- Дерека, К.О. (orcid.org/0000-0003-1597-4740) and Квятковська, А.О. (orcid.org/0000-0002-4977-5515) (2021) Features of foreign language learning in institutions of pre-tertiary vocational education Інноваційна педагогіка (42). ISSN 2663-6085
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Abstract
Based on the analysis of modern literature, the peculiarities of a foreign language learning in the educational process of an institution of pre-tertiary vocational education have been proved theoretically. The importance of a foreign language in teaching students in colleges is considered; the necessity of mastering a foreign language as an important component of becoming a modern specialist is noted. It is established that in accordance with the standard of the discipline "Foreign language" in a non-language institution of foreign language teaching should be communicativeoriented and professionally-oriented. It is analyzed that as a foreign language in vocational institutions is a continuation of school education, this course is already based on the knowledge, skills and abilities acquired by students at school. But this becomes the reason for the initial multilevel and relatively low preparation of students, despite the fact that the school curriculum assumes the same approach to learning a foreign language. It is determined that the majority of students who entered an institution of pre-tertiary vocational education are not ready to communicate in a foreign language, do not know the basic rules of grammar and do not have the necessary lexical minimum. Student of a vocational institution should be a specialist who can not only communicate in a foreign language, but also master all professional terminology necessary for a future specialist, but the number of classroom hours does not allow achieving the desired result, is noted. It is stated that students who entered the vocational institution really have insufficient or almost no motivation to learn a foreign language. It stands to mention here that the vast majority of students studying at the non-language department in vocational institutions may not have the ability to learn a foreign language or have insufficiently developed abilities, as their hobby is precisely technical sciences, which explains their admission into vocational institution. To solve this problem, it is the teacher who needs to arouse students' interest in learning a foreign language, be able to encourage students with the help of their emotions and feelings to work effectively; be able to create a comfortable and at the same time interesting situation in the classroom, which will intensify the students’ activities and stimulate them to develop speaking skills. Attention is focused on the fact that modern pretertiary vocational education should prepare specialists of a new level, new opportunities, capable of effective work in the conditions of the active introduction of the latest technologies.
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