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3) L i s t e n i n g f o r p r o f e s s i o n a l d e v e l o p m e n t : from 70% (in Indonesia) to 87% (in China) of teachers of English stated that they participate in professional training events and conferences. This situation of communication can be conditionally attributed to the academic use of language. When this type of listening is performed, it is important to be able to correctly note and systematize information, compare it with the available experience, accurately understand the content of the questions.

4) L i s t e n i n g f o r a d m i n i s t r a t i v e p u r p o s e s : unfortunately, in the questionnaire there was no question as to what percentage of teachers in each country had to be interviewed for employment in English, however, a question was asked about whether communication with administration takes place in English, and from 55% (in Russia) to 92% (in China) of teachers answered that they used English for these purposes. Such situations of communication require concentration and precise understanding of instructions and questions that can be asked in the process of communication. In addition, from 36% (in Russia) to 80% (in China) of respondents said that they had to provide induction and support for new teachers, and communication also took place in English. In this case, one may need the ability to accurately understand the questions, and perhaps also ‘therapeutic listening skills.

These listening skills, while happening in the classroom, will often determine how successful the lesson will be (for example, in the case of the selection of the lesson material or with ‘therapeutic listening’), and the overall professional development and achievements of the teacher (in the case of listening for administrative purposes and professional development). In this regard, the question arises whether the existing system of language training foreign language teachers helps them develop the professional and communicative skills that they really need to successfully implement their professional duties.

Within the framework of the project, the coursebooks used for the preparation of foreign language teachers in the leading Russian universities were analyzed. The analysis showed that the exercises for listening in these textbooks are focused on teaching general listening skills and are not focused on the context of language use for professional purposes. It might there for be useful to consider the results of the analysis of tasks of professionally-oriented listening in this article for the development of exercises and the selection of audio material for students of pedagogical degree programmes.

The first and most important change that needs to be made is the introduction of more audio material with recording of students’ speech in the materials for listening within profes- sionally-oriented language courses. This would allow students to get used to the types of students’ responses, and also to develop their professional listening skills such as listening for diagnostic purposes and listening for assessment, including using assignments designed to develop evaluation skills with the use of criteria, as well as professional note-taking necessary for evaluation and error-correction. In addition, it seems useful to create integrated exercises for ‘therapeutic listening’ and speaking. This would allow language professionals to listen to students' speech, discuss their intentions and motivation, mentalize and discuss the best ways to support the students.

In addition, in assignments for oral speech, which are used in the preparation of students, exercises that will allow them to develop the skills of ‘elicitation’, ‘brainstorming and work on the sequence "stimulus-response-feedback" sequence can be added, so that by the time of graduation, the feedback-giving skills are sufficiently formed. To achieve this, more elements of role-playing should be introduced, in which trainee teachers would perform the roles of students and teachers. Also, it would allow to develop the speaking skills for classroom management. More frequent simulation of a classroom in which trainee teachers act as real teachers will enable them to better prepare for future professional activities, learn to listen and hear their future students and take notes during their lessons.

Another area of development of professional and communicative skills for students in pedagogical degree programmes should be listening to texts that reflect the broader context of

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their professional activities. This can include video recordings of training events and lectures on the subject of foreign language teaching. In this case, various tasks for general and detailed understanding of the text can be used, along with tasks aimed at the development of the academic note-taking skills. In addition, these audio texts can provide a basis for discussion or debate in the classroom, reflection on trainee teacher’s own pedagogical experience (if any) or the experience of studying foreign languages. Such exercises should promote the development of oral and written professional pedagogical reflection.

Finally, recordings of the heads of educational institutions or parents can also be used in the language courses designed for trainee teachers. Despite the fact that not all teachers faced these professional tasks, their inclusion in the training programs will allow students to prepare for such communication and hopefully perform it better in their native language, to interpret and respond to the requests and demands of parents and the management of educational institutions. In this case, it will often require concentration, active listening skills and a detailed understanding of what has been said.

Conclusion. The teachers’ listening skills form an important part of the professionalcommunicative competence of a foreign language teacher. These skills can allow a specialist to communicate more effectively with students and their legal representatives, manage classroom processes and adapt the content of training, monitor and evaluate.

Professional-communicative listening skills can be divided into classroom and outsideclassroom. Classroom listening cannot be considered in isolation from the main patterns of interaction within the discourse of classroom communication. Such models include elicitation, or prompting by the teacher, remembering or guessing the correct answer by the students, ‘brainstorming’, within which joint construction of the content of communication takes place. Also, classroom communication models include the ‘stimulus-response-feedback’ pattern, which is often used by teachers as a motivation tool and for monitoring and diagnosing, and finally listening for evaluation, in which the teacher frequently has to make notes to provide quality feedback.

Outside-classroom listening skills can be sub-divided into listening for the selection of teaching aids, ‘therapeutic listening’, which is carried out to counsel and support students and their parents and solve emerging problems. Also, outside-classroom listening includes listening in the situations of professional development activities (training, master-classes, etc.) and performing administrative tasks at an educational institution. All these types of classroom and out- side-classroom listening involve different types and mechanisms of listening skills, and their effectiveness cannot be estimated without evaluating the results of interaction, which, as a rule, depends on the successful implementation of a combination of skills.

To increase the level of the teachers’ professional-communicative listening skills, it might be useful to include more audio material that is authentic from the point of view of future professional activity of teachers, namely, audio and video recordings of students, parents, colleagues and administrators in the training programs. In addition, it is necessary to develop pro- fessional-communicative listening skills in the context of the situations in which they occur, together with other language skills (for example, speaking). Thus, with the development of the language teachers’ professional-communicative listening skills, more attention should be given to the connection of the learning and teaching content and materials with the real communication situations encountered by specialists during their professional activities.

Bibliographic list

[1] Korenev A.A. Professional'no-kommunikativnaja kompetencija prepodavatelja inostrannogo jazyka // Inostrannye jazyki v shkole. — 2016. — № 1. — S. 56–60.

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[2]Korenev A.A., Moiseeva V.I. Modeli rechevogo vzaimodejstvija uchitelja i ucheni-kov na urokah inostrannogo jazyka // Teorija i praktika obshhestvennogo razvitija. – 2015. - №11. – S.267-270.

[3]Kolesnikova A.N., Korenev A.A. Vospitanie tolerantnosti k akcentam ino-strannoj re-chi na urokah po fonetike v jazykovom vuze // Vestnik Moskovskogo universi-teta. Serija

19:Lingvistika i mezhkul'turnaja kommunikacija. — 2015. — № 4. — S. 138–147.

[4]Ershova T.A., Korenev A.A. Ispol'zovanie integrirovannyh zadanij na chtenie i pis'mennuju rech' dlja razvitija professional'no-kommunikativnyh i kognitivnyh umenij studentov pedagogicheskih special'nostej // Vestnik Moskovskogo universiteta. Serija 19: Lingvistika i mezhkul'turnaja kommunikacija. — 2016. — № 1. — S. 159–168.

[5]Izotova N.V. Uchebnaja lingvisticheskaja praktika kak osnova formirovanija pro- fessional'no-kommunikativnoj kompetencii budushhego uchitelja inostrannogo jazyka. // Sovremennye problemy nauki i obrazovanija. – 2015. – №1. URL: http://www.scienceeducation.ru/pdf/2014/6/1339.pdf. (data obrashhenija - 29.07.2017).

[6]Walsh S. Exploring Classroom Discourse: Language in Action. Routledge. New York, US, 2011.

[7]Gal'skova N.D., Gez N.I. Teorija obuchenija inostrannym jazykam. Lingvodidakti-ka i metodika. Uchebnoe posobie dlja studentov lingvisticheskih universitetov i fakul'-tetov inostran-nyh jazykov vysshih pedagogicheskih uchebnyh zavedenij. - M.: Izdatel'-skij centr

«Akademija», 2006. - 336s.

[8]Flowerdew J., Miller L. Second language listening: theory and practice. New York: Cambridge University Press, 2009. - 223 p.

[9]Schultz K., Jones-Walker C., Chikkatur, A. Listening to Students, Negotiating Beliefs: Preparing Teahers for Urban Classrooms. The Ontario Institute for Studies in Education in Edu-cation of the University of Toronto. 2008.

[10]Scrivener J. Learning teaching. – Macmillan, 2005.

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UDC 378.2

COMPETENCE MODEL OF A STUDENT REALIZING

A RESEARCH WORK IN A FOREIGN LANGUAGE

IN HIGHER INSTITUTIONAL ESTABLISHMENTS

A.G. Kovaleva, E.E. Dymova, D.I. Kurmanova

____________________________________________________________________________

Ural Federal University PhD of Pedagogy,

Associate Professor of the Department of Foreign Languages and Translation Alexandra Georgievna Kovaleva

e-mail: kovalka73@mail.ru

Ural Federal University PhD of Pedagogy,

Associate Professor of the Department of Foreign Languages and Translation Elena Evgenyevna Dymova

e-mail: dymovaee@mail.ru

Ural Federal University

Senior Lecturer of the Department of

Foreign Languages and Translation Dilyara Ilshatovna Kurmanova e-mail: dilechka93@mail.ru

____________________________________________________________________________

Statement of problem. To define the components of the competence model of a student realizing a research in a foreign language in the sphere of future career.

Results. The analysis of statistics confirms the necessity of the development of the foreign language communicative research competence in the sphere of the future career of students in higher educational establishments. The foreign language communicative research competence combines the following components: foreign language communicative competence, intercultural competence, career-oriented research competence, competence of scientific communication and educational competence. Research work in higher educational establishments is realized in the form of formal and informal communication. These forms of scientific communication give an opportunity to identify the stages of the research work of students.

Conclusion. The formation and the development of the foreign language communicative research competence increase motivation of students to study a foreign language, form interdisciplinary links. The development of every component of the foreign language communicative research competence provides effective progress in the career of a graduate.

Key words: research work of students, competence model of a student, formal scientific communication, informal scientific communication, stages of the research work.

Introduction. Our modern society is characterized by fast changes in all life spheres. The development pace of social services and economy, the transformation of values within the society, the lifelong increasing volume of information space, tendencies towards permanent functional extension in a professional sphere have determined new requirements which the society demands on the system of higher professional education and graduates of higher educational establishments.

_______________________________________________

© Kovaleva A.G., Dymova E.E., Kurmanova D.I., 2017

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The following skills are getting more practical significance these days. The skills which allow to perceive different complex and tricky situations adequately, to esteem them, to find different methods of problem solving, by attracting various sources of cognitive activity, analyzing obtained results and predicting possible consequences of this or that decision. Taking into consideration the internalization of modern life and work, it is necessary to keep in mind intercultural aspects of solutions of different problem situations and the opportunity to solve them on an international level. Thus when teaching students, it is necessary to take into account that knowledge gets old quickly in the modern society. That is why it is necessary to develop blue sky or creative thinking, research skills, analytical skills and pursuance of constant selfdevelopment which will help to be successful at different stages of education and in a professional sphere.

In the present state of social development, every student who craves for education which can help him/ her to build a rewarding career allots a task to master English for Scientific Purposes. Those students who plan to pursue science should be familiar with up to date and live information in the sphere of their scientific interests. Very often only foreign sources can provide this information. Moreover, in order to be introduced on an international level, become a part of an international scientific and professional society, have an opportunity to carry out research work in an international team, be able to introduce his/ her developments, results of scientific experiments, it is necessary to be able to write proceedings, scientific articles and introduce results of work at scientific conferences.

According to figures from Clarivate Analytics (former Scientific Research and Intellectual Property unit of Thomson Reuters)Russian scientists published 50 401 works in the database of Web of Science in 2016. According to preliminary figures of WoS, the percentage of Russian works is 2.12. (Picture 1).

Picture 1. The Share of Scientific Publications of Russian Scientists in 2016.

2,12%

Russia

Other countries

97,88 %

As for the database of Scopus (Elsevier publishing house) Russian scientists published 66 775 works in 2016 (Picture 2).

Last year Scopus indexed 2 690 054 scientific publications. Russia made progress (improved for 2 positions) and occupied 13th place in a global list within a year.

The USA (582 161 publications),

China (455 585 publications) and

Great Britain (175 833 publications) make the top three.

Germany (159 189),

India (133 766),

Japan (117 848),

France (109 083),

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Italy (102 053),

Canada (93 907),

Australia (86 936),

Spain (82 625) and

South Korea (76 548) also left Russia behind [1].

Picture 2. Number of Scientific Publications indexed in Scopus in 2016.

Submitted data is declarative of the level of the foreign language competence of our scientists and their opportunity to demonstrate their scientific achievements on an international stage and introduce Russia in whole. On the basis of above submitted data it is possible to speak about a necessity to prepare students to scientific communication in a professional sphere, the development of the competence model of students realizing a research work in a foreign language.

The purpose of this research is to define components of the foreign language communicative research competence and methods of its formation and development.

Methodology. Research in a foreign language in higher educational establishments is the objectives of our research. The competence model of a student realizing a research is the subject of this research. In order to define components of the competence model of a student realizing research in a foreign language we conducted analysis of scientific publications of Russian and foreign scientists who research formation and development of competences of students while studying at higher educational establishments.

To achieve the purpose of this study, theoretical and empirical methods of scientific and pedagogical research were applied. Theoretical methods, analysis of psychological-pedagogical and methodological literature, subject-logical and information-target analysis of text materials, allowed us to determine the components of the competence model of a student and the methods of their formation and development. Empirical methods include the questioning of students and teachers, the introduction of research results in teaching practice, the analysis of progress in the learning process, the mathematical processing of surveys, and the graphical presentation of the results.

Results. The teaching of a professionally-oriented foreign language at a higher educational establishment is closely connected with research work of students in a foreign language,

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which leads to the formation of various components of the foreign language communicative research competence (FLCRC). A large number of studies (V.A. Zvyagintsev, I.A. Zimnyaya, L.V.Shcherba, etc.) and normative documents, including the state standards and materials of the Council of Europe "Key competencies for Europe" [2], confirm the need to form the foreign language communicative competence.

F o r e i g n L a n g u a g e C o m m u n i c a t i v e R e s e a r c h C o m p e t e n c e .

The definition of the essence and components of the foreign language communicative competence is still a subject of scientific discussion in domestic and foreign literature. Most researchers, however, agree that the foreign language communicative competence is

“the ability and willingness to carry out foreign language communication in programdefined requirements, which in turn rely on a complex of specific knowledge, skills and habits such as mastering of language means and processes of speech generation and recognition; grammatical knowledge, skills, abilities; lexical knowledge, skills, abilities (taking into account the socio-cultural lexical minimum); spelling knowledge, skills, abilities; pronunciation skills and speech recognition by ear, as well as, the ability to achieve mutual understanding, as an additional element, to get out of the difficult situation in terms of language, etc.” [3].

This definition meets the requirements of the Common European Framework of Reference, which examines the achievements in mastering a foreign language in terms of the types of speech activity: reading, speaking, listening and writing. But this definition does not reflect the intercultural component, which is important, in our opinion, in the training of a modern professional.

Foreign scholars define intercultural competence as

“demonstrating the ability to understand, respect, appreciate and use productively conditions and factors of perception, judgments, awareness and actions towards oneself and other people in conditions of mutual adaptation, which boundaries can range from manifestations of tolerance to incompatible concepts to the development of forms of communication and cooperation, based on joint actions, and to the creation of a viable model of orientation in the world, the perception and structure of the world” [4].

Domestic researchers [5] emphasize the multi component nature of the intercultural competence and believe that the structure of the intercultural competence reflects the nature of the educational competence and represents a complex personal formation that includes knowledge of the native and other cultures, the skills of practical application of knowledge, and also the aggregate of personality traits, promoting realization of this knowledge, skills and abilities, and, at last, practical experience of their use in the course of interaction with representatives of a different culture [6]. For us the scholar's opinion is very important that the intercultural competence is an educational competence while studying a foreign language and a foreign culture. The process of communication between representatives of different cultures is an object of real life in the formation of the intercultural competence. Thus, professionally-oriented teaching of a foreign language to students combines the formation of the foreign language communicative and intercultural competences. We regard the foreign communication competence as an ability and readiness to perform foreign language communication in the requirements defined by the program, which in turn rely on a set of knowledge specific for a foreign language in reading, writing, listening and speaking in a foreign language, including phonetic and grammatical knowledge, skills and abilities.

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Intercultural competence is an ability of an individual to communicate in multicultural environment. This ability is based on special knowledge of native and foreign cultures and languages, as well as personal characteristics, with the help of which professional communication is carried out in different cultures [7].

Professionally-oriented teaching of a foreign language involves the study of scientific literature in the field of the training program of researchers from different countries. This activity allows forming professional, scientific, communicative and cultural-educational experience. Thus, the formation of the professional scientific competence, the competence of scientific communication and the educational competence is under way. These competences are components of the research competence in professionally oriented training. They allow us to define the research competence as an ability to generalize and critically evaluate the results obtained by domestic and foreign researchers, to identify prospective directions, to compile a research program, to discuss the stages and results of research with researchers from different countries, solving the main tasks of professional activity. On the basis of the above listed, it can be said that the foreign language communicative research competence is multi component and unites the communicative competence, the intercultural competence, the professional scientific competence, the competence of scientific communication and the educational competence.

S c i e n t i f i c C o m m u n i c a t i o n i n a F o r e i g n L a n g u a g e .

The formation and the development of the foreign language communicative research competence (FLCRC) in professionally oriented foreign language teaching is implemented in terms of scientific communication in a foreign language.

Scientific communication is a special kind of social communication, which has a cognitive basis and is characterized by a number of features. First and foremost, the scientific communication functions in the scientific community. The scientific communication is a means of communication and a way of existence of the scientific community, which brings together both individual and collective subjects of scientific activity. It is obvious that every scientist relies on the results of research of his predecessors and contemporaries in the course of his activity (this is the norm of scientific research).Thus, scientific activity is initially communicative in nature. The modern scientific community is generally characterized by unified parameters that regulate the activity of scientists, which include norms, values, traditions of science, as well as ways of seeing, thinking frames, paradigms, etc. The scientific community strictly controls and evaluates the activity of scientists and its results in terms of their compliance with the norms of scientific research. To researchers who violate the established order, the scientific community applies certain sanctions: boycotting, refusing to work together, interrupting contacts, banning publications, etc. In general, they are all related to the limitation of communication processes. Secondly, scientific communication has a subject specific scientific problematic. Scientific activity is always aimed at solving a specific scientific problem. For the problem to be recognized scientifically, it must meet certain criteria developed by the scientific community in a given period of time. The scientific criteria allow us to evaluate not only the results of the research for compliance (or inconsistency) with their science standards, but also the quality of the problematic. The emergence of new scientific problems is due not only to the state and level of scientific knowledge, but also the willingness of the scientific community to discuss and solve them. The solution of the problem begins with its awareness by a subject of the scientific activity, and ends with the recognition of the results of this process by the scientific community.

And, thirdly, the main means of scientific communication is a special language. Scientific communication is a special kind of communication, which is carried out by means of a specific language.

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The language of science is a language for special purposes, representing a variety of language in general and used to describe and explain certain scientific facts, phenomena, etc. The language of science is mainly reduced to terminology, which is largely international [8].

To classify scientific communication, various concepts are used that determine its various characteristics: formal - informal, oral or written, planned or spontaneous, etc. All these types of scientific communication are closely connected with communication in a foreign language, where there is oral and written speech, prepared and unprepared speech. Formal and informal interaction is specific for communication in a foreign language in the process of scientific communication. Formal communication reflects the subject-object relationship, corresponds to the linear-code model (mechanistic approach), is expressed primarily in a written form, monologic, standardized, unified, invariant, aimed at the result, implemented in an official setting, often acting as a management tool (although does not go beyond by this).

I n f o r m a l c o m m u n i c a t i o n , on the contrary, reflects subject-subject relations, corresponds to the interactive model (activity approach), assumes the equity of participants, is spread mainly orally, is dialogical, arbitrary, unique, less reliable, aimed at the process, and is characterized by an informal atmosphere [8].

F o r m a l c o m m u n i c a t i o n is communication through published journal articles. It occurs in the study of published material, which was reviewed, edited by publishers and can be found through various information systems [9].

I n f o r m a l c o m m u n i c a t i o n is the direct communication of communication participants, which can take place at any time, in any place and in any form [10].

It is necessary to emphasize that formal and informal communication complement each other. The combination of the two types of communication makes the communication process richer, and the product of communication more qualitative.

Teachers and students are participants in informal scientific communication in the academic community. They are divided into small and large communicative groups [11].

In the process of informal scientific communication, the teacher puts forward a certain idea, a problem, or gives students the opportunity to choose the most interesting research direction for them. This stage is aimed at the formation and development of the foreign communicative competence in the field of scientific research. At this stage, students can come together in thematic groups for further research work or exchange of existing information on the topic of the scientific research. At the next stage of the research process, students enter into formal communication with scientists who consider this issue in their articles, scientific publications and monographs. This stage makes it possible to form educational, foreign language, communicative, intercultural, career oriented research competences and the competence of scientific communication. After a detailed study of the question, students again enter into informal communication with each other and the teacher in class during the educational process, in order to exchange the accumulated information and analyze the data obtained during the research. The final stage is aimed at the formation of the foreign language communicative competence and the competence of scientific communication.

Thus, the alternation of formal and informal communication determines the stages of research work aimed at the formation and development of each component of foreign-language communicative research competence in vocationally-oriented teaching of a foreign language.

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The sequence of the stages of the research work of students in a foreign language allows us to e v a l u a t e t h e f o r m a t i o n o f e a c h c o m p o n e n t o f F L C R C :

Stage 1: statement of the research problem, definition of its goals and objectives; Stage 2: identification of participants of the research group;

Stage 3: search and systematization of information and analytical material and scientific literature on the problem in a foreign language;

Stage 4: analysis of the obtained data, evaluation of theories, concepts and approaches, determination of the main directions for resolving contradictions;

Stage 5: development of own solutions to the research problem; Stage 6: independent evaluation of the results of the study;

Stage 7: discussion of research results in the professional scientific environment.

F o r m a t i o n a n d D e v e l o p m e n t o f t h e F o r e i g n L a n g u a g e C o m m u n i c a - t i v e R e s e a r c h C o m p e t e n c e .

In connection with the need for the formation and development of the foreign language research competence of students, it was decided to conduct systematic research work with the students of the Institute of Radio Electronics and Information Technology (IRIT-RtF) at Ural Federal University. The first year students conduct the research on historical aspects related to their future professional activity: they study biographies of famous scientists, the stages of science development and achievements in the professional sphere. The second year students study technological processes, which are described in popular scientific literature. At the end of their research, students prepare a report in a foreign language in the form of a multimedia presentation, which is presented and defended at the Open Colloquium of the 1st and 2nd year students. Students, teachers of foreign languages and specialized disciplines are present at this Colloquium. After the defense of each project, those who are present ask questions and express their points of view. This form of organization of the independent work of students allows them to get acquainted with known facts in the field of their future professional activity, to learn to find and use various sources of information, first of all, in a foreign language, to begin studying specialized terminology. Heads of educational programs, curators of groups in IRIT-RtF help students to determine the topic of their research and the choice of reliable sources of information. Teachers of a foreign language control all stages of the research, hold interim hearings of reports in a foreign language and help in the formation of the final report.

The research work of the first and the second year students is primarily aimed at the formation of the foreign language communicative competence in the professional sphere, the educational competence and the intercultural competence, as students study scientific experience and achievements in various countries of the world. The research work of the third and the fourth year students is a part of the academic load. Students need to implement the project in a foreign language during three semesters. The research work should be presented in the volume of 25-30 pages, and include the introduction, the analysis of theoretical questions on the research topic, the practical part and references.

This project does not only focus on the development of the foreign language communicative competence in the professional sphere, but also on the professional research competence and the competence of scientific communication. Students define goals, research tasks, the object and the subject, formulate existing contradictions, put forward hypotheses. All these allow planning the trajectory of their research work. Teachers of specialized disciplines give recommendations on the choice of reliable, modern scientific sources of information. Students receive new and up-to-date knowledge in the field of their professional activity from authoritative sources in a foreign language, which are also used to solve learning problems in other academic disciplines. Throughout the period of the research work, regular reports of students on the work

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