Abstract
The chapter “Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology” is devoted to the description of the didactic tools development based on the Internet technologies (IT) and the integration of the problem-based learning into the educational process for the formation of professional foreign language discourse in non-linguistic students. The author presents the experience of using IT, in particular the web-quest technology, in practice for the purpose of creating a professional foreign language discourse that allows students to master professional knowledge and develop relevant skills in the field of professional communication. In the chapter the web-quest technology is considered to be one of the most appropriate IT tools for the successful formation of professional foreign language discourse in students with non-linguistic major, since the format of the technology allows the teacher to manage the student work at all stages. In addition, the integration of the web-quest technology into the educational process solves one of the key tasks of modern education, i.e. the increase in the volume of students' independent work, due to which the process of metacognition develops the self-regulation of the personality. The chapter pays great attention to the historiography of problem-based learning from the very origins to modern times, its transformation and types, which depend on the didactic goals being set during the learning process. At the end of the chapter, the author presents the experience of technology integration in the pedagogical process and the results of the experiment.
TopProfessionally Oriented Foreign Language Teaching As A Theoretical Basis For Content And Language Integrated Learning
In order to answer the question of what the principal differences are between these two approaches: professionally oriented and content and language integrated - let us first turn to the retrospective analysis of the first one. We should start with the fact that the foundation of Russian science addressing to the problem of professionally oriented foreign language teaching is the concepts of “Language for Special Purposes” (LSP) and “English for Specific Purposes” (ESP). The following reasons for the emergence of LSP are distinguished in the scientific literature (Dudley-Evans, 1998):
- 1.
Historical prerequisites for the development of this area arose after the end of the Second World War in 1945. At that time, there was a rise in scientific and technological thought, and a new society was created driven by trade and technology. As a result, foreign language learning caused an interest as a means of accessing and promoting the global market of currencies, technologies, and goods. This trend still exists today. Tight timeframes and the material factor require new techniques for learning foreign languages (FL);
- 2.
According to T. Hutchinson and A. Waters, who are considered the founders of this area (70’s– 80’s of the 20th century), the revolution in linguistics had a major impact on the development of the specialized English language. Studying variability of communicative situations, using linguistic units depending on the context becomes a subject of FL learning. Understanding that in order to achieve the set goals in different acts of communication it is necessary to use a certain linguistic layer, led to a change in the methods of FL teaching.
Key Terms in this Chapter
ICLHE (Integration of Content and Language in Higher Education): Educational practices similar to EMI but with the difference that lecturers also pay attention to the development of the language during their lessons.
EMI (English-Medium Instruction): Educational practices in which lecturers do their teaching in English as a foreign or additional language, normally in line with university internationalisation policies.
CLIL (Content and Language-Integrated Learning): Is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language.
Professionally-Oriented Language Learning: Professionally oriented approach to the teaching of a foreign language in technical universities, which provides for the formation of the ability of students to communicate in specific professional, business, scientific spheres and situations, taking into account the peculiarities of professional thinking, is of particular relevance. It is popular in Russian university, close to European ESP approach.
ESP (English for Specific Purposes): Teaching English to university students, with reference to the particular vocabulary and skills they need.