At present, there is an increased interest in engineering professions, caused by changes in the labor market, where there is a growing demand for graduates of technical faculties who know a foreign language, since without the mastering of foreign languages, international cooperation in various fields of economy, science and technology will be extremely difficult. The aim of this article is to introduce into the educational process explicative-communicative methods of teaching students foreign languages in technical universities, which will contribute to the effective formation of linguistic competence necessary for real communication in a foreign language. This article will be of interest to teachers who teach foreign language students of non-linguistic universities, as it describes ways to improve the quality of students learning a foreign language with the least amount of classroom time, offering modern educational content for self-education work. The concept of the fundamentalization of language education makes a great contribution to the methodology of teaching foreign languages. The fundamentalization of language education in a technical university is represented as the continuity of language education throughout the entire learning process, carried out through the components of the system: The integrity of the process of mastering a foreign language achieved by the formation of competencies and the acquiring of linguistic knowledge; Formation of students’ readiness for future professional activity through foreign-language communicative competence. The article focuses on the process of teaching a foreign language by using multimedia, organization of the students' self-education work as a factor of the educational process intensification. Experimental training of 100 students of a technical university has been going on for several years using explicative-communicative methods with the help of a multimedia tutorial program, which has contributed to the qualitative mastering of grammatical phenomena, the training of the latter in the language and communication imitating exercises, as well as the successful use of grammatical phenomena in the process of communication. The experiment has confirmed the effectiveness of this method. This method of teaching can be used to teach students foreign languages in non-linguistic universities.
Volume 12 | 07-Special Issue