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BACK TO ISSUE CONTENT | HERALD OF CSPU 2018 № 2 PEDAGOGICAL SCIENCES
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DOI: 10.25588/cspu.2018.02
UDC: 378.42(07)
BBC: 74.480.46:81.432.1р30
G.V. Astashova ORCID
Academic Title of Associate Professor, Candidate of Sciences (Education), Associate Professor, Department of Foreign Languages in Engineering, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia)
E-mail: Send an e-mail
N.V. Dyorina ORCID
Candidate of Sciences (Philology), Associate Professor, Department of Foreign Languages in Engineering, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia)
E-mail: Send an e-mail
T.A. Savinova ORCID
Senior Lecturer, Department of Foreign Languages in Engineering, Master’s Degree Student, Department of Education, Nosov Magnitogorsk State Technical University (Magnitogorsk, Russia)
E-mail: Send an e-mail
T.Yu. Zalavina ORCID
Candidate of Sciences (Philology), Associate Professor, Department of Foreign Languages in Engineering, Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia
E-mail: Send an e-mail
Integration processes in successful specialist’s professional training in foreign languages
Abstracts

Introduction. The paper deals with the teaching methods applied to the fields of the language for general purposes and the language for special purposes. The paper is aimed at comparing the characteristics of ESP and EGP and at reviewing the effectiveness of their implementation methods, as well as the role of procedural parameters and the advantages of individual methods.

Materials and Methods. Comparative methods of studying different training programs were used while working on the paper. The authors substantiated the necessity of using the basic methodology of teaching a foreign language for special purposes with a higher efficiency of the student-centered approach as a basis for teaching ESP.

Results. The results of the research proved that the development of the program depends on the results of the analysis of the needs of the learning group and on the actual situations of using the language for special purposes.

Discussion. Students, attending the EGP course, have a common standard goal of learning English, which does not always correspond to their real language needs. It arises a question as to in what sequence teaching EGP and ESP would be more efficient. ESP is more effective in increasing the students’ motivation, because it directly relates to their specific professional careers. ESP makes it easier for students to adjust to their professional environment. Drawing the borderline between the EGP and ESP courses has become very challenging and requiring further discussion.

Сonclusion. The approach presented in the paper and essential to the EU policy combines studying a subject and studying a foreign language as a tool for mastering the subject knowledge. The ESP and EGP methods of teaching are different, as the training on the ESP course is more specific and student-centered.

Keywords

English for special purposes, professional standard, everyday communication, professional activities, student’s personal needs

Highlights
  • The paper presents comparative analysis of ESP and EGP teaching methods, the arguments in favor of such approaches to teaching foreign languages which are devised to provide good level of efficiency in language acquisition for special purposes and according to the students’ needs.
  • The paper focuses on the results of the efficiency level tests among various students’ groups: EGP and ESP students, further education (ESP) and career broadening program students (ESP).
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