Keyword: «technical university»

The article is devoted to the development of a conceptual design for the technology of multilevel teaching of foreign languages to future engineers at a technical university based on an individual and differentiated approach. The relevance of the study is due to the socio-economic changes in Russia aimed at ensuring technological sovereignty through the education of highly qualified personnel. Federal legislation requires a transition to personalized strategies. However, teaching foreign languages at technical universities is associated with the problems of students’ low entry-level and the lack of division into subgroups, which makes it difficult to achieve high-quality results. The aim of the study is to provide a theoretical justification for the potential of an individual-differentiated approach, and to develop a concept and technology for teaching future engineers foreign languages at a technical university. The methodological basis is an individual and differentiated approach. The key principles are the zone of proximal development, variability of content and process, and an adaptive educational environment. The leading approaches include an analysis of domestic and foreign experience, which revealed a contradiction between the need for individualization and the lack of a systematic concept for a technical university. The main results include the development of a multi-level learning technology using Electronic Educational Modules in the LMS system. The structure of the EEM includes 11 sections that ensure comprehensive language training. The testing at the National Research University "Moscow Institute of Electronic Technology" (2022-2024) demonstrated the effectiveness of the approach. A comparative analysis of the groups revealed that students using the EEM showed an average increase in their language proficiency of 32%, which is 22% higher than the traditional methodology. A survey of 1,463 students confirmed an increase in motivation (86.5%) and work convenience (92.3%). The theoretical significance lies in the systematization of the principles of an individual-differentiated approach and the creation of a holistic pedagogical model that combines the target, content, procedural, and evaluative components. The practical significance is determined by the possibility of using the technology to improve the quality of engineering education and the development of universal competences. The implementation of the concept contributes to the training of engineers who are proficient in foreign languages as a tool for professional activities, which is in line with the strategic objectives of national development. The introduction of the technology optimizes the educational process by effectively combining independent student work using digital technologies with classroom activities.

The study focuses on analyzing the challenges of teaching industrial terminology to graduate students in foreign language classes at a technical university. The relevance of this problem is driven by time imperative. Modern graduate students must know, understand, and use industrial terminology of their professional field. The purpose of this research is to examine the challenges faced by teachers and graduate students at technical universities when learning industrial terminology. We used methods of analysis, synthesis, and pedagogical forecasting in order to achieve this objective purpose. We used the analytical method to identify existing problems of industrial terminology teaching and the effectiveness of teaching methods, including those in the framework of an internal assessment system for educational outcomes. The synthesis method was used to conduct an integrative literature review and summarize the obtained data. data. Moreover, we utilized industrial training methods such as secondment, buddying, and shadowing. The analysis allowed us to determine the current state of industrial terminology teaching. The incorporating technical vocabulary is essential of scientific research work (article writing, master's thesis), reading technical literature and catalogs, and professional communication. A competency-based approach was used in tandem with contextual, communicative, and linguacultural approaches. Analysis of the empirical data suggests that repetition of industrial terms gives immediate results. Graduate students use the vocabulary of the current lesson when they solve quests and project assignments, but over time, terminological corpus gradually diminishes during the second and third knowledge assessments. In turn, the contextual learning method gives more lasting results. Thus, both methods are effective and they are not interchangeable. We believe that the second method is an extension of the first, and their interaction significantly contributes to the growth of graduate students' vocabulary. The article has theoretical value because it clarifies and analyzes methodological approaches for terminological and communicative competence developing. The practical significance lies in the description of specific methods for working with terminology and the analysis of the problems of teaching industrial terminology for further application of the results obtained in the training of masters in technical fields.