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Педагогические подходы к обучению профессионально-ориентированному иностранному языку на базе ИКТ
Abstract. Introduction. The process of globalization and computerization, harmonization with European system of higher education, laws and regulations of educational authorities require improvement of methods of teaching a foreign language in the context of using ICT in higher education institutions. To achieve this goal, it is necessary to review the tools and pedagogical approaches used by teachers to teach ESP (English for Specific Purposes).
The aim of this paper is to identify all the advantages of ICT tools (based on the developed online course “English for Lawyers”) for improving the methodology of teaching ESP at a University in the implementation comprehensive approach, competency-based approach, integrated approach, project-based approach, research-based approach, and individual approach.
Methodology and research methods. The research was based on a systematic approach to finding out all the used electronic learning resources in Russia, as well as to systematize the advantageous of ICT for teaching English. Systematization, analysis, and generalization of the practice of using ICT tools and pedagogical approaches for teaching ESP became the basis for the development of the online course “English for Lawyers” that could help to find out the main pedagogical approaches for improving the methodology of teaching ESP.
Results and scientific novelty. All electronic educational resources that are currently used by teachers in higher education institutions when teaching ESP in Russia are considered. The advantages and disadvantages of ICT tools were identified, and an online course "English for lawyers" was developed, which demonstrated the feasibility of using one educational platform instead of several web 2.0 resources to create an authentic information and educational environment. The author substantiates pedagogical approaches (complex, competence-based, integrated, project-based, research-based, and individual) that are necessary for training highly qualified and competent specialists with knowledge of a foreign language. At the same time, the advantages of using the information system for the teacher (course modification, course adjustment for the group's capabilities, automatic verification, development of all types of speech activity) were identified.
Practical significance. Results based on the experiment can be useful for university teacher-methodologists when developing and implementing flexible and adaptive differentiated curricula into modern vocational education in Russia.