Specificities of teaching English in non-specialized educational organizations: analysis of students' opinions
Introduction. Today, learning English is an integral part of vocational education. The relevance of the research is determined by the fact that in the field of studying models for the formation of foreign language communicative competence, sufficient theoretical material has been accumulated, the further study of which requires the development of technology for teaching the English language, which would integrate the fundamental concepts of modern methods of teaching English with attention to those factors which affect the success of language learning for professional purposes. Materials and methods. In the course of the research, general scientific methods were used, such as analysis, synthesis, generalization, as well as methods of empirical knowledge: a questionnaire and statistical analysis. Four groups of respondents took part in the questionnaire: cadets of Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov, foreign trainees of Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov, students of the Oryol State University named after I.S. Turgenev, specializing in law, as well as foreign students of the Oryol State University named after I.S. Turgenev, specializing in law and economics. Research results. The complexity for all categories of respondents is represented by two types of speech activity, the most complex in terms of the mechanisms of thinking involved, in their receptive and productive varieties, namely listening and speaking. For foreign students and trainees, work with phonetics and vocabulary is clearly a problematic activity, which is conditioned by the special terminological vocabulary they have to master, as well as the fact that students are foreign speakers. For foreign students, the assimilation of lexical material in the conditions of trilingualism invariably turns out to be associated with the problem of interference. Discussion and conclusion. Successful development of foreign language communicative competence by means of English is based on four groups of factors: 1) personal factors, primarily motivational, 2) sociocultural factors and their ethno-semantic aspects, 3) cognitive factors which predetermine certain models and scenarios of communicative interaction in different cultural contexts, 4) intralinguistic factors determining selectivity in the choice of language means for expressing content. Consideration of these factors in conjunction with the use of modern teaching technologies allows you to set a system of guidelines for both the teacher and the student.