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The paper aims at researching the correspondence of academic aims of “English for professional purposes” and the professional requirements of future physicians. It involved application of several methods and approaches directed at collecting, calculating and interpreting received survey results of 407 first-year medical students of Danylo Halytskiy Lviv national medical university. The research results are presented as absolute mean values of positive responses as well as their relative number in percent (%). The difference between groups of categorized indices was considered confident for p, Стаття присвячена вивченню відповідності цілей вивчення дисципліни “Іноземна мова за професійним спрямуванням” потребам здобувачів вищої медичної освіти шляхом опитування студентів першого курсу медичних факультетів Львівського національного медичного університету імені Данила Галицького. Проведений аналіз засвідчив відповідність навчальних, розвивальних та виховних цілей потребам майбутніх лікарів. Система цілей сприяє реалізації компетентнісного підходу в освітньому процесі як наслідок формування фахової комунікативної готовності до взаємодії у медичному середовищі з фахівцями-медиками та пацієнтами.

The purposes of this paper are: (i) to discuss the results of a needs analysis that sought to understand the demands of the market in System Development; (ii) to compare the genres which professionals in this economic sector have access to and need to know and those encompassed in the curriculum of a public institution; (iii) to point out which genres should be embraced in an English for Professional Purposes course for students in this area. Based on target situation analysis (HUTCHINSON; WATERS, 2000; NATION; MACALISTER, 2010; ANTHONY, 2018), content analysis (HUCKIN, 2004; FRANCO, 2018) and data triangulation (LONG, 2005; BROWN, 2016), we have investigated the technical curriculum in System Development Integrated to Secondary Education at Centro Paula Souza, used a five-item questionnaire to gather information from nine worker professionals in the field and triangulated the data obtained from these different sources, in order to propose a more effective course to prepare students for the market. Data analysis revealed that some genres, such as personal letter and interview, are expected to be developed during the professional education; however, there are genres, such as Web page and tutorial, which do not appear in the course and are necessary for the performance of a professional in the field., Os objetivos deste artigo são: (i) discutir os resultados de uma análise de necessidades que buscou compreender as demandas do mercado de trabalho em Desenvolvimento de Sistemas; (ii) comparar os gêneros aos quais profissionais desse setor econômico têm acesso e precisam conhecer, e aqueles contemplados no Plano de Curso de uma instituição pública; e (iii) delimitar quais gêneros deveriam ser abarcados em um curso de Inglês para Fins Profissionais para os alunos dessa área. À luz dos pressupostos teóricos sobre análise da situação-alvo (HUTCHINSON; WATERS, 2000; NATION; MACALISTER, 2010; ANTHONY, 2018), análise de conteúdo (HUCKIN, 2004; FRANCO, 2018) e triangulação de dados (LONG, 2005; BROWN, 2016), investigamos o Plano de Curso Técnico em Desenvolvimento de Sistemas Integrado ao Ensino Médio do Centro Paula Souza, aplicamos um questionário contendo cinco questões junto a nove profissionais da área e triangulamos as informações obtidas no plano de curso com as respostas ao questionário, a fim de propor eventuais adequações do plano de curso às necessidades do mercado de trabalho para o qual os alunos estão sendo formados. A análise dos dados revelou que alguns gêneros, como a carta pessoal e a entrevista, são desenvolvidos durante a formação profissionalizante; no entanto, há gêneros, como a página de Web e o tutorial, ausentes no Plano de Curso e necessários para a execução das atribuições profissionais da área.

This article is devoted to the development and application of interactive electronic textbook for the third-year students of the specialization «Applied Mechanics» and «Industrial Engineering» in the discipline «English language». The development of science and technology stimulates the need to improve the system of professional training. In today's global digitalized society and our country's integration into the world educational space, the main priorities for the development of the entire education system are modernization and improving the quality of education. In the process of intensive transition of modern society to digital format, universities and other educational institutions are looking for ways to make the learning process more efficient by modifying methods, technologies, materials, etc. to the modern, most understandable and convenient for the student format of learning, one of the key aspects of which is the use of electronic textbooks. It is worth emphasizing the adaptability of this educational resource, which provides the ability to supplement or edit educational content, such as texts or videos of professional subject area in connection with the rapid scientific and technological progress that ensures the relevance of data. The article reveals the significance of integrating the interactive electronic textbooks into the educational process, the interactive platforms, applications and services used in creating the textbook are described in detail and the compliance of this interactive online textbook with the requirements of the new generation educational system is proved. In addition, the authors provide theoretical principles for design and developing of an electronic textbook, considering the specific features, didactic requirements at the stage of design, as well as technical characteristics and tools needed to develop the interactive electronic textbook, also highlight the drawbacks and benefits of using the electronic textbooks in the whole. The structure of the given e-study guide, developed by the authors of this paper is considered in details, a number of examples of assignments, supported with screenshots and a table, as well as appendixes and useful links are offered to consider in preparing further interactive learning materials of this type. Статтю присвячено питанню розроблення та застосування інтерактивного електронного підручника для студентів третього курсу напрямів підготовки «Прикладна механіка» та «Галузеве машинобудування» з дисципліни «Англійська мова». Розвиток науки і техніки стимулює необхідність удосконалення системи професійної підготовки фахівців. В умовах сучасного глобального інформаційного суспільства і входження країни у світовий освітній простір основними пріоритетами розвитку всієї системи освіти стають модернізація і підвищення якості освіти У процесі інтенсивного переходу сучасного суспільства до цифрового формату університети та інші навчальні заклади шукають способи зробити процес навчання більш ефективним, модифікуючи методи, технології, матеріали тощо до сучасного, найбільш зрозумілого і зручного для студента формату навчання, одним із ключових аспектів якого є застосування електронних підручників. Варто підкреслити адаптивність даного освітнього ресурсу, що передбачає можливість додавання або редагування навчального контенту, наприклад текстів або відеофайлів професійної тематики у зв’язку зі швидко крокуючим науково-технічним прогресом, що забезпечує актуальність даних. У статті розкрито актуальність інтегрування інтерактивного електронного підручника в освітній процес, детально описано використані під час створення підручника інтерактивні платформи, додатки та сервіси та доведено відповідність цього інтерактивного онлайн-інструментарію вимогам освітньої системи нового покоління. Окрім того, авторами надано теоретичні засади створення електронного підручника, розглянуто специфічні особливості, дидактичні вимоги, на які необхідно орієнтуватися під час його планування, технічні характеристики та інструменти, необхідні для розроблення інтерактивного електронного підручника, а також висвітлено недоліки та переваги. Структуру електронного підручника, розроблену авторами цієї статті, детально розглянуто, запропоновано велику кількість прикладів завдань, скріншоти, таблиці та малюнки, а також додатки та корисні посилання, які необхідно враховувати у підготовці подальших інтерактивних навчальних матеріалів такого типу.

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No. of bitstreams: 1 octaviano_lms_me_sjrp.pdf: 3914228 bytes, checksum: 3432d679b9bff143d7f086a542e812ea (MD5) Previous issue date: 2021-08-31 Esta pesquisa teve como objetivo avaliar se as demandas comunicativas na Língua Inglesa - exigidas no mercado de trabalho de uma região do interior de São Paulo - são atendidas por documentos oficiais, para a inserção de egressos de um curso técnico em Desenvolvimento de Sistemas Integrado ao Ensino Médio de uma instituição pública. A metodologia baseia-se em uma pesquisa documental (MARCONI e LAKATOS, 2003; MALHEIROS, 2011; BROWN, 2016) no Catálogo Nacional de Cursos Técnicos e ao Plano de Curso do Centro Paula Souza; e em uma pesquisa do tipo “levantamento” - conhecida como survey (MALHEIROS, 2011) - com questionários para análise da situação-alvo (HUTCHINSON e WATERS, 1987; DUDLEY-EVANS e ST JOHN, 1998; NATION e MACALISTER, 2010, BROWN, 2016), aplicados junto a 6 docentes da área técnica e 11 profissionais do mercado de trabalho da cidade em que o curso é ofertado. O estudo dos dados segue os pressupostos da análise de conteúdo (HUCKIN, 2004) para a abordagem qualitativa; e da análise de dados quantitativos, por meio de percentuais, médias ponderadas e comparação numérica (BROWN, 2016); além da triangulação de dados (LONG, 2005) realizada entre as fontes respondentes dos questionários; e entre estes e a análise dos documentos oficiais. Os resultados revelam que o Catálogo Nacional de Cursos Técnicos não traz informações sobre a necessidade de uso do idioma para a área de Desenvolvimento de Sistemas, exceto, que os profissionais leem e escrevem textos técnicos. Já o Plano de Curso, por meio do componente curricular Língua Estrangeira Moderna - Inglês e Comunicação Profissional, propõe o ensino das habilidades comunicativas de leitura, escrita, compreensão oral e fala, além do estudo de gêneros, como entrevista e documentações técnicas. Contudo, os resultados dos questionários evidenciaram a necessidade de uso de Inglês em outros gêneros - em especial, instrução de código, script e tutorial. Ademais, os resultados também revelam que o idioma é utilizado, principalmente, em atribuições técnicas como: (i) desenvolver sites para WEB, (ii) codificar e depurar programas e (iii) pesquisar sobre a importância dos novos materiais e processos utilizados para o desenvolvimento tecnológico; e que todas as habilidades comunicativas são necessárias, especialmente, para: (i) dar orientações sobre problema técnico e (ii) trocar informações técnicas - em que as quatro habilidades são exigidas. Portanto, se a instituição de ensino ou elaboradores de um curso de IFP desejarem preparar egressos para o mercado de trabalho envolvido nesta pesquisa, eles deveriam levar em consideração as habilidades comunicativas, as atividades profissionais e os gêneros apontados como aqueles em que a utilização do idioma será exigida dos egressos desse curso técnico. This study aimed to evaluate whether the communicative demands in English language - required in the labour market of a region in the countryside of São Paulo - are met by official documents, for the insertion of students of a technical course in Systems Development Integrated to Secondary Education of a public institution. The methodology is based on a documentary research (MARCONI & LAKATOS, 2003; MALHEIROS, 2011; BROWN, 2016) to the National Catalogue of Technical Courses and the Course Plan of Centro Paula Souza; and a research - known as survey (MALHEIROS, 2011) - with questionnaires to analyse the target situation (HUTCHINSON & WATERS, 1987; NATION & MACALISTER, 2010; BROWN, 2016), administered to 6 technical area teachers and 11 labour market practitioners from the city where the course is offered. Data assessment follows the assumptions of content analysis (HUCKIN, 2004) for information from qualitative approach; and the analysis of quantitative data on percentage bases, weighted averages, and numerical comparison (BROWN, 2016); in addition to data triangulation (LONG, 2005) carried out among the questionnaires; and between these and official documents. Results reveal that the National Catalogue of Technical Courses does not provide information on the need to use English for the Systems Development area, except that professionals read and write technical texts. The Course Plan, by means of Modern Foreign Language - English and Professional Communication curricular component, proposes the teaching of communicative skills in reading, writing, listening, and speaking, in addition to the study of genres, such as interviews and technical documentation. However, the results of the questionnaires showed the need to use English in other genres - in particular, code instruction, script, and tutorial. Furthermore, the results also reveal that the language is mainly used in technical attributions such as: (i) developing websites for the WEB, (ii) coding and debugging programs and (iii) researching the importance of new materials and processes used for the technological development; and that all skills are required, especially for: (i) giving guidance on technical problem and (ii) exchanging technical information - in which all four skills are demanded. Therefore, if the educational institution or producers of an IFP course want to prepare students for the labour market involved in this research, they should consider skills, professional activities and genres identified as those in which the use of the language will be required from graduates of this technical course.

Productive knowledge of subject-specific vocabulary is essential for successful professional communication. This article puts forward the case for an innovative approach to course and materials design in English for Professional Purposes (EPP) that highlights the importance of careful analysis of the vocabulary of specific professional discourse. It argues that EPP courses would benefit from being informed by corpus-based analysis of vocabulary and collocational choices in texts used in professional contexts. The argument is supported by the results of the corpus-based analysis of the discourse in the professional context of the European Union institutions. The analysis was carried out using the 1-million-word English EU Discourse (EEUD) Corpus, which was created based on a target needs analysis. The present study contributes to knowledge in the field by establishing the first comprehensive EU word and collocation list, which comprises 405 word families and is complemented by collocational patterns specific to English EU discourse. The results underpin the article’s central argument that collocational information should be used to enrich professional wordlists as they reveal subject-specific patterns that are fundamental for productive vocabulary knowledge in efficient professional communication. The pedagogic applications of the word and collocation lists are also demonstrated.

Introduction. One of the ultimate requirements for the successful integration of any specialist to the international market is his/her language skills. However, the current educational system often lacks streamlined techniques meeting challenges of dynamically changing sociocultural and professional settings, especially, when it comes to communication, field-specific terminology and self-development opportunities. The article dwells on project-based learning at universities in view of English for Professional Purpose. The aim of this paper is to specify some aspects of the project-based approach related to project content and structure, as well as to discover some of its advantages in the English for Professional Purpose-context. Materials and Methods. The research was carried out at the Gnesins Russian Academy of Music, its participants having exceeded 500 students from eight faculties and amounted to 40 educators teaching different disciplines. The following methods were used to specify the ways to university enhance students’ English language skills through project-based learning: analysis and synthesis to study research and methodical literature at Stage 1; survey (interviews, questionnaires) to work with at Stage 2 – getting students and teachers prepared for project-based activities; comparative analysis and description to deal with at Stage 3, related to integrating project-based learning into educational and sociocultural environment, and supervision to deal with Stages 2, 3 and to fix the results. The learning material comprised items for developing students’ speaking, reading, listening and writing skills. Results. The research findings include project content-and-structure-related aspects involving such factors as time, duration, form, type, activities, context and related fields. The authors also brought into the spotlight some advantages for more efficient professional training, namely, an increase in student motivation and readiness for successful communication, proper understanding and use of field-specific terms, as well as extending the range of self-development opportunities. Discussion and Conclusion. The project-based approach in the English for Professional Purpose context creates new opportunities for students to learn to interact with others on an international scale in the realworld circumstances. The article is intended for English language educators and learners worldwide seeking to enrich mixed group experience by doing creative projects wit h real-world outcomes.

English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is that to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students’ responses to the implementation of Task Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This is a qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.

The purpose of this study was to investigate the attitudes and the motivation of first-year students of the Faculty of Mining, Geology and Petroleum Engineering towards learning the professional English language. In any task, especially one as complex and demanding as learning a professional foreign language, motivation is an important factor. The Faculty is currently undergoing a change in programmes and is reviewing its decision to keep English language learning at the first year level as well as to increase the numbers of hours weekly spent learning English. Therefore, it was interesting to determine the students' view on the importance of learning a professional foreign language, the number of hours that they would like to see dedicated to the study of language and their reasons for deciding to study the English language as it refers to their chosen profession. The method used for data collection was a questionnaire. The study revealed that students' attitudes towards learning English for professional purposes was overwhelmingly positive, that they are very motivated to continue their study. Although they recognize the importance of learning a professional foreign language for the betterment of their careers (instrumental motivation), it was surprising to learn that a great number of students also see these lessons as a way of improving themselves, adding to their general knowledge and advancing their personal culture (intrinsic motivation). The students have also said that they believe that English should be studied not only in their first year of study but also later, throughout their Faculty education.

Interdisciplinary integration of the Foreign Language and Medical Communicational Psychology disciplines is an advantageous choice for the medical students. The discipline Foreign (English) language is best appropriate for teaching medical students communication with the patients. The article contains basic information on introducing the doctor-patient communication skills course in the English lessons, based on the personal experience of the authors. The authors have conducted a study of effectiveness of the communication skills psychological-linguistic course read to the medical students, the results of which have proven high efficiency of such integration. Purpose. To analyze peculiarities of teaching communication skills at English classes, basing on the personal experience of the authors, to assess changes in the parameter before and after the introduced English communication course. Methods. Literature review method was used to gather information on how communication skills are taught abroad, the method including analysis and synthesis of information; initial and final testing and questioning the students – to assess the quality of their knowledge before and after the experiment, statistical processing of the data with the Statistica 20.0 software was used. The author tests to assess the English communication skills included multiple questions regarding communication of doctors and patients. Conclusions. The study showed initially low level of the communication skills characteristics, expressed with negative mindset, negative communicative behaviour, loss of self-monitoring and self-control, which, after a year course of Communication in English, have significantly improved. The authors sate also rather beneficial effect of such integration onto the level of language knowledge of the students, as high motivation provides for increased learning activity and better results. The authors consider effective holding similar studies and courses with the senior medical students and practicing physician, who are more actively engaged in communication with the patients., {"references":["Boniadi A., Ghojazadeh M., Rahmatvand N. (2013). Problems of English for Specific Purpose course for medical students in Iran. Khazar Journal of Humanities and Social Sciences, 16, 48-55. DOI: 10.5782/2223-2621.2013.16.1.48.","Drouin J., Rivet C. (2003). Training medical students to communicate with a linguistic minority group. Academic Medicine, 78(6), 599-604.","Farnill D., Todisco J., Hayes S.C., Bartlett D. (1997). Videotaped interviewing of non‐English speakers: training for medical students with volunteer clients. Medical education, 31(2), 87-93.","Glendinning E.H., Holmström B.A. (2005). English in medicine: a course in communication skills. Coursebook. Ernst Klett Sprachen.","Hannah A., Millichamp C.J., Ayers K.M. (2004). A communication skills course for undergraduate dental students. Journal of Dental Education, 68(9), 970-977.","Lu P.Y., Corbett J. (2012). English in medical education, vol. 24, Multilingual Matters.","Lymar L., Sova S., Starodubska O. (2020). Social Skills and Medical Youth of Ukraine: a Leadership Overview. In 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019), 166-170, Atlantis Press.","McCullagh M., Wright R. (2008). Good Practice. Student's Book: Communication Skills in English for the Medical Practitioner. Ernst Klett Sprachen.","McEvoy M., Santos M.T., Marzan M., Green E.H., Milan F.B. (2009). Teaching medical students how to use interpreters: a three-year experience. Medical education online, 14(1), 4507.","Mirza D.M., Hashim M.J. (2010). Communication skills training in English alone can leave Arab medical students unconfident with patient communication in their native language. Education for Health, 23(2), 450.","Omelchuk S., Lymar L. (2016). Gender and professional factors of medical students' psychological treadiness for perforning professional duties. Georgian medical news, (251), 45-50.","Rees C.E., Garrud P. (2001). Identifying undergraduate medical students' attitudes towards communication skills learning: a pilot study. Medical Teacher, 23(4), 400-406.","Shankar R., Dubey A., Mishra P., Deshpande V., Chandrasekhar T., Shivanan-da P. (2006). Student attitudes towards communication skills training in a medical college in Western Nepal. Education for Health, 19(1), 71-84.","Swadi H. (1997). The impact of primary language on the performance of medical undergraduates in communication skills. Medical Teacher, 19(4), 270-274.","Winefield H.R., Chur‐Hansen A. (2000). Evaluating the outcome of communication skill teaching for entry-level medical students: does knowledge of empathy increase? Medical education, 34(2), 90 94.","Zrníková P. (2013). Using academic presentations to develop speaking skills in teaching medical English. Konińskie studia językowe, 1(4), 453-464."]}

У статті розглянуто шляхи підвищення мотивації студентів юридичних спеціальностей до майбутньої професійної діяльності шляхом адаптації змісту курсу іноземної мови, зокрема, впровадження текстового матеріалу у форматі тестів, спрямованих на актуалізацію системи потреб студентів, на яких ґрунтуються мотиви до професійної діяльності. На підставі вивчення навчально-професійних та соціально-професійних мотивів уточнено завдання для адаптації курсу іноземної мови професійного вжитку та наведено приклади відповідних навчальних завдань., В статье рассмотрены пути повышения мотивации студентов юридических специальностей к будущей профессиональной деятельности посредством адаптации содержания курса иностранного языка, в частности, внедрения текстового материала в формате тестов, направленных на актуализацию системы потребностей студентов, которые лежат в основе мотивов к профессиональной деятельности. На основании изучения учебно-профессиональных и социально-профессиональных мотивов были уточнены задачи для адаптации курса иностранного языка профессионального общения и приведены примеры соответствующих учебных заданий., The article deals with the issue of low motivation for professional activity and professional training demonstrated by students of law. It is argued that to increase motivation educators should strengthen the interconnection between various academic subjects, as well as between the educational content and the professional challenges legal specialists face nowadays. Being easily adjusted to the needs of the students, the course of English for Professional Purposes provides numerous possibilities to tackle this problem. The article is based on the research materials of scientists engaged in studying motivation. Considering the established classifications of motives and needs, we suggested the list of needs that need to be actualized and further acknowledged by students to transform into a motive with the help of materials provided in the English classroom. The aforementioned needs include the need to acquire information on the activity of a legal professional, the range of legal specializations and job opportunities in the field; the need to acquire skills required for successful activity and boosting one’s professional image; the need to be validated as a professional, discover own inclinations and interests to choose the specialization, and self-analysis to track the progress in one’s profession; the need for professionally oriented communication and networking; the need to acquire communication skills in English to find a job and deliver on professional objectives. Texts in the format of tests proved to hold a high potential in actualizing the aforementioned needs. The article provides a set of various test-based tasks to illustrate the suggested principle.

Lately, several Faculties within the scope of the Zagreb University (4) chose to suspend English classes, believing them to be superfluous since, as the common wisdom states, everyone speaks English today. However, it has become obvious that many students have struggled with learning English during their secondary education and haven't obtained the desired level of proficiency necessary for reading professional literature, fundamental for their studies. Students’ views and attitudes towards any language (including English) may reveal a lot about issues and problems they might be facing as well as their reasons for learning a language. By means of a survey, in this paper we have tried to examine the attitudes of students of the University of Zagreb’s Faculty of Mining, Geology and Petroleum Engineering and students of the Faculty of Humanities and Social Sciences, towards learning professional English as well as their fears and anxieties connected to foreign language learning.

В настоящее время высшая профессиональная школа вынуждена как никогда активно и своевременно реагировать на происходящие реформы системы образования в России. Постоянно меняющиеся федеральные государственные образовательные стандарты высшего образования определяют необходимость концептуально новых подходов к решению проблем формирования содержания образования. Проблема выбора учебной литературы для обучения студентов технического университета иностранному языку не является исключением, а напротив, имеет большое значение, так как одно из основных требований, предъявляемых работодателями к конкурентоспособному инженеру, – это сформированность иноязычной коммуникативной компетенции, то есть владение иностранным языком как средством межкультурного общения в сферах бытовой и профессиональной коммуникации. Целью исследования является компаративный анализ отечественных и зарубежных учебно-методических комплексов (УМК), учебных пособий и учебников на предмет их соответствия структурным и содержательным критериям, представленным авторами. В статье сформулировано понятие учебно-методического комплекса, дан обзор результатов исследований отечественных и зарубежных авторов об отборе содержания и структуре современного УМК, определены положительные структурные и содержательные характеристики УМК по дисциплине «Иностранный язык» с учётом требований ФГОС ВО и специфики технического университета. Авторы руководствовались аналитическим методом исследования (количественный и качественный анализ, интерпретация полученных фактов, формулирование выводов и практических рекомендаций). Результаты представлены в виде сформулированных критериев к структуре и содержанию современного УМК, положительных аспектов УМК отечественных и зарубежных авторов, рекомендаций по их использованию. Практическая значимость исследования заключается в попытке поиска решения проблемы выбора УМК для успешного формирования иноязычных, общекультурных и профессиональных компетенций будущих инженеров., At present time, technical higher educational establishments of the Russian Federation have to respond quite actively and promptly to the reforms in the system of education. Ever-changing federal state educational standards of higher education define the necessity of conceptually new approaches to the problems of the education content as well as the ways of their solving. The problem of choice of course books for teaching English at a technical university is not just the exception but is of great importance, as one of the main employer requirements to a competitive engineer is well-developed linguistic competence aimed at successful social and professional communication. Thus, the aim of presented research is to analyze the structure and contents of Russian and foreign course books and their correspondence to modern course book criteria developed by the authors after having observed the opinions of some methodologists as well as taking into consideration the own experience in this area. The notion of a course book is formulated in the paper, the research results to the selection of the content and structure of a modern course book are demonstrated. The authors present some positive aspects of analyzed foreign and Russian course books in accordance with federal state educational standards of higher education and specificity of a technical university. During the research work the authors were using the analytical method (quantity and quality analyses, interpretation of the received results, formulation of conclusions and practical recommendations). The research results are presented in the form of formulated criteria and requirements to both structure and content of a modern English course book, in the form of positive aspects and comparative characteristics of Russian and foreign course books, as well as in the form of some recommendation to their use. Practical relevance of the analyses conducted is authors’ try to search for the solution of the problem of choosing the appropriate course book structurally and contextually aimed at successful development of linguistic, social, cultural and professional competences of a future engineer.

English for specific purposes is the main component of language learning in the training of qualified specialists for different areas. There are a lot of books, conducted various studies, developed special methods of education in this field, but, unfortunately, most of the researches are foreigners. It is suggested today in our country that graduates should be more confident to speak English. However, the level of English language proficiency among students of technical universities leaves much to be desired. The article deals with a brief review of the literature of foreign researchers in this field of language and attempt to delineate the concept of «English for General purposes» and «English for professional purposes». Английский язык для специальных целей является основной составляющей изучения языка при подготовке квалифицированных специалистов по различным направлениям. На эту тему есть много литературы, проводятся различные исследования, разрабатываются специальные методы обучения в этой области, но, к сожалению, большинство исследований проводятся зарубежными учеными. Сегодня выпускникам предъявляется требование – квалифицированный специалист со знанием иностранного языка. Однако уровень владения английским языком среди студентов технических вузов оставляет желать лучшего. В статье представлен краткий обзор литературы зарубежных исследователей в данной области языка и предпринята попытка очертить понятия «английский язык для общих целей» и «английский язык для профессиональных целей».

Este artículo refleja la enseñanza-aprendizaje de la lengua inglesa mediante el desarrollo de actividades colaborativas relacionadas con el perfil profesional de estudiantes del Grado en Educación Primaria. Esta acción se ha centrado en el uso de internet y de varias aplicaciones tecnológicas (la plataforma virtual, el blog y Youtube) como medios eficaces para el desarrollo de acciones cuyo enfoque comunicativo se desarrolla con tareas. Esta línea de trabajo contempla la utilización de nuevas tendencias pedagógicas y la integración técnica de las distintas competencias lingüísticas, a la vez que se facilita el aprendizaje autónomo, la evaluación y la reflexión sobre la enseñanza-aprendizaje de una lengua extranjera. La revisión de contenidos relacionados con la futura actividad del estudiante utilizando las nuevas tecnologías facilita la adquisición de la lengua inglesa al desarrollar un aprendizaje comunicativo y constructivo en contextos reales., This article reflects how to learn and teach English carrying out collaborative activities related to the professional profile of the subject Foreign Language (English) in Primary Education using blended learning, the Internet and different technological applications (virtual platform, blogs and Youtube) as effective means for developing a communicative task-based approach. Considering that learning English for Specific and Professional Purposes involves identifying the students´ needs (learning English in order to subsequently teach it to future teachers of Primary Education) and practising in real contexts such as the Web 2.0, this paper explores the use of new educational trends and the technical integration of different skills in foreign language acquisition while facilitating self-evaluation and autonomous learning. This study outlines how teaching and learning contents related to the student´s future profession using new technologies involves English language acquisition through the students´ exposure in real constructive and communicative contexts.

Ovaj rad rezultat je akcionog istraţivanja podstaknutog kritičkim promišljanjima o nastavnom procesu i pedagoškoj praksi engleskog jezika za potrebe informatičke struke u kontekstu kompleksnih zahteva koje postavlja savremeno globalizovano obrazovno i profesionalno okruţenje 21. veka. Predmet istraţivanja jeste opis, uvoĎenje i evaluacija iskustvenog modela nastave engleskog jezika za profesionalne potrebe inţenjera informatike, zasnovanog na rezultatima kombinovane i triangulisane analize sadašnjih i ciljnih potreba budućih stručnjaka u disciplinarnoj oblasti. Temelji se na savremenim sociokulturnim, interakcijskim i kognitivnim teorijama jezika i učenja jezika. IzraĎen je na postulatima i principima komunikativnog pristupa nastavi, kao i teorije o stranom jeziku za posebne namene (Languages for Specific Purposes - LSP), sa procedurama koje podrţavaju teorijsko-metodološku paradigmu razvijenu u okviru nastave stranog jezika zasnovane na zadacima... This thesis is a result of an action research project inspired by critical considerations of the teaching process and practice of Professional English for computer science, in the light of the complex requirements posed by the contemporary 21st century globalized educational and workplace environment. The subject of the study is the description, implementation and evaluation of an experiential model course of Professional English for computer science, based on the results of a combined and triangulated present and target needs analysis of future subject area specialists. Its foundations lie on contemporary socio-cultural, interactional and cognitive language and language learning theories. It is based on the tenets and principles of the communicative language teaching approach, as well as the Language for Specific Purposes rationale, using procedures supported by the theoretical and methodological paradigm developed in the field of task-based language teaching...

The paper deals with the vital issue of the consideration of the requirements of stake-holders (interested parties) in the content and technology of foreign language teaching for professional purposes. The author presents his research results that were acquired in the framework technical and vocational education and training. Problems and possible solutions are proposed. The research methodology is based on the content analysis.

In clinical consultations, doctors and patients try to align their efforts to meet the goal of consultation which is diagnosis and treatment. The general pattern of a clinical consultation, as an activity type, normally includes: opening, history taking, examining, diagnosis, offering treatment, and terminating [1,2]. This study analyses the structure of clinical consultation in a multilingual multicultural setting (MMS) in which the participants are non-native speakers of English. This paper will discuss, in particular, the opening of 15 consultations which reveal a unique feature of the MMS consultations.

Modern tendencies in engineering education set certain requirements on the competences to be obtained. To enable a future engineer to work at a highly competitive level and become an internationally recognized specialist, they must possess advanced English speaking and writing skills. At present most universities introduce educational programs that attract bright domestic and international students to ensure that they are in demand at the global market. The Strategic Program on Competitiveness Enhancement of National Research Tomsk Polytechnic University proposes that modules of professional training should be developed and delivered in English as a language of instruction so that the quality of teaching could be raised. To develop their own approaches to teaching, improve their language proficiency and develop courses and their elements in English, TPU teachers are to meet these challenging requirements and design course documentation and teaching aids, and engage modern teaching approaches in order to ensure high quality work with student groups which are often mixed in their abilities in both professional subjects and language proficiency levels. This paper addresses the course “Professional Training in English” which was developed upon completion of the joint program of TPU and the University of Southampton “Delivering through the Medium of English” and has successfully been delivered to bachelor students with the major “Oil and Gas Engineering” using the cooperative learning approach. The cooperative learning approach has proved to be one of the most successful in terms of teaching professional English to groups of students with mixed abilities.

The article describes the design and implementation of an English as a Foreign Language teaching/ learning model during the three-year syllabus of a French engineering school. It is an English for Professional Purposes (EPP) syllabus as suggested by the requirements of industrial companies, but not related to any particular technological field, unlike many English for Specific Purposes approaches. On the other hand the complementarity of General Purpose English and EPP is considered in a communicative teaching structure, owing to the significant " social language" component of EPP. This combination can be linked to a humanistic understanding of the education of students in engineering schools., L’article décrit le principe et l’élaboration d’un programme d’enseignement de l’anglais sur trois années d’un cycle d’études en école d’ingénieurs. Il s’agit d’un programme d’anglais à finalité professionnelle déterminé par les exigences de l’industrie telles qu’elles sont exprimées lors du recrutement d’ingénieurs ; indépendamment de toute considération d’anglais spécifique à un domaine particulier, comme l’est souvent une démarche d’anglais de spécialité. En revanche l’article souligne la complémentarité de l’anglais d’usage général et de l’anglais à finalité professionnelle en raison de la forte composante " langue sociale" de cette dernière notion dans le cadre d’une pédagogie communicationnelle. Cette intégration peut elle même se conjuguer avec une conception de la formation d’ingénieurs équilibrée entre sciences humaines et sciences exactes., Dorel Frédéric. Macro-programmation de l’enseignement de l’anglais en école d’ingénieurs. Démarche d’anglais à finalité professionnelle plutôt que d’anglais de spécialité. In: Cahiers de l'APLIUT, volume 14, numéro 2, 1994. Vidéo. pp. 49-61.