Keyword: «non-linguistic university»

The problem of learning and acquiring good command of foreign languages by students of non-linguistic universities has many aspects of consideration and new approaches, but it has not been fully researched. One of these approaches is related to the national mentality of students. The relevance of this study lies in the fact that the relationship between mentality and language from a scientific point of view is investigated recently. Despite the available research works in this area, this issue has not yet been sufficiently studied. Hence it can be concluded that the mentality and learning foreign languages are interrelated and require further research. The aim of this work is to study the influence of national mentality on learning a foreign language by students of non-linguistic universities (on the example of the mentality of the Sakha people). Leading approaches to achieve the objectives of the study are: linguistic-cultural approach that will help to determine the influence of living national language, material and spiritual culture on language processes; process approach, determining the whole complex of continuously running mental processes in foreign language learning for simulation of the activity results; situational approach, identifying the opportunity to improve learning of a foreign language, taking into account the influence of the student’s national mentality. The study will result in determining the level of the national mentality influence on a foreign language learning. The national-specific features of the mentality of Yakut and English linguistic and cultural communities representatives will be revealed and the ways of their influence on the process of teaching a foreign language will be determined. The comparative analysis of Yakut and English national mentality features (national character, socionic types and concept spheres of Yakut and English languages) contributes to the development of a foreign language teaching model, taking into account the peculiarities of students’ mentality in order to overcome their difficulties in learning a foreign language. Our proposed approach to determining the influence of national mentality on foreign language learning by students of non-linguistic universities will provide an opportunity to develop a model of effective foreign language teaching, taking into account the peculiarities of the national mentality, namely the mentality of the Sakha people.

The relevance of the study is determined by: insufficient research of theoretical issues related to teaching communicative grammar to students of non-linguistic universities in the domestic methodology; the need to develop methods for intensifying teaching of communicative English grammar and creating an appropriate model, taking into account the systematization of teaching methods and tools. The aim of the study is the theoretical and practical justification of the methodology of intensification of teaching communicative English grammar in a non-linguistic university. To achieve the goal of the study, the following methods were used: cognitive-generalizing methods; analysis of linguistic-didactic requirements for the content of the program for teaching a foreign language students of non-linguistic universities; diagnostic methods (questioning, interviewing students, group and individual conversations); prognostic methods; conducting experimental training in order to verify the effectiveness of the proposed complex of communicative grammar tasks; mathematical methods (student testing, qualitative and quantitative analysis of the data obtained). According to the results of the study, the article presents the theoretical and practical justification of the need and significance of developing a methodology for intensifying teaching communicative English grammar in a non-linguistic university. The theoretical significance of the study lies in the scientific and practical justification of the interactive model of teaching students communicative English grammar. The pedagogical model includes: the stages of the formation and development of communicative grammatical skills and abilities; functionally systematized teaching methods; criteria for the selection and organization of educational grammatical material, taking into account the specifics of the learning environment; criteria for assessing the level of formation of communicative grammatical skills. The practical value of the study lies in the creation of an interactive model for teaching communicative grammar using the algorithm for the formation of communicative grammar skills and abilities based on a set of grammatical tasks that implement the research methodology.

The article is of interest from a methodological point of view, since when mastering a foreign language in the professional sphere (construction), students have various kinds of interference errors that teachers need to foresee and prevent. Interference is a process that slows down learning a foreign language by students and affects the successful mastering it, so there is a need to find ways to overcome it. The relevance of this work is explained by the need to find ways to overcome destructive interference and use constructive interference when learning a foreign language in the professional sphere as a way to master it better and minimize interference errors of students. The purpose of the study is to test the effectiveness of the proposed exercises for students to overcome destructive interference in the course of a practical experiment. The subject of the research is the method of overcoming destructive interference in the classroom using a specially developed set of exercises. The theoretical basis of the research is the works of domestic and foreign scientists, such as Alimov V. V., Weinreich U., Zimnaya I. A., Leontiev A. A., Rosenzweig V. Yu., Hockett Ch. F., and others. The article presents definitions of interference in their interpretation. The research material was the works of scientists on methodology, pedagogy, linguistics, as well as data obtained during the control translation of a professionally-oriented text with destructive interferences which was made by 26 students. The study used observation methods and surveys based on students' practical work in translating special texts, as well as in classes on developing oral and written speech skills. The analysis of English-language literature on construction topics made it possible to identify groups of constructive and destructive interferences, develop a number of exercises and recommendations that allow avoiding destructive interference and using constructive interference when working with texts and in professional speech communication. In order to test the effect of the proposed exercises, the group of the students was offered to translate the text containing destructive interferences. The results were processed using methods of comparative analysis and statistical analysis, and the author concludes about the effectiveness of the developed exercises and the feasibility of further work in this direction to overcome destructive interference. The practical significance of this work, according to the author, is that the presented methodology and special exercises can be used by teachers in classes on teaching English in the professional sphere. The novelty of this article is due to the fact that the author assumes that it is possible to overcome the destructive interference when future specialists in the construction industry work with professionally oriented texts by properly organizing the educational process and doing the proposed special exercises.

The article “Methods of learning a foreign (English) language in a non-linguistic university and problems of increasing the effectiveness of teaching” explores the complexity and features of teaching English in six non-linguistic higher education institutions. In the article, scientists use a variety of language learning methods, ranging from traditional approaches such as classrooms and textbooks to modern technologies, including online courses and mobile applications. The author analyzes the problems faced by students and teachers, including the lack of a language envi-ronment, limited working hours and significant learning difficulties. Concluding the article, measures to en-sure increased learning efficiency, such as the integration of English into the educational process, the use of modern educational technologies, stimulation of independent learning and regular results. All this is aimed at helping students and teachers solve complex problems associated with learning English at a non-linguistic university and providing high-quality modern education in the world.

The application of Stephen Krashen's theory of comprehensible input in the design of short-term courses of a foreign language for special purposes has become especially relevant due to the insufficient number of foreign language classroom hours in many non-linguistic universities. The aim of the study is to develop a model of organizing the process of learning a foreign language for special purposes in a non-linguistic university, based on a natural method of learning using comprehensible materials. Such a model could serve as an effective alternative to the traditional Soviet one, which has been largely preserved by many universities and does not correspond to the modern conditions and is primarily focused on acquiring certain skills. The author proposes a longitudinal and intermittent acquisition of a foreign language within a series of specialized courses following the study of relevant material in the native language within major disciplines. It is argued that learning the language of professional communication intermittently in senior years has several advantages over the traditional approach, because the teacher can rely on students' background ideas about future professional agency, knowledge of many international terms in their native language and higher professional motivation. The texts, corresponding in their content to the topics already covered in the native language, have all the necessary prerequisites of comprehensible input, because their logic and many concepts are a priori known to the students and they are of strictly professional interest. Stephen Krashen's approach, with its emphasis on the acquisition of the language information rather than on active speech activity or theoretical study of language norms, makes it possible to effectively introduce professional terminology to the students within a narrow timeframe. The results of the study, which require further testing, can be subsequently used to reform the process of learning a foreign language for special purposes in a non-linguistic university to meet the challenges facing the modern higher education in the context, when the goals and objectives of learning a foreign language remain unchanged and the classroom hours are often reduced. However, the implementation of this model is impossible without information support of a foreign language teacher by major disciplines specialists and the whole professional community of the university.