Учебное пособие 1901

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Thus, the above examples confirm that most often the basic parts of speech may have grammatical relations with each other, as well as with the other notional parts of speech – adjectives. Verbs may have homonyms among two parts of speech at the same time.

F u n c t i o n a l a n d st yl i s t i c d i f f e r e n c e s . In the English Internet article, in contrast to the English scientific article and fairy tale, the opposition of the basic parts of speech is less clear. According to this parameter, the English Internet media is contrasted with the texts of a scientific article and fairy tale. It is also worth noting that the French and English languages differ significantly in having grammatical homonyms among nouns and verbs.

Conclusion

As the study showed, the degree and character of identifying potential grammatical homonymy in English and French is of typological importance for distinguishing / contrasting the semiological classes of words — notional words, pronouns and functional words, as well as separate parts of speech, namely noun and verb, that form the basic parts-of-speech opposition. In functional terms, in English there is a clear contrast of styles: the texts under study, namely, the Internet article is opposed to the scientific article and the fairy tale in identifying cases of grammatical homonymy. However, the typological differences between the French and English languages are connected with the correlation of the possible number of homonyms among the semiological classes of words and the basic parts of speech. In addition, consideration of the functional and stylistic factor also confirmed a well-known thesis about the operation of several morphological principles / tendencies even in one language.

In the future, it will beperspective to study the correlation of units of various levels – morphological and phonetic, namely, syllable and morpheme in the aspect of identifying the degree of their autonomy, as an indicator of the completeness of the hierarchical structure of the language.

References

[1]Sovremennyj ehnciklopedicheskij slovar: Bolshaya rossijskaya ehnciklopediya. M.,1997. М., 1997. https://litlife.club/bd/?b=111025 (20.10.2018).

[2]Ponomarenko E.V. Osnovaniya funkcionalnoj lingvosinergetiki: Speckurs po specialnosti 10-02-04 Germanskie yazyki – М.: MGIMO Universitet, 2015. – 316 s.

[3]Benvenist E. Urovni lingvisticheskogo analiza // Obshchaya lingvistika. – M.: Progress, 1974. – S. 129-140.

[4]Zubkova L.G. Princip znaka v sisteme yazyka. – М.: Yazyki slavyanskoj kultury, 2010. – 752 s.

[5]Ivanova A.G. Tipologicheskie osobennosti morfemnoj struktury slova v anglijskom I buryatskom yazykah (na materiale tekstov raznyh funkcionalnyh stilej) // Uralo-Altajskie-issle- dovaniya – М., 2017. – №4 (27). – S. 23-38.

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[6]AleksandrovaO.V. Yazyk sredstv massovoj informacii kak chast kollektivnogo prostranstva obshchestva // Yazyk SMI kak obekt mezhdisciplinarnogo issledovaniya. Pod red. M.N. Volodinoj. – M.:Izd-vo-MGU, 2003. – S. 89-99.

[7]Malyuga E.N. K voprosu o zhanrovo stilevoj paradigme gazetnogo teksta. // Vestnik Uuniversiteta Rossijskoj Akademii Obrazovaniya. – М., 2008. – Vypusk 2. – S. 68-71.

[8]Herring S.C. Language and the Internet. In W. Donbach (Ed.). The concise encyclopedia of communications. Oxford, UK: Wiley-Blackwell. Prepublication version, 2014: file:///C:/Users/user/Desktop/2%20%D0%BA%D1%83%D1%80%D1%81/herring%20concise.pdf (22.10.2018).

[9]Harkovskaya A.A., Krivchenko I.B. Konceptualnaya organizaciya diskursa socialnyh setej (na materiale socialnoj seti Facebook // Voprosy-prikladnoj-lingvistiki. – М., 2017. – № 3 (27). – S. 60-77.

[10]Kacnelson S.D. Tipologiya yazyka I rechevoe myshlenie. L.:Nauka, 1972. – 216 с.

[11]Karcevskij S.O. Ob assimetrichnom dualizme lingvisticheskogo znaka // Zvegincev- V.A. Istoriya yazykoznaniya XIX –XX vekov v ocherkah i izvlecheniyah: v 2 ch. – M.: Prosveshchenie, 1965. – Ch. 2. S. 85-90.

[12]Yazykoznanie. Bolshoj ehnciklopedicheskij slovar / Pod. Red. V.N. Yarcevoj. M.: Bolshaya Rossijskaya ehnciklopediya, 1998. – 685 s.

[13]Ivanova A.G. Grammaticheskaya omonimiya kak tipologicheskaya harakteristika // Vestnik Uuniversiteta Rossijskoj Akademii Obrazovaniya. – М., 2010. – Vypusk 5. – S. 174-176.

Analysed sources

[1*] Samuel R. Levin (1965). Homonyms and English Form-Class Analysis. American Speech 35 (4), (Dec., 1960), 243-251.

[2*] The Green Lady Wonder Tales (1965). In Katharine M Briggs & Ruth L. Tongue (Eds), Folktales of England (6-10). Chicago & London, The University of Chicago Press.

[3*] Kim Gittleson «Federal Reserve keeps interest rates at record low» URL: https://www.bbc.com/news/business-32524475 (vremja obrashhenija - 25.10.2018).

[4*] Pierre Barbin «Les contribuables américains qui ne paient pas leurs impôts n'auront plus de passeport» URL: http://www.lefigaro.fr/impots/2015/11/23/05003- 20151123ARTFIG00112-les-contribuables-americains-qui-ne-paient-pas-leurs-impots-n- auront-plus-de-passeport.php (vremja obrashhenija - 25.10.2018).

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METHODS AND DIDACTICS

UDC 811.111’373.46:37

TEACHING FRENCH FOR SPECIFIC PURPOSES:

VARIETY OF CONTEXTS, UNITY OF PRINCIPLES

S.Yu. Buryakova, I.S. Voronkova

___________________________________________________________________________

Voronezh State University,

Ph.D. in Philology, Associate Professor of the Department of French Philology Svetlana Yu. Buryakova

email: svetlanbulgakov@yandex.ru

Voronezh State University of Engineering Technologies,

Ph.D. in Philology, Associate Professor of the Department of Foreign Languages Irina S. Voronkova

email: serggggg27@yandex.ru

___________________________________________________________________________

Statement of the problem. The article provides a comparative analysis of implementation of the fundamental principles of teaching French for specific purposes at the master's level in the context of language and technical education and its features.

Results. The authors distinguish a number of fundamental characteristics of language for specific purposes, relevant to language teaching methodology: linguistic features – limited conceptual field of texts according to a highly specialized field of human knowledge, presence of specialized lexical (terminology) and symbolic subsystems, frequent use of some grammatical and syntactic structures of the national language, a system of genres and types of discourse characteristic of a particular sphere; linguodidactic features – focus on fostering professional competence via studying a foreign language, a specific logic for developing a course. In a comparative aspect, the authors analyze their experience of teaching French for specific purposes at the master’s level at the Faculty of Romance and Germanic Philology of Voronezh State University (field of training 44.04.01 Teacher Education, MA program “Teaching Foreign Languages with the Use of Online Technologies”) and at Voronezh State University of Engineering Technologies (all the MA programs). At the level of the components of the educational process (learning goals and objectives, content, technologies used and types of exercises), the unity of principles of teaching French for specific purposes is traced and the ways to adapt them to the needs of a specific target audience are highlighted.

Conclusion. Despite the diversity of educational programs and contexts, the analyzed courses in French for specific purposes have many common features: content of training in terms of text types, technology of fostering information and communication technology competence and educational autonomy, technics of teaching the terminology. The most successful ways to adapt the courses to the needs of the target audience are by selecting genres for reception and production activities, as well as by building a specific system of tasks to foster linguistic and professional competence of the graduates.

Key words: language for specific purposes, French for professional-oriented communication, master’s programs, language education, technical education, linguistic and didactic principles, linguistic and professional competence.

For citation: Buryakova S.Yu., Voronkova I.S. Teaching French for specific purposes: variety of contexts, unity of principles / S.Yu. Buryakova, I.S. Voronkova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. - №4 (23). – P. 36-44

Introduction

The importance of teaching a foreign language in training competent professionals in all spheres of human activity in order to modernize the Russian education system and to increase the competitiveness of the Russian economy on the world market is recognized at the state level and is enshrined in a series of legislative acts (for more, see [1]). A foreign language for

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© Buryakova S.Yu., Voronkova I.S., 2018

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specific purposes is being taught in all Russian higher education institutions (hereinafter referred as HEIs) with regard to their education strategy, features of the field of professional training and context of education. At the same time a diversity of curricula and course books in languages for specific purposes (for instance, here are only several course books by colleagues from Voronezh HEIs: [2; 3]) creates an illusion that there is a specific language teaching methodology for each field of training. In such a situation, an analysis of fundamental principles of a particular area of language teaching methodology that is teaching language for specific purposes (hereinafter LSP) becomes even more relevant. The purpose of this paper is to analyze and to illustrate with concrete examples the common fundamental principles of teaching language for professional communication and their implementation in different educational contexts (the terms “language for specific purposes” and “language for professional communication” are considered as synonymous).

In Russian research tradition on language teaching methodology the term LSP is often replaced by the term “sublanguage” and is often considered as a synonym of the terms “functional style”, “sublanguage”, “genre”, “register”. After a detailed analysis of the conceptual content of these terms T.N. Khomutova concludes that LSP is “a functional type of language aimed at ensuring adequate and effective communication of a professional in a particular field of training” [4, p. 96]. The researchers point out that LSP is not a language in a full sense of the term as its vocabulary, phonetic and grammatical means are selected from the general literary national language: “the LSP vocabulary covers only a number of specific professional areas and the most important non-professional areas related to life safety” (cit. from [5, p. 40]).

In French language teaching methodology researchers make a clear distinction between the terms français sur objectif spécifique (French for special purposes) and français de spécialité

(specialized French) (see, for example [6; 7]). They have developed two criteria to differentiate the two notions which can be named a criterion of the target audience and a didactic criterion. The distinction according to the first criterion is based on the concepts of supply and demand: the term français sur objectif spécifique (French for specific purposes) is used when we discuss a curriculum designed to achieve a specific precise learning goal of a clearly defined target audience. The term français de spécialité (specialized French) is used when it comes to the motivation of an educational institution to expand its offer of language courses aimed at a potential, but not clearly defined, target audience. Thus, such courses as “French for economists”, “French in the field of tourism”, “Business French”, taught, for instance, in the Regional Center of the

French language, belong to the category français de spécialité (specialized French) [6]. The second, didactic criterion is also based on the notion of the target audience, however, it concerns the choice of teaching methods. Therefore, a course of français de spécialité (specialized French) should cover the entire set of situations of professional communication without taking into account the needs of the target audience. At the same time, français sur objectif spécifique (French for special purposes) is based on the needs of a specific target audience, can go beyond studying exclusively situations of professional communication, if particular learners may encounter them in their professional activity [7].

Among the distinctive features of LSP, characteristic of all its varieties and relevant to language teaching methodology, it is essential to highlight the following:

f r o m t h e p o i n t o f l i n g u i s t i c s :

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its relation to the highly specialized field of human knowledge and consequently a rich specialized vocabulary related to the field: О.А. Zyablova points out that major differences of LSP from the national language are due to specialized lexical subsystems, mainly terminology and artificial symbolic systems. Furthermore, the frequency of certain grammatical structures of the national language should as well be named. The researcher stresses however that LSP does not have a special syntax. As for the vocabulary, its specificity should not be exaggerated, since the distinction between special and non-special vocabulary is not often obvious [8, p. 11-12];

distinct discursive features, such as a definite set of genres of oral and written communication characteristic of a particular area: a LSP course is usually centered on functioning of a language in a particular specialized field. Consequently, one of its priorities is fostering discourse competence, namely, skills of reception and production of discourse adequate to the situation of communication and according to the rules of a specialized sphere or a particular discursive community. In this regard, selecting relevant chunks of language and describing types and genres of discourse inherent in a particular specialized field becomes an essential preparatory stage when developing LSP courses [9, p. 36]. However, when it comes to the field of higher education, which prepares future engineers, doctors, pilots, etc., to carry out research in a foreign language, A.I. Komarova emphasizes that linguistic characteristics of LSP texts are the same for all the scientific texts, regardless of field of training, and represent examples of “intellectual functional style” [10, p. 24];

limited conceptual field of texts, due to the fact that LSP is a specific type of “language in general”, which is used when communicating on a particular specialized topic" [11];

f r o m t h e p o i n t o f l a n g u a g e t e a c h i n g m e t h o d o l o g y :

fostering professional competence by means of a foreign language as the aim of LSP courses: the aim of training in LSP courses is fostering professional communicative competence, which consists of two components. The professional component involves “mastering knowledge and skills characteristic of a particular profession” [12, p. 63]. The linguistic component includes skills of using language in order to perform communicative tasks in a professional sphere. It plays a secondary role as language is considered only an instrument for developing professional competence [12, p. 63];

a single algorithm of a LSP course development: when developing a LSP course a teacher should go through a number of clearly defined stages: analysis of the needs of the target audience (professional data about the target audience, such as a list of situations and activities when a foreign language is used; personal information about learners, for instance, attitudes towards language learning, expectations from the course, etc.; information on the current level of language proficiency of learners, etc.); discourse analysis of communicative situations and of chunks of language typical of a specialized field of activities; selecting relevant language; developing the curriculum of the course; treating the selected materials and developing tasks; implementing the course materials and assessing their effectiveness (for instance, by comparing the results of entry and final testing; questionnaires and interviews with the course participants; assessing the efficiency of communication of the course participants in solving professional tasks with the use of a foreign language); revising course materials (see in detail in [9]).

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The outlined principles make it possible to substantiate the existence of a single methodology of teaching LSP regardless of the field of activity. Further we will consider how these principles are applied and modified in teaching LSP in contexts related to opposite fields of training: at a linguistic faculty and in a technical university.

Methodology

While analyzing and summarizing the experience of teaching French for specific purposes, a number of methods were used: observation, comparison, analysis and synthesis, abstraction, induction and deduction, generalization, description, analogy, etc.

The object of study of the present research is the process of teaching French for specific purposes in various educational contexts, namely:

at linguistic faculty: the Faculty of Romance and Germanic Philology of the Voronezh State University (hereinafter – VSU) (French as the second and the third foreign language for professional communication in the field of language education for students of the master’s program “Teaching foreign languages with the use of online technologies” in the field of studies

44.04.01 Teacher Training);

in the context of technical education: French as the first foreign language in the curricula of master's programs of the Voronezh State University of Engineering Technologies (hereinafter referred to as VSUET).

The subject of the research is the peculiarities of the implementation of fundamental principles of teaching LSP in the context technical and linguistic fields of studies.

Research results

In this part we will consider how the fundamental didactic principles of teaching LSP are implemented in the above-mentioned educational contexts. The analysis will be carried out through the prism of the components of the education process:

L e a r n i n g o b j e c t i v e s a n d f o s t e r e d c o m p e t e n c e s . As noted above, the purpose of mastering a LSP course consists in fostering professional communicative competence, that is both its linguistic and professional components, which involves the ability to carry out professional activities using a foreign language. In the new federal state educational standards this requirement for undergraduate students is stated in the form of general professional competence 1: a graduate should be capable of “professional communication in oral and written forms in Russian and foreign languages in order to solve professional tasks” (see, for instance [13, p. 5; 14, p. 7]. This competence is fostered at both universities and includes the following components:

students should know:

main lexical, grammatical, word-formation phenomena of the studied foreign language, its functional varieties;

students should be able to:

analyze information in a foreign language in order to solve professional and research tasks; participate in the discussion of problems within the field of their master's thesis subject;

students should possess:

skills of expressing their communicative intentions in interpersonal, business and professional communication.

The table below presents the goals and objectives of the LSP courses of VSU and VSUET as stated in the curriculum approved by the academic council of the faculties and universities:

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Table Aims and objectives of teaching French for specific purposes in VSU and VSUET

A comparative analysis of the goals and objectives shows that in both universities, although the programs were developed independently by the authors, the focus is on mastering professional terminology, developing learning autonomy for further self-improvement of competencies

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in the field of learning a foreign language, improving the general knowledge of students for their successful participation in intercultural communication and the development of competence in information search as the ability to find and process professionally-oriented information by means of a foreign language.

Undoubtedly, since the entire system of training within a course of a foreign language for special purposes is based on the analysis of the needs of the target audience, namely, professional tasks that it will have to solve in a foreign language, there is a clearly defined professional component in the formulation of objectives: for VSU – mastering the foreign language as a means of searching, processing didactic materials for designing educational process in a foreign language; for VSUET – mastering the foreign language as a means of searching and analyzing professional information in the framework of professional and research activities.

This specificity is reflected in the contents of training and training exercises used to foster professional communicate competence.

L e a r n i n g c o n t e n t s a n d s y s t e m o f t r a i n i n g e x e r c i s e s . Within a LSP course, texts of a limited conceptual content are usually selected depending on the field of training of the MA program in order to teach professional terminology.

The learning contents within the master's programs at the VSUET are presented in the form of a course book by the authors of work programs [1*]. Both face-to-face and independent work is based on authentic texts (or extracts) representing pieces of journalistic writing and scientific style. Since the authors have to teach LSP to all the students in all the fields of training provided at the VSUET, the structure of the course book includes technical texts on general topics, reflects the main stages of fostering professional communicative competence and includes three sections:

1)“Learning support”, designed to eliminate gaps in the communicative competence of undergraduates and containing lexical and grammar exercises which focus on interlanguage transformations occurring during the transition from one language system to another;

2)“Searching and processing information”: the goal of the section tasks is to form the student’s competence in information search as well as the skills of processing the authentic information both in French (annotating and abstracting texts in a foreign language) and in Russian (teaching various types of translation: full and summary);

3)“Scientific communication”: the section is devoted to fostering professional communicative competence by involving students in solving professional communicative tasks in the field of their research (participating in conferences and symposia, presenting their own research, solving everyday issues related to participation in scientific events).

The topics covered in the LSP course for MA students at the VSU are described in the research papers [15; 16] and a course book by the authors of the course work programs [2*]. The contents include authentic texts representing pieces of journalistic writing and scientific style on current issues in pedagogy and language teaching methodology. They are used to develop all the components of professional communicative competence (linguistic, sociocultural, discourse, compensatory, etc.).

The teaching activities are organized in three stages:

1)prediction tasks used to summarize students' knowledge on relevant topics in order to develop their competence in information search by analyzing the recommended additional information, followed by its processing and presentation of data in various formats, including with the use of information and communication technologies;

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2)reproduction exercises aimed at identifying the peculiarities in use of verbal (lexical, grammatical, word-building) means, as well as discourse strategies to achieve communicative goals. Special attention is paid to the terminology related to the education system, finding FrenchRussian correspondences and equivalents of the terms; revealing lexical lacunae and finding ways to compensate them, translating the text or its parts. However, it should be noted that translation has a supporting function in the process of mastering terminology, and development of translation skills is not a priority objective of the course;

3)production exercises aimed at developing the skills to express and justify students’ opinion on professional issues, assess the social significance of their profession, and motivate them to perform their professional activity.

Thus, in both contexts, a common principle is implemented, namely selection of authentic material regardless of the level of language of the target audience. This strategy is consistent with the general principles of teaching LSP. On the other hand, the teaching methods, techniques and forms used in the two contexts differ and reflect the specificity of professional tasks which will be completed by future specialists.

As for the genres of oral and written communication, they also reflect, on the one hand, common features, and on the other, specific features of the learning objectives in each educational context.

For instance, in order improve general culture of students, develop competence in information search and students’ educational autonomy at both universities, undergraduates come in contact, first of all, with genres of newspaper and research articles while completing reception tasks. It is from the texts of these genres that future specialists will draw information in a foreign language relevant to their professional activity.

However, when it comes to production skills, the set of studied genres is significantly different and reflects the specific needs of the target audience in each of the universities. Thus, for students of the VSUET, who are to be ready for communication in professional and scientific fields, at the level of production skills it is essential to get acquainted with such genres of written communication as abstract, letter of invitation to participate in the conference and response to it; in oral communication: presentation of the results of scientific research, communication with the aim of problem solving, discussion.

The MA students at the VSU are preparing for professional activity in the field of language teaching using the French language, as well as for participation in academic mobility programs or vocational education in French-speaking countries. Therefore, a course book for students in the field “Teacher training” contains tasks to get the students acquainted with the following speech genres at a production level: in written communication – essay, summary, article, advertising leaflet; in oral communication – discussion, a fragment of a lesson, reasoned statement, presentation of research data, etc.

Conclusion

A comparative analysis of the components of teaching French for specific purposes at the linguistic faculty of the Voronezh State University and non-linguistic faculties of the Voronezh State University of Engineering Technologies made it possible to draw the following conclusions:

1)teaching a foreign language for specific purposes is based on uniform didactic principles that do not depend on the field of studies: primacy of the goals and objectives of a specific target

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audience in curriculum design; he predominance of the professional component over the linguistic component in professional communicative competence; principle of authenticity of language material, selection of speech genres according to the tasks that graduates will have to solve in the future in a foreign language, and not only according to the professional sphere;

2)courses of French for specific purposes, despite various educational contexts, have many common features which are due to the similar needs of the target audience: texts representing pieces of journalist writing and scientific style as the contents chosen to teach terminology and to foster competence in information search, use of translation as an auxiliary means to teach professional terminology; importance of tasks in searching and processing information in the professional field in order to develop educational autonomy of undergraduates;

3)adaptation of a LSP course to the needs of a specific target audience is a prerequisite for its success and is most clearly visible at the level of speech genres selected for students to get acquainted with at the reception and production levels to solve professional tasks, and at the level of chosen teaching methods and techniques and types of exercises.

As a research perspective, we consider it relevant to develop a unified vision on teaching LSP, taking into account the field of training. This work may involve firstly the analysis of genres and types of discourse in the framework of the most common situations of professional and academic communication in various fields of training which can be useful for developing a common classification of genres and types of discourse in language teaching methodology. Secondly it can include creating a unified system of exercises for mastering this genres and discourse types at reception and production levels. Such work can be carried out both by specialists from one university, and by a working group of colleagues from different universities preparing specialists in the same field of training.

References

[1]Fomina Z.E. Yazykovoe obrazovanie v tekhnicheskom vuze (na primere dopolnitelnoj specializacii «perevodchik v sfere professionalnoj kommunikacii»): opyt i perspektivy / Z.E.

Fomina, V.V. Kozlova // Nauchnyj vestnik Voronezhskogo gosudarstvennogo arhitekturnostroitel'nogo universiteta. Seriya: Sovremennye lingvisticheskie i metodiko-didakticheskie issledovaniya. – 2018. – № 1 (37). – S. 88-105.

[2]Efimova T.V. Ustnye temy po francuzskomu yazyku dlya studentov-medikov (Approche communicative): uchebno-metodicheskoe posobie / T.V. Efimova. – Voronezh: VGMA, 2012. – 76 s.

[3]Merkulova N.V. Govorim po francuzski / Parlons français!: ucheb. posobie dlja stud. i magistr. vseh spec. – Voronezh : Voronezhskij GASU, 2015. – 110 s.

[4]Homutova T.N. Yazyk dlya specialnyh celej (LSP): lingvisticheskij aspekt / Homutova T.N. // Izvestiya Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena. – 2008. – № 71. – S. 96-106. [Elektronnyj resurs]. – URL: https : / /elibrary .ru /download/elibrary_11694920_19241921.pdf (vremya obrashcheniya – 29.09.2018).

[5]Zabrosaeva I.A. Ot LSP do specializirovannogo diskursa: istoricheskij srez / I.A. Zabrosaeva, M EH. Konurbaev. [Elektronnyj resurs]. – URL: http:// www. philol. msu.ru/~ slavphil/books/jsk_49_04zabrosaeva.pdf (vremya obrashcheniya – 29.09.2018).

[6]Vâlcu A. Le français sur objectifs spécifiques (FOS) et la formation des traducteurs professionnels [Elektronnyj resurs]. – URL: https: //ibn .idsi .md /sites /default /files/ imag_ file /Le% 20francai s%20sur%20 objectifs%20 specifique s%20FOS %20 et%20 la%20 formatio n%20de s%20traduct.pdf (vremya obrashcheniya – 30.09.2018).

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