realized within the framework of practical and lecture disciplines: "Business Communication in a Foreign Language", "Commercial Correspondence" and "Theory of Translation" and others, taught at senior courses.

2.3. T h e e n t e r p r i s e t r a n s l a t i o n p r a c t i c e o f t h e s t u d e n t s o f t h e d e - p a r t m e n t " T F P C "

The fundamental part of the educational program "Translator" is a s t u d e n t e n t e r - p r i s e t r a n s l a t i o n p r a c t i c e , which aims to consolidate and deepen the knowledge received by students during the period of theoretical training, acquire the necessary skills and practical experience in the specialty being studied.

During translation practice, students translate materials from foreign languages (English, German) into Russian, connected with their profile (the main specialization). Based on the results of reports on translation practice, it is possible to draw a conclusion about the sufficiently high qualification of professional translators in the field of professional communication, they

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demonstrate theoretical skills and abilities in their practical implementation with reference to the translation of documentation, for example, on professional equipment, authentic texts of scientific and popular science articles and fragments of books on the specialty of students. Let us note in this connection that, according to the observations of the leading Russian translators, "The largest volume of translated texts is business correspondence, followed by consumer information texts of various kinds (instructions, projects, etc.), then scientific and technical texts, contractual texts, technical descriptions ..." [9]. Our trainees-translator s show themselves to be disciplined, active, initiative and competent young specialists who have sufficient competence in their professional sphere, both in Russian and in the foreign version of the text.

Every year the Foreign Languages Department signs c o n t r a c t s w i t h e n t e r p r i s e s of Voronezh and Moscow to conduct the translation practice of the students of the 4th year of "TFPC". The list of organizations in the framework of which the production practice is carried out includes such leading organizations in the city of Voronezh as: "Electrosignal", LLC "InvestStroy", LLC "DSK", LLC "Turbonasos" and others.

Also, the Foreign Languages Department has a two-year contract to conduct practical training for the practice of students of "TFPC" with the Moscow enterprise LLC "PromAlpServis", for which the students under the guidance of the curators of the practice carried out a collective translation of the accompanying technical documentation of the American climbing equipment, namely the system of automatic climbing insurance Perfect Descent. Climbing Systems, which the company C3 Manufacturing delivers to Russian athletes - participants of Olympic Games in climbing.

Curators of translation practice from enterprises highly appreciate the level of knowledge and skills of future engineers & translators, there is no doubt in their professional training, the level of responsibility before the fulfillment of the task and the focus on quality results.

2.4. R e s e a r c h a c t i v i t i e s i n t h e f r a m e w o r k o f t r a i n i n g u n d e r t h e

"T F P C " p r o g r a m .

2.4.1.Course papers and diploma works.

Students under the "TFPC" program actively participate in research activities. Thus, senior students under the guidance of scientific advisers write course works (3rd year) and diploma work (4th year), opening new perspectives of scientific knowledge. Coerse work, final qualifying work of students studying at the "TFPC" program, is carried out by them during the last, final year. The course project aims to systematize, generalize and test the theoretical knowledge and practical skills of graduates.

Preparation of diploma work and the previous profession-oriented practice, as the final stage of training, form the students' skills of independent work in the professional field. The most interesting courseworks of future engineers & translators annually participate in the review of the best diploma works of the university. So, in 2017, among the best were the student's diploma works of the TFPC on the following topics: "Psychology of Advertising", "Interrelation of Problems of Strategic Management and Leadership", "Human Factor in Project Management", "Practical Experience of Replacing Boiler Burners", etc.

2.4.2.Research in the student scientific society. Traditionally, students of the "TFPC" participate in the work of the student scientific society of the department with the subsequent publication of works in publications for young scientists. Every year, in co-authorship with students, the Program's tutors publish from 10 to 20 joint scientific articles.

2.4.3.Publications in the scientific journal with the status of the Higher Attestation Commission of the Russian Federation. It is important to note that the department of foreign

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languages of the architectural and construction block of the VSTU started publishing in 2004 the scientific journal in two languages - Russian and English - S c i e n t i f i c J o u r n a l " M o d - e r n L i n g u i s t i c a n d M e t h o d i c a l - a n d - d i d a c t i c R e s e a r c h e s " . Since 2007 the Journal has been a part of the List of leading scientific publications of the Russian Federation, recommended by the Higher Attestation Commission of the Russian Federation. The journal also presents articles by teachers working with students who study at the "TFPC" program, which outlines new approaches and techniques for teaching a foreign language to translators.

2.4.4. Training of graduates-translators with a technical profile at the post-graduate course. We believe it is important to note the fact that the students who graduated from the specialty "Translator" have proved themselves in the scientific plan, in particular, in the field of philological sciences. For example, a graduate of the Program "Translator" (2012) Anna Lagutina, who originally entered the Voronezh State Academy of Advertising for specialty "Examination and Property Management", for 4 years simultaneously studied at the specialty "TFPC" in the German language department. A.A. Lagutina not only successfully graduated from the second additional state education in the specialty "Translator", having received a red diploma, but also decided to continue her studies in the graduate school in the direction of "philological sciences" (specialty: "Germanic languages"). In 2013, she successfully defended her Ph.D. thesis at the Voronezh State University on the topic: "Dominant ecological realities in the modern German public-language discourse and the means of their language categorization", prepared under the guidance of Prof. Z.Ye. Fomina. At the moment A.A. Lagutina holds a scientific degree of Candidate of Philology, works in the city of Sochi, the Sochi Institute (branch) of the Russian People's Friendship University (PFUR, Moscow), holds the position of Associate Professor of the Department of Foreign Languages. It is noteworthy that during the Olympics in 2014 in Sochi A.A. Lagutina worked as a translator in the staff of a German construction company engaged in construction.

2.5. O n t h e t e a c h i n g a n d m e t h o d o l o g i c a l s u p p o r t o f t h e d i r e c t i o n o f t h e " T F P C "

The program "Translator in the sphere of professional communication" is provided with the necessary modern educational and methodical literature, authentic teaching materials for all specialties, vocabularies of technical and common terms, audio and video materials, materials for performing interactive tasks. Especially for our students, highly qualified teachers of the department develop lecture and practical courses in the subjects taught, which are relevant educational and methodical complexes and collective teaching coursebooks. Thus, in the framework of lecture and seminar classes, teaching coursebooks are used, written in the appropriate disciplines and sections by the staff of our department: the collective textbook "English language for construction universities" (in two parts, Voronezh, 2006, part 1. 145 p. - Part 2. - 165 p.), the collective manual "German language for construction universities" (in two parts, Voronezh, 2006, part 1. - 189 p., part 2. - 175 p.), "English Stylistics. Stylistics of the English language "(Nesterova O.F., 2009. - 80 p.)," Methods and methods of translating German scientific and technical texts into the Russian language "(Fomina Z. Ye., 2009. - 208 p.), "Technology of translation: professionally oriented training" (Fomina Z. Ye., 2009. - 206 p.), "Stylistics of the German language" (Fomina Z. Ye., 2010), "Introduction into Linguistics" (2011), "Business Communication" (Nesterova O.F., 2011. - 52 p.),"Lexicology of

English. Theory and Practice’’ (Lukina L.V., 2011, 104 p.), "The Tenses and Forms of the English

Verb" (Merkulova N.V., 2012. - 33 p.), "Theoretical Grammar of English" (Merkulova N. V., 2012. - 30 p.), "Business Communication and Commercial Correspondence" (Merkulova N.V., 2013. - 100 p.), "Foreign Language & Intercultural Communication "(Lukina L.V., 2013. - 138 p.)," English Through Art"(Lukina L.V., Fomina Z. Ye., 2013. - 184 p.)," Linguistic culture. Germany", (Fomina Z. Ye., Chechetka VI, 2013. - 172 p.),"Lexicology of the modern German language" (Fomina Z. Ye., Chechetka V.I., 2015. - 132 p.), "Theoretical grammar of the German language" (Fomina Z. Ye.,

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Chechetka V.I., 2015. - 110 p.), "Business German language" (Fomina Z.Ye., Chechetka V.I., 2017. - 182 p.).

3. I n n o v a t i o n s i n t h e f i e l d o f t e a c h i n g m e t h o d s

3.1. G e n e r a l c h a r a c t e r i s t i c s o f t h e m o d e r n m e t h o d s a n d t e c h n i q u e s u s e d i n t h e t e a c h i n g o f a f o r e i g n l a n g u a g e

We proceed from the assumption that the practical mastery of a foreign language implies the choice of such teaching methods that would allow the student to show his activity and creativity. Except this, modern innovative technologies and various information technologies, Internet resources and various multimedia tools are used in the process of learning a foreign language. In more detail the scope of advanced modern educational technologies that are actively used during our practical activities, are described in a separate article [10]. To the number of modern educational technologies, we refer to and use: the CLIL method (teaching other educational disciplines in a foreign language), the method of gaming or the method of playing (Game-based Learning and Gamification), the PLAYDATE method, the "courage / magic" method in training (Courageous Adventures), STEM training (science, technology, engineering, mathematics), training through the TED method (technology, entertainment, design); method of animation; method of video, etc. (See this in more detail in [10]). Of particular importance, as noted in the above-mentioned article, are the personal learning environment, the joint learning environment of learning (collaborative learning environments); method of the teacher's electronic portfolio vs. student and others.

Innovative communication strategies (based on multimedia tools), oriented to the active approbation of the studied material (language conferences, thematic negotiations, excursion routes, educational discussions, etc.). Students are given textbooks in the electronic version for the purpose of independent learning of individual sections of the discipline under study and their further discussion in practical exercises (Translation Theory, Introduction to Linguistics, Stylistics of the German Language, Linguistic Studies, etc.). Thus, the application of innovative teaching technologies is a priority direction of teaching and methodological work of teachers at the "TFPC".

The introduction of innovative methods and the use of information technologies in the process of teaching foreign languages is focused, first of all, on the formation and further automation of skills in various types of speech activity; the development of the ability of learners to understand linguistic phenomena; the formation of linguistic, communicative and sociocultural competences. So, teachers of the department and students of the Program created a large number of computer presentations, a number of training videos on the most important topics of the training courses on the TSPC training program.

Lecture and seminar classes at "TFPC" are conducted with active use of multimedia classroom facilities, a projector, current Internet resources and other modern teaching aids. Of great importance in the aspect of learning a foreign language are round tables, interactive lectures, business and role games, contributing to the collective creativity and skills of joint activities for decision-making.

3.2. I n n o v a t i v e m e t h o d o l o g y o f t e a c h i n g a f o r e i g n l a n g u a g e : " L e a r n - i n g a f o r e i g n l a n g u a g e t h r o u g h a r t . "

Along with modern teaching technologies, the Department of Foreign Languages of the Architecture and Construction block of the VSTU has developed and successfully introduces new approaches, technologies and new methodological approaches in the context of practical activities for the purpose of qualitative and effective studying of foreign languages, which are actively used both in training groups of students of technical profiles, and within the framework of working with students on the TFPC.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 1 (20), 2018 ISSN 2587-8093

So, the department has developed and successfully applies a new method in its activity:

"Learning a foreign language through art" in the format of student language theater.

The origins of the new methodology date back to 2008. The prerequisites for the emergence of this unique and original methodology were originally the Student Language Clubs (originally it was the German Club (2008), in 2009 the English Club was organized). The purpose of the Language Clubs was to organize concert programs dedicated to the traditions and holidays of the countries of the languages studied in a foreign language, to conduct meetings, cultural events, etc. However, later it became obvious that Language Club is much more than a Club. These are new opportunities for a non-trivial and creative studying of foreign languages.

The accumulated experience in the language clubs provided the most valuable material for the development of a new method - the teaching of foreign languages through art, which was first described in detail in the training tutorial: L.V. Lukina, Z. Ye. Fomina Art as a means of learning English: E n g l i s h t h r o u g h a r t . Tutorial. Voronezh, 2013 [11].

It seems to us important to answer also to the question, why exactly the theater as a kind of performing art can serve as a methodological basis for developing the method of teaching a foreign language through art? In this regard, we will name several factors. At first, the theater is a synthesis of all kinds of art, it includes music, architecture, painting, photography, etc. [12]. Secondly, the main purpose of the theater is knowledge of the world. M.A. Chekhov wrote in this connection: "Our inspiration led us beyond the bounds of the sensory world. It took us out of the narrow framework of personal ... When we were creative, we knew!" [13]. Thirdly, a special mission of the theater is to educate of good. N.V. Gogol said that "the theater is such a department with which one can say a lot to the world of good" [14]. Fourthly, the theater performs a special aesthetic role, which attached paramount importance to K.S. Stanislavsky: "Beautiful is what elevates the life of the human spirit on stage and from the stage, that is, the feelings and thoughts of artists and spectators" [15]. Fifthly, the theater has a high educational and cultural mission. According to K.S. Stanislavsky, the actor, first of all, should be cultural and able to reach the geniuses of literature [15]. An original quintessence of the statements of great educators about the importance of theatrical creativity is the judgment of M.L. Nalbandian: Theatrical Stage is not lower than the scientific department. …

Theater is a new kind of school, which trains people of all ages ... [16].

What has been said is, undoubtedly, relevant for our students in the engineering and technical fields, who try themselves in acting and scenic creativity with the aim of studying a foreign language in a creative and interesting way.

Here is a fragment from the above-mentioned tutorial concerning the description of a new method of teaching a foreign language through art which assumes:

1)cognitive support for basic elements acting skills;

2)active development not only the creatively-cognitive abilities themselves, but also the diverse psycho-physical abilities of the trainees (their motor skills, voice, gesture, etc.);

3)activation of emotional potential of trainees, features of their psychophysical organization etc.;

4)the method is implemented in a cognitive-game form and is based on two interrelated components: the actual language training and theatrical art, where the first is the goal, and the second is the experimental platform, the tool for teaching a foreign language;

5)in the focus of the new method - entertaining and exciting learning process and etc.

6)learning English according to the new method is aimed, on the one hand, to acquaintance with linguistic material proper (voice and speech, intonation, phonetics, articulation, etc.), on the other - culturological, which are the basis for mastering the vocabulary of the English language, the features of its grammatical (morphological and syntactic) structures, the emotional and aesthetic components of the language, etc.;

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