Построение курса иностранного языка для магистратуры: социально-психологический портрет магистранта
The article is dedicated to the issue of establishing effective approaches to profession-oriented teaching of foreign languages to Master students. The author attempts to draw a portrait of a Master student as a learner by outlining his social and psychological characteristics which in their turn justify the use of integrative contextbased approach to designing foreign language courses for Master’s level programmes. Analysis of biological, psychological and social characteristics provided in the article allows to argue that to some degree Master students already can be regarded as mature and independent learners consciously ready for self-improvement and selfdevelopment through striving for academic and professional achievements. Students’ consciousness and their willingness to learn and develop their professional skills should be used as an opportunity to plunge them into the process of solving problembased situations connected to the context of their future professional activities with the help of the foreign language. The author’s description of cognitive, behavioural and affective aspects of Master students’ personal development enables to identify the following key components of the integrative context-based model of a foreign language course for Master’s degree programmes: on the content level – integration of a “problem situation” as a unit of educational content; on the cognitive level – focus on the metacognitive component – the development of basic and more complex interdisciplinary and transferable skills of working with different types of information that will foster the process of creating innovative personally significant information products; on the personal level – emphasis on the development of analytical skills, autonomy, reflection, self-reflection and creativity which aims at students achieving full social and personal maturity.