Формування готовності в майбутніх інженерів-програмістів до використання іноземної мови у професіональній діяльності

Abstract

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.