Integrative and developmental training of future engineers of foreign language public speech based on interdisciplinary assembly technology
O. A. Obdalova1 Yu. V. Zharova1,2,
1National Research Tomsk State University, Tomsk, Tomsk, Russia
2Siberian Transport University, Novosibirsk, Russia
Keywords: integrative and developmental approach, foreign language training, public speaking, interdisciplinary assembling technology, interdisciplinarity, engineering profile, system approach
Abstract
Introduction. The article analyses the terms of “interdisciplinarityˮ and “integrationˮ as integral conditions in the field of engineering education. Reasonably, in order to increase the flexibility of engineering education and the introduction of new foreign language teaching methods, the article proposes a new technology of engineering students’ foreign language training based on “interdisciplinary assembling” with an emphasis on students’ cognitive activity and self-learning advancement along with an individual foreign language educational tracking. The methodology of this research is based on analytical methods of interpretation of authors’ theories. The scientific basis of the study is an interdisciplinary approach, from the standpoint of which foreign language teaching of future engineers by means of interdisciplinary assembling is the process and result of the introduction of integrative and developmental technology, due to the thematic unification/integration of modules of several disciplines in favor of foreign language practice. The practice-oriented research tactic is an integrative-advancing approach, from the standpoint of which an engineering student’ communicative competence is studied as an integrative, dynamic professional and personal quality. Discussion. A big difference of the innovative format of interdisciplinary interaction is that it can take place at the level of personal communication and by mutual introduction of achievements and results of various sciences. The article shares the idea of interdisciplinarity as a modern educational trend. Conclusion. From the analytical review, it has been revealed that integration as a pedagogical phenomenon allows us to intensify the educational process in line with the transformation and reconfiguration of educational programs and their content within the framework of strategic and tactical purposes. From the analysis of the experience of Russian universities, it is noted that it is the variability of approaches to interdisciplinary integration that becomes a collective asset of development and the basis for the transfer and export of the most striking and effective educational practices.
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