Keyword: «students of non-linguistic specialties»

this article discusses the necessity to train students and cadets in editing technical texts translated by a translating computer. The relevance of the research is substantiated by the increasing popularity of using such programs and the insufficient quality of translations, which leads to the inclusion of text editing exercises in the general professional foreign language course for students of non-language specialties. The paper discusses the main errors identified in the translations and ways of their correction.

The relevance of the study in the work is due to: the growing role of the Chinese language as one of the tools for expanding professional knowledge and skills among specialists of non-linguistic profiles when communicating with colleagues from the People's Republic of China in connection with the rapid transformations of a political and socio-economic nature in the Russian Federation and the strengthening of working ties between employees of international companies of the two countries; the growing contradiction between the need for university teachers of foreign languages in the use of interactive educational technologies in teaching students of non-linguistic specialties to speak Chinese in order to develop all types of foreign-language speech in the course of communication and interaction with representatives of other linguistic cultures, on the one hand, and the lack of optimal experience in the use of interactive educational technologies in teaching Chinese to students of non-linguistic specialties in higher education, on the other hand, the rapid development of interactive educational technologies for teaching foreign languages in the modern world. The aim of the study is to summarize the practice of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The work was based on a competence approach, where the content of teaching the Chinese language was aimed at developing communicative competences and on an interactive approach, which consisted in increasing the motivation of students to learn Chinese through the introduction of new effective teaching methods. The theoretical significance of the study lies in highlighting modern conceptual provisions concerning the problems of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The practical significance of the study lies in the development of a special course "Business Foreign Language (Chinese)," which includes interactive techniques for teaching speaking Chinese, and can be used by university teachers of foreign language. The results of the work are as follows: the effectiveness of teaching non-linguistic students to speak Chinese depends on the teaching methods and the conditions in which they are most effectively implemented. The paper scientifically substantiates the importance of the use of interactive educational technologies in terms of teaching foreign-language professional communication to students of non-linguistic specialties, with the inclusion of appropriate methodological techniques that can be used in higher education, taking into account the profile orientation, as well as in advanced training courses for teachers of a foreign language (Chinese).

The article updates existing data on expediency of using the principle of differentiation of foreign language teaching in higher education. The aim of this article is to identify effectiveness of the principle of differentiation of the process of teaching a foreign language to students of non–linguistic specialties of a multidisciplinary university. Achieving the goal included the use of theoretical and empirical research methods such as pedagogical experiment, monitoring, testing, survey, statistical methods of data processing (Student's t-test for dependent samples). The experimental study took place within the framework of the discipline "Foreign language: Basic course, English" and consisted of several stages: 1) external differentiation of 1st year students into groups corresponding to a certain level of foreign language proficiency, based on data obtained at the diagnostic stage of the experiment; 2) at the practical stage – teaching students in level groups for 1 semester using auxiliary tools and teaching techniques, monitoring the level of foreign language proficiency; 3) the control stage included conducting final testing, a survey of the participants of the experiment and students who did not participate in the experiment; conducting the survey of teachers working in the level groups. The obtained results revealed positive dynamics in the level of foreign language proficiency among students of the differentiated groups, which led to alignment of the majority of respondents to the required level B1. Accordingly, it can be stated that differentiated instruction is an effective tool for leveling and improving the degree of foreign language proficiency. Despite its proven effectiveness in terms of the development of students' foreign language skills, differentiated instruction has a number of difficulties in organising, which is currently being studied by foreign scientists. It is presented in this article and has theoretical significance for future research. The survey of teachers who participated in the training of level groups showed that the application of this principle is effective only from the point of view of more comfortable interaction between the teacher and students, greater involvement of the students in the process of learning a foreign language, but does not have a special impact on academic success and involves a lot of work in the organisation. Thus, the results obtained have practical significance in terms of representativeness of the study conducted on a large sample, receiving feedback from the students and teachers, and availability of statistical data on experimental learning in relation to foreign language education, which can be used to conduct larger-scale research.