Модель формування іншомовної компетентності майбутніх інженерів-енергетиків

Abstract

У статті представлено модель формування іншомовної компетентності майбутніх інженерів-енергетиків. Визначено та проаналізовано її основні компоненти, обґрунтовано їх зворотний взаємозв’язок і взаємодію. Встановлено, що розроблена модель належить до групи структурно-функціональних. Виявлено, що структурність моделі визначається комплексом взаємопов’язаних і взаємодоповнювальних елементів, які об’єднані у мотиваційно-цільовий, дидактично-методологічний, змістово-процесуальний, оцінювально-результативний блоки, а її функціональність характеризується сукупністю властивостей, які розкривають здатність виконувати низку функцій.

The paper presents the model of the formation of future energy engineers’ foreign language competence, which conditionally reproduces the process of step-by-step learning of a foreign language for professional purposes and the development of practical knowledge and skills of receptive and productive types of linguistic activity under specifically created conditions due to the use of a range of specially selected didactic and methodological toolkit of informational, audiovisual and visual type focusing on project learning technologies. Based on the results of the research, its main components were determined and analyzed, and their inverse relationship and interaction were substantiated too. It was established that the developed model belongs to the structural and functional group. It was found that the structure of the model is determined by a complex of interconnected and complementary elements, which are combined into four blocks: motivational-target (goal, task, social order), didactic-methodological (approaches and principles of learning), content-processual (stages of foreign language training, pedagogical conditions, methods, technologies, forms, means of education), evaluation-resultative (components, levels), formation of foreign language competence, result). The functionality of the model is characterized by a set of properties that reveal its ability to perform a number of functions, in particular: educational, organizational, technological, managerial, cognitive, developmental, communicative, competent, controlling. The model design of foreign language competence formation for the future energy engineers was carried out taking into account the specifics of the professional training of higher education graduates specializing in the field of knowledge 14 Electrical engineering and the specifics of their future professional activities. It has been determined that the implementation of the suggested structural and functional model into the educational process of students’ foreign language learning results in the formation of a foreign language competence of would-be specialists in the field of power engineering, who are able to perform all the types of engineering activity using the relevant metalanguage in their professional environment.