On the issue of teaching foreign languages in non-linguistic educational institutions.

Kalugina Kseniya Viktorovna ORCID: 0009-0000-2835-807X Orenburg Medical College, Structural Subdivision of the Orenburg Institute of Railways – a branch of the Samara State University of Railways 460052, Russia, Orenburg region, Orenburg, Rodimtseva str., 16 kseniya.o.84@mail.ru

As Frank Smith said, "One language takes you down the hallway of life. Two languages open all the doors along the way." In educational institutions of secondary vocational education, foreign languages are studied during the study period. One of the goals is to train graduates who speak foreign languages at a level not inferior to professional languages. Knowledge of vocabulary, reading and understanding the content of professional texts, and the ability to publicly defend a project presentation in a foreign language are a set of skills that professionals should possess nowadays.

Learning a foreign language is a difficult and painstaking task. Knowledge of foreign languages is currently a necessity. In the era of globalization, this language acquired the status of an international language and retains it to this day. Today, all possible perspectives for learning a foreign language are open: business, trade, science, travel, and the Internet. We can say with confidence that the language will definitely retain its status, the world is unlikely to abandon a foreign language, otherwise changes will be inevitable. However, despite all the advantages of a foreign language, mastery of this field remains incomplete.

What are the reasons? Let's look at the main factors that, in my opinion, affect learning.:

1. the level of preparation of teachers and students;

Not all educational institutions offer the same knowledge of foreign languages and skills to master them. Non-linguistic educational institutions are not aimed at in-depth study, guided by the fact that foreign languages are not the main disciplines.;

2. lack of interest and low motivation;

The main condition for learning a foreign language is motivation. Students of non-linguistic specialties generally adhere to the opinion that they do not consider it a necessary subject for scientific research, they do not need a foreign language for professional activity, and it requires some effort to master it. The reason is that the level of knowledge is low, motivation for learning activities is not formed, and, above all, a way to acquire knowledge independently.

Sometimes relations with the student body do not improve. As a result, the desire to learn a foreign language decreases.

To solve this problem, I conducted a survey on the problem of students' motivation to learn a foreign language. To obtain more reliable information, the survey was conducted anonymously. The data obtained were analyzed, conclusions were drawn, and recommendations and development prospects were presented.

Conventionally, the questions are divided into three blocks, revealing the motivation, needs and conditions of learning a foreign language. Based on the survey results, I come to the conclusion that respondents have a greater degree of external motivation (Ryan, R. M.2000), in which the professional and personal qualities of a teacher are important in order to create comfortable conditions for learning a foreign language. The digital data can be viewed in the diagram (Fig.1).

There are many different methods and approaches for learning languages, and they all have a right to exist, but the question of motivation remains open again. One of the main driving forces of the learning process is the internal motivation that comes from the learning activity itself. Intrinsic motivation is considered an incentive force for self-realization and self-development.

Fig.1

V.N. Krutikov highlighted the principles of developing positive motivation among students. One feature of the development of positive motivation when learning a foreign language is taking into account the specifics of future professional activity, which is based on the development of professional motivation (Perova V.M. 2017).

Thus, foreign languages in non-linguistic educational institutions are not included in the list of specialized subjects, which reduces their importance. But nowadays, foreign languages are an important part of everyone's life. Therefore, the state included this subject in the final assessment, but this only worsened the situation due to the lack of changes in education. The main disadvantage is the discrepancy between the goals and learning conditions, but the ability of teachers to influence the structure and content of these subsystems is minimized due to their essential features and objectively defined nature. The teacher is also informed about the content of the educational material and its organization. However, in this regard, teachers are more free, although they are limited by the material of certain educational and methodological complexes or work programs. As a result, students are increasingly beginning to encounter anxiety, which serves as a block in the implementation of the main task – to interest students in learning a foreign language.

Anxiety and lack of motivation are a serious obstacle to successful learning, manifested in feelings of frustration and irritation, which in the long run reduces productivity. The level of motivation in learning is influenced by several factors, such as the ability to believe in the efforts made, lack of awareness of the value and characteristics of academic tasks. (Dweck, C. S., 1986) This created a vicious circle in learning a foreign language. (Fig.2)

Identifying the influence of the type of motivation used will determine future motivation research. If there are differences in the relationship between motivation and learning outcomes when considering types of motivation, then it is possible that one type of motivation is necessary to increase learning effectiveness, while the other is key to achieving higher learning outcomes. Let's assume that intrinsic motivation is the type of motivation most closely related to learning, while motivation to translate is most strongly related to translation. In the future, it will be possible to conduct research from a more profiling point of view, that is, to evaluate the combined impact of activities aimed at intrinsic motivation and motivation of motivation to transfer, as well as to explore when it is best to encourage each type of motivation in the learning process. In short, this meta-analysis allows us to understand whether it is necessary to distinguish between types of motivation; and, accordingly, to pay close attention to these differences in future research. (Bauer, K. N.,2016)

A progressive society dictates its own rules and forces the younger generation to blindly follow them. As a result, technologies are emerging that correspond to today's youth, which develop, instill a sense of beauty, teach them to contemplate and unleash their creative potential.

Fig.2

With their advent, conducting classes using the traditional method has become boring and banal. Every time you prepare for a lesson, a number of questions arise: How to get students interested? Which technology should I choose? How to improve the quality of learning?

Speaking about motivation, Jennifer Nasif1 draws our attention to the nature of the learner and his personal characteristics. Attempts to change it will lead to a waste of time in the implementation of the educational process. Will this lead to disillusionment with teaching or, on the contrary, encourage the creation of other, creative methods? So it turns out that we are talking about an individual approach that promotes interest in the subject being studied. The use of various forms and methods of teaching increases motivation when learning a foreign language, one of which may be art technology. "Art" is translated from English as art, and the use of this technology in education simultaneously affects the visual, auditory and tactile organs of perception. Ingenuity and inspiration are the components of art technology. The result of mastering the material is more successful if you apply various types of activities, for example, speaking and writing, listening and dialogic speech.

Art technologies include: the use of illustrative visual aids (graphic illustrations, sun blinds, posters, etc.); watching videos, listening to music, creating collages on various topics, essays, performing various roles in dialogues and role-playing games. Art-based learning technology can be used in the classroom as part of two trends in the development of modern educational technologies: moral education and lifelong learning. Thanks to art, students reproduce a harmonious picture of the world, become emotionally stable, which helps to form thoughts correctly.

Educational organizations of secondary vocational education are no exception. In language classes, students create educational comics on various medical topics. The material for the project could be glossy magazines, various images, photographs, newspapers, maps or graphic narration. This type of technology allowed students to freely express their thoughts using graphic skills. The most important thing in an educational project in English is not only the manifestation of one's creative abilities, but also the assimilation of professionally oriented vocabulary.

The main advantage of such work is the improvement of academic performance and the organization of a pleasant microclimate when learning a foreign language.

There are a number of other forms and types of assimilation of foreign material. Let's look at some of them. One of the most liked ways to study

1The secret of your child's motivation [video recording] // YouTube. TEDx Talks Access mode: https://youtu.be/hVShA7g4Joc

Grammar in a foreign language has become a visualization method (E.I. Vorobyeva, 2019). This method is productive along with others.

It can be implemented in pairs, individually or frontally. The task is to assemble the puzzle pieces correctly in a certain period of time (Fig.3).

Fig.3

The method of the communicative approach is certainly effective, but only for specialized educational institutions where communication takes place through dialogue, oral presentations and other speech forms.

According to the principle of novelty according to E.And Passov, novelty as a phenomenon in the course of foreign language learning can relate to the form of speech utterance, the content of utterance, teaching methods, learning conditions, and the content of learning. An important rule in the learning process is the variation of speech situations and the management of speech material in them, which is the main means of achieving productive speaking. Another success factor is the development of interest in learning foreign languages, which requires constant innovation in all elements of the educational process (Passov, 1991).

I find the solution to the question of teaching in the general didactic principles of Russian science, which reflect the provisions used in teaching any subject. The main ones are: the principle of consciousness, activity, systematicity, clarity, durability and accessibility (Sakaeva L.R. pp.19-22). General methodological principles are subject to the general didactic principles of teaching (J. M. Kolker, 2000). The implementation of these principles is a prerequisite for the effectiveness of the educational process and teaching methods; such principles include the principle of a differentiated approach in teaching foreign languages. This principle involves the use of different teaching methods, techniques, and exercises depending on the learning objectives, type of speech activity, stage of learning, language material, age, abilities, and qualities of students. Let's assume that they will help solve the problem of teaching if they are used correctly and consistently, without omitting some important points. A. N. Leontiev (Leontiev A. N. 1983. pp. 69-70) definitions of the psychological nature of speech (as a result of generalization of the study of this problem by L. S. Vygotsky):

"I) speech as a peculiar activity is not on a par with other types of activity, it occupies a central place in the process of psychological development; the development of speech is internally related to the development of thinking (in real unity with which it acts) and with the development of consciousness in general;

2) speech has a multifunctional character, that is, it acts in various activities: speech has a communicative function (a word is a means of communication), an indicative function (a word is a means of indicating an object) and an intellectual, significant function (a word is a carrier of generalization, concepts); all these functions of speech are internally related to each other;

3) speech is a polymorphic activity, acting like loud communicative speech, the way speech is loud but does not carry a direct communicative function, the way speech is internal. These forms of speech can actually change into one another.;

4) in speech (and, accordingly, in a word), one should distinguish between its physical external side, its form and its semantic (semantic, semantic) side.;

5) the word as a unit of human articulate speech, firstly, has a subject relationship (which is a specific feature of the human word) and, secondly, has a meaning, that is, it is a carrier of generalization;

6) the process of speech development is not a process of quantitative changes, expressed in an increase in the child's vocabulary and associative connections of the word, but a process of qualitative changes, leaps, that is, it is a process of actual development, which, being internally connected with the development of thinking and consciousness, covers (as well as the process of speech disintegration) all the listed functions, sides and the connections of the word." The above definitions of speech by A. N. Leontiev are considered fundamental in psychology. They consolidate the experience of theoretical and experimental research. From a methodological point of view, these characteristics of language (speech) reveal the social, socio-historical nature of language (Vygotsky L. S. 1982).

The ability of our students to generate new and useful ideas and find solutions to everyday problems is a necessary skill in the modern world and requires high motivation and sufficient creative potential (Amabile, T. M. (1996).