Наукові конференції Львівського національного університету імені Івана Франка, ІІ Міжнародна науково-практична конференція «КОМУНІКАЦІЯ У СУЧАСНОМУ СОЦІУМІ»

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Дата: 2018-06-08 03:00 – 05:30
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A continuous system of language education originally calls for implementation of such a pedagogical condition as attaining a good command of professional communication by a foreign language lecturer. It includes knowledge of the theory and methods of teaching, technologies of readiness formation of professional foreign language communication, communicative competence, peculiarities of teaching professional communication, communication styles, structural characteristics and functional organization of communication as well as its parts and types.

The researcher Pryhodko (2010) points out, that the content of readiness for professional pedagogical activity is often identified with the content of such pedagogical categories as professional preparation and professional competence (training). The scientist defines professional preparation as personality education about features and content of the future professional activity while professional competence (training) is interpreted as the unity of physiological, mental, psychological and other characteristic features of an individual, the basis of readiness for professional activity [3, p. 32–33].

Focusing on the aim which will culminate in the correct students’ speech, a lecturer must know the essence, rules and standards of professional communication, the requirements for speech behaviour in different communicative and speech situations. They should understand the peculiarities of communication and speech situations, typical for professional activity of the specialist, have communicative and speech skills to solve communication and speech tasks in a particular situation [2, p. 118].

Although the training of the English teachers is conducted by more than 60 Ukrainian universities and other institutions of public and private ownership, higher educational institutions of Ukraine do not prepare teachers of English for Specific Purposes. It is implicit, that the lecturers who teach a foreign language of professional communication, for example, at the Economics faculty, should dwell on economic issues at the same level as graduate students who specialize in a specific area [4].

Dudley-Evans in the book «Developments in English for Specific Purposes. A multi-disciplinary approach» notes that «most ESP teachers have a language teaching background but do not have a first-hand experience of the content and context of other disciplines or business. Acquiring such knowledge and skill takes time and come from reading, from talking to people – perhaps shadowing them at work – from attending courses and conferences, and through experience» [6, p. 60]. But, if the teachers have a positive attitude to ESP content, knowledge of fundamental principles of particular speciality and accurate understanding of the scope of knowledge in the speciality it will help them to acquire necessary skills by participating in conferences, symposiums, seminars, business courses and self-education. After all, both a lecturer of foreign language and students constantly explore different aspects of future professional activity of the latter during practical classes, accumulating considerable knowledge and take into account different approaches to teaching, tailored to the needs of students.

As noted by the scientists Paltridge & Starfield (2013), «key issues in the teaching of English for specific purposes are how to identify learners’ needs, the nature of the genres the learners need to be able to produce as well as participate in. A key feature of ESP course is that the content and the aim of the course are oriented to the specific needs of the learners». Therefore, teaching material for classroom and self-study should be carefully systematized for each speciality [7].

So, the problem of professional improvement and pedagogical culture of the teacher is of particular relevance. A key condition for forming a successful professional orientation is the mastery of the values of pedagogical work, new educational technologies, development of individual and creative styles of pedagogical activity. According to Krylova, the professional and pedagogical culture of the lecturer, directly and indirectly, determines and influences the level of students’ training [1, p. 168].

Analysing the structure of the research and pedagogical activity of the university lecturers, we suggested the following groups of the necessary skills: planning skills (ensure mental simulation of scientific research in general; help to design effective learning sequences across a series of lessons; help to plan homework to sustain students’ progress; allow to incorporate a range of teaching strategies); constructive skills (ensure practical implementation of scientific process and ability to choose a rational structure of the classes); gnostic skills (help to analyze the relationship between pedagogical phenomena, research activity, performance results, depending on personality features; help to assess the cognitive abilities of students, identify problems and create necessary conditions for successful work); organizational skills (ensure ability to organize the interaction of the teacher with students in a group; closely work with them, relying on their independence, initiative and creativity); communication skills (allow to set and disclose the appropriate pedagogical relationship with the participants of the educational process); analytical skills (ensure the ability to analyze the pedagogical phenomena, comprehend the role of each element in the structure and find, in pedagogical theory, principles, conclusions, regularities, corresponding to the logic of the phenomenon); information skills (ensure the ability to use modern information technologies effectively, work with printed sources, obtain information from different sources and process it in accordance with the goals and objectives of the pedagogical process); cognitive skills (educational skills, possession of which allows a person to work with information and apply the elements of training information for the solution of problems in the professional environment) [5, p. 94–97].

The study itself justifies the need in the development of professional competence of both lecturers and students taking into consideration individual professional needs of the latter that will result in the ability to independently substantiate and, at the same time, produce a feasible positive professional result as a new quality.


  1. Крылова Е. B. Формирование профессионального интереса у будущих экономистов в процессе обучения иностранному языку : дисс. … канд. пед. наук: 13.00.08 / Елена Валерьевна Крылова. – Чита : 2006. – 221с.
  2. Лихачова К. Основи формування правильності мовлення студентів економічних спеціальностей в класичному університеті / К. Лихачова // Вісник Луганського національного університету ім. Т. Шевченка. – Луганськ : 2010. – № 22 (209). – Ч. 1. – С. 115-119.
  3. Приходько Т. П. Формування готовності майбутніх економістів до викладацької діяльності в процесі магістерської підготовки: теоретико-методичні аспекти. Монографія / Т. П. Приходько, І. П. Приходько. – Дніпропетровськ : Біла К. О., 2010. – 201c.
  4. Саєнко Н. С. Формування у студентів професійних іншомовних компетенцій під час аудиторної та самостійної роботи / Саєнко Н. С. // Вісник НТУУ «КПІ». Філософія. Психологія. Педагогіка : збірник наукових праць. – 2007. – № 1(19). – С. 153–157.
  5. Скафа О. І. Наукові засади методичного забезпечення кредитно-модульної системи навчання у вищій школі: монографія / О. І. Скафа, Н. М. Лосєва, О. В. Мазнєв. – Донецьк : ДонНУ, 2009. – 379 с.
  6. Dudley-Evans T. Developments in English for Specific Purposes. A multi-disciplinary approach / T. Dudley-Evans. – Cambridge : Cambridge University Press, 1988.
  7. Paltridge B. The handbook of English for specific purposes / B. Paltridge, S. Starfield. – West Sussex : John Wiley & Sons, inc., 2013.