У дисертації обґрунтовано суть поняття «готовність до використання
іноземної мови у професійній діяльності».
Схарактеризовано компоненти готовності: мотиваційний, комунікативно-
когнітивний, операційно-технологічний та рефлексивно-оцінний, визначено
критерії і рівні сформованості.
Розроблено модель формування готовності в майбутніх інженерів-програмістів
до використанння іноземної мови у професійній діяльності через упровадження
особистісно орієнтованого навчання на основі різнорівневого підходу.
Виокремлено й науково обґрунтовано психологічні, організаційно-
педагогічні, професійно-технологічні й ресурсно-методичні умови формування
готовності у професійній підготовці майбутніх інженерів-програмістів.
В работе обоснована суть понятия «готовность к использованию
иностранного языка в профессиональной деятельности».
Охарактеризованы компоненты готовности: мотивационный,
коммуникативно-когнитивный, операционно-технологический и рефлексивно-
оценочный, определены критерии и уровни их формирования.
Разработана модель формирования готовности в будущих инженеров-
программистов к использованию иностранного языка в профессиональной
деятельности путем введения личностно ориентированного обучения на основе
разноуровневого подхода.
Названы психологические, организационно-педагогические,
профессионально-технологические и ресурсно-методические условия
формирования готовности.
In the research the essence of the concept «readiness to use a foreign language in
the professional activity» has been outlined as a future specialist’s dynamic quality
manifested in the ability to use and deepen the obtained knowledge and skills for
performing professional tasks. It is a bilateral phenomenon: on the one hand it is a set of
qualities; on the other hand it is a person’s psychological state.
Different types of readiness are established: stable and situational readiness
(according to the target of doing long-lasting and short-lasting actions); readiness to
an act and readiness to an action (according to the contents); psychological and
pedagogical readiness (according to the subject matter); motivational, personal,
perceptive-cognitive, operational and communicative-cognitive readiness
(according to the inner structure); general and special (professional) readiness
(according to the application sphere).
The structure of readiness contains the following components: motivational,
communicative-cognitive, technological, and reflexive-evaluating ones.
Future IT engineers’ readiness to use a foreign language in the professional
activity consists of psychology-pedagogical readiness and of foreign readiness.
Psychology-pedagogical readiness embraces desire, interest, motivation to learn a
foreign language, stability in a professional choice, self-esteem, personal feeling
concerning being in an academic group, and availability of the studying discomfort.
Foreign readiness includes language readiness and speech readiness. Language
readiness contains basic vocabulary, professional vocabulary, grammar, bases of
phonetics, and word-building. Speech readiness contains a system of a foreign
language usage skills (general level of a foreign language usage, skill in using a
dictionary, skills in making a professional topical vocabulary, a level of using the
professional vocabulary, defining of the grammar forms and word-building, skills in
differentiating synonyms, antonyms and homonyms) and activity in usage knowledge
and skills (initiative for using knowledge in a foreign language, creativity in doing
tasks, reaction to the offered tasks, individuality in choosing work types at the lesson,
readiness to use innovation, flexibility in work and mobility).
Different criteria are taken into consideration to establish three levels of the readiness
formation: the contents complexity (low, middle and high levels); the contents of the
studying activity (reproductive, productive and creative ones); professional criterion
(developers of some programme products, developers of separate modules and
subprogrammes, developers of the programme products and AI systems).
Formation of future IT engineers’ readiness to use a foreign language in the
professional activity was carried out by person oriented teaching implementation on the
basis of the multi-level approach.
The main principles of the person oriented teaching include the following groups:
general scientific (studying individualization, teaching material being closer to the
professional situations), psychological and pedagogical (students’ self-esteem, creativity
and success, trust and support, humanism) and organisational ones (previous
determination of the students’ readiness, involving the whole group in the educational
process, work in microgroups, personal problems solution).
We defined and scientifically substantiated psychological (motivation, personal
needs satisfaction, feedback, positive tendency of the educational process),
organisation-pedagogical (duration of a foreign language study, teaching contents
division, teaching methods flexibility), professional-technological (methods of
conducting lessons, teaching means choice, structure of lexical and grammatical
contents) and resource-methodical (availability of teaching textbooks created by a
practicing teacher) conditions for the formation of the future IT-engineers’ readiness in
the professional training.
The author created and experimentally checked the efficiency of the model for
the formation of the future IT-engineers’ readiness to use a foreign language in the
professional activity. The concept of the model is in the renovation of the foreign
language teaching contents (target block) for gaining the necessary readiness
components (contents block) by using a corresponding procedure of the teaching
process (organizational-procedural block) aimed at formation of the future IT-
engineers’ readiness to use a foreign language in the professional activity at three
levels (result block).
Key words: readiness; ESP; person oriented teaching; multi-level approach.
