Keyword: «concept-based didactics»

In the face of intensive flows of technological information and a change in business processes and industrial activity there is an increase in demand for employees who are competent in the situations of international transactional, functional engagement. The problem of improvement in quality of profession-oriented foreign language education for non-linguistic students becomes actual. The purpose of the article is to analyze the praxeological aspect in profession-oriented foreign language education for non-linguistic students. On analyzing the main approaches applied in profession-oriented language teaching, we can note the advantages of student-centered paradigm emphasizing the creation of the favourable environment for cultivating students’ autonomy in terms of intellectual, social and communicative activity. The frame of reference to the basic concepts and essentials of system-based activity approach, communicative approach and meaning didactics let us assume that the essence of preparing students for professional language usage consists in providing successive transitions to the stage of verbal interconnection along with applying in-depth learning and meaning-formation techniques on the contextual basis. The findings can be described as follows: the dimensional characters of learning materials selection related to holistic professional mindset formation are specified; the development of the scheme of processing the professionally-oriented texts with the focus on cultivating professional communication skills through recycling specialisms and practices of meaning formation. The conclusions and generalizations may be instrumental in the refinement of structural pedagogical aspects of academic research efforts in teaching profession-related foreign language. Praxeological factors of improving the procedural aspect of professional communication competence of nonlinguistic students (activity concentration, comprehensiveness, phasing, main link accentuation) result in the expected changes set by FSES-3. Based on praxeological principles, the suggested pedagogical solutions of cultivating professionally oriented competence in non-linguistic students provide reliable means of organizing teaching to good effect and may lie at the core of conducting empirical research.