Organization of independent work of studentsbachelors in teaching foreign language at non-linguistic university
The given article is devoted to one of the actual problems of methods of foreign languages teaching: organization of independent work at non-linguistic higher educational establishment. The purpose of the article is to determine the contents of independent work at several stages of teaching foreign language of students-bachelors, to present training strategies for performing the tasks and to suggest the most effective technologies. The essence of the research is to do the suggested tasks for independent work according to kinds of speech activity at three stages by students and to check the effectiveness of writing tests and passing the attestation. The research methods are: method of comparison, method of classification tasks for independent work according to the stages and method of statistical analysis. As a result of using the system of worked out tasks for performing independent activity, considered training strategies and productive technologies, students write tests better and pass attestation, become more independent, creative and responsible. Doing the suggested tasks, knowing the training strategies give the students possibility to form oral and written speech in foreign language more logically, argumentatively and correctly; to get new knowledge; to possess the culture of thinking, ability to generalization, analysis and perception of information; to put the purpose and to choose the ways of its achievement. The learners master the main methods, ways and means of getting and understanding information. Technologies of projects and portfolio are effective for self-organization, self-knowledge, self-appraisal, self-development and self-presentation of students in higher school and professional environment. Thanks to these technologies learners are taught to possess ways of performing project tasks in foreign language; organize process of own development correctly; express their opinion; give estimation of their actions and argue their own decision. The responsibility for course and results of mastering language; consciousness in organization of own educational activity; independence and creativity in fulfilling the tasks are formed. Students take active part in determination dynamics of their achievements. The suggested technologies can be used in foreign language teaching of students at non-linguistic specialties.