The pedagogy of surprise as a leading concept for the development of the ESP textbook for transport university students

Matveeva Natalia Viktorovna ORCID: 0000-0002-4325-9739 PhD in Pedagogy PhD in Pedagogy, Associate Professor, Foreign Language Department, Russian University of Transport (MIIT) 142211, Russia, Moscow, Obraztsova str., 9 matveevanv@mail.ru Other publications by this author

Kolos Larisa Senior Lecturer; Foreign Language Department; Russian University of Transport (MIIT) building 9, Russia, Moscow, Obraztsova str., 9 kle67@mail.ru

Introduction

The English textbook for special purposes is the main educational resource and plays a key role in achieving the set goals in the training of future specialists in higher education. As T.A.Karpova notes, the textbook reflects the goals of the educational process and contains everything necessary to achieve them: language units, grammatical constructions, exercises, text material, samples of oral and written speech, communicative tasks and performs educational, informational, coordinating, developing and educating functions ^[8]. The process of creating a textbook is multifaceted, it is based on basic didactic principles, and includes several stages from studying the curricula of the relevant areas of training or specialties to bringing all the materials into a single whole. The textbook of the English language of the specialty has a certain structure – tasks and exercises arranged in a logical sequence for teaching aspects of language and types of speech activity and familiarization with foreign-language professional culture.

The interest of the scientific and pedagogical community in the problems of creating an English textbook for special purposes has not decreased for several decades. This is due to the emergence of new areas of training and specialties of higher education, the expansion and change in the structure of foreign policy relations, the rapid development of science and technology, changes in the number of hours allocated by curricula for learning a foreign language, the introduction of computer technologies into the educational process, as well as the entry into life of a new generation of students - the generation of centinials, digital natives. And if some components of the creation process, such as goal setting, development stages, didactic principles, the composition of each paragraph (work on aspects of language and the formation of skills and abilities of speech activity), remain virtually unchanged, then other components vary. The changeable components include the thematic content and the proposed methods and techniques for achieving goals and organizing training.

The authors of textbooks strive to take into account the most important achievements of foreign language teaching methods that contribute to the process of optimizing learning, mainly within the framework of professionally oriented learning and a subject-language integrative approach. M.M.Bazhutina describes the experience of creating an English textbook for professional purposes, the main concept of which is the model of subject-competence integration of foreign language teaching ^[2], It involves language learning in integration with the subject content of general engineering and specialized disciplines. Her textbooks are intended for 1st – 4th year students and are based on the principle from simple to complex, where the depth of immersion in the subject-professional field is gradually increasing. K.M.Levitan, M.A.Yugova in their fundamental article, the basis of an English textbook for special purposes for 1st – 4th year students of a law university is called a synergetic model of educational development a space that combines the main methodological approaches in teaching foreign language discourse in higher education, including professionally oriented and integrated subject-language ^[13]. For our part, we note that currently in many Russian universities there is a tendency to reduce the period of study in a foreign language (at the Russian University of Transport, this period has been reduced to three semesters) and the number of hours for learning a foreign language, which, in our opinion, limits the use of a subject-language integrative approach due to insufficient immersion of students in professional field during the period of learning a foreign language. Thus, it can be concluded that the concepts of professionally oriented and subject-language integrative teaching of a foreign language specialty in universities, where there has been a reduction in the period of teaching foreign languages, require a certain revision.

The purpose of this article is to consider the possibilities of surprise pedagogy as a leading concept for teaching English as a specialty. Without rejecting the currently widespread concepts of professionally oriented learning and a subject-language integrative approach to teaching English in the specialty, in this article we describe the experience of developing a textbook, considering the pedagogy of surprise as its main concept. We believe that the pedagogy of surprise gives students the opportunity to study a foreign language specialty without strain and with interest. Tasks developed and formulated in line with the pedagogy of surprise will help to avoid such a situation in the classroom when students have "nothing to say" on the topics of the English Language Work Program due to the fact that they have not yet mastered their future specialty sufficiently, even in Russian ^[25]. We emphasize that mastering the basics of the specialty language is extremely necessary both for familiarization with foreign–language professional culture in order to enter the world professional community, as well as to ensure continuity between the two levels of higher education bachelor's and master's degree ^[14].

Literature review

Surprise is one of the emotional states that is the recipient's response–reaction to a certain stimulus from the outside - verbal (the content of the message) and non–verbal (the reality of reality), which does not correspond to his ideas about the world, his views and experience ^[16]. The reason for surprise is a violation of the expected development (course) of events, surprise is an indicator of the unwillingness of the surprised person to perceive information and to instantly agree with the information received. The state of surprise has the following characteristics:

1. Surprise is short-lived, the state of surprise lasts 2-3 seconds;

2. In a moment of surprise, the mind seems to become empty, all thought processes seem to be suspended;

3. Surprise as an emotion has no sign, is neither positive nor negative, but can arouse interest or draw attention to amazing information, which serves as an incentive to the process of cognition. That is why, in education, the emotion of surprise is attractive as a support for building the educational process.

The earliest reference to the pedagogy of surprise was found in the work of B. Ballinger ^[27]. He calls the master of surprise, in his formulations – the master of creating meaning caused by situations (accident in meaning), which becomes a source of pleasure from surprise (pleasure of surprise), surprise by D. Murray. D. Murray taught students literary writing and composition, creating a situation in his written works that captures and holds the reader's attention. D. Murray believed that education should be based on the equality of teacher and student, on their meaningful and equal dialogue. Just as a writer surprises the reader and thereby attracts and holds his attention, so a teacher creates his lesson and creates a situation of surprise for his students, thereby encouraging the process of cognition. About his views on learning, D. Murray wrote as follows: "... give the student the opportunity to make a discovery himself. When you give him a task, you tell him what to do and how to do it, and thereby deprive him of experiencing the joy of discovery ..." Abroad, these ideas were further developed within the framework of dialogic pedagogy ^[30].

In our country, P.A.Stepichev is engaged in the development of the ideas of the pedagogy of surprise. Highlighting the emotion of surprise as very promising for creating motivation for learning, he formulates the provisions of the pedagogy of surprise ^[23]. He argues that the pedagogy of surprise is a special area of pedagogy, a special system of pedagogical techniques aimed at organizing the educational process in foreign language classes to effectively achieve learning goals: the necessary subject results, the necessary competencies. The pedagogy of surprise describes a system of methods and techniques of teaching and upbringing based on the cognitive emotion of surprise, and based on the principles of naturalness, activity, problemativeness and freedom of creativity. In his work, P.A. Stepichev identifies four main sources of surprise: surprise with facts, teaching methods, the learning environment and the students' own efforts. Revealing the methods and techniques of teaching and upbringing, P.A. Stepichev emphasizes that the pedagogy of surprise as a pedagogy of relationships is in a paradigmatic relationship with the pedagogy of requirements. It is based on an emotional reaction to the taught material, which allows you to create favorable conditions for collaboration and establish qualitatively new relationships between the student, the teacher and the educational material. This is confirmed by other studies. N.H. Kafarova, applying the ideas of the pedagogy of surprise in her practical pedagogical activity, complements the calculations of P.A. Stepichev and writes that surprise as a reaction to the new shows a person's caring attitude, which means it is one of the mechanisms for selecting information and forming a stable motivation for learning ^[9].

The ideas of the pedagogy of surprise find a response among teachers and penetrate deeper into Russian education ^[24]. Its main provisions, developed initially for secondary school, are also used in higher education. E.M. Skurko, A.S. Muzychenko, M.V. Korosteleva, defining surprise as a positive cognitive emotion when learning a foreign language at a university, write that the factual information that caused surprise passes through the prism of the student's personal perception, and surprise becomes "a trigger mechanism" for the formation of internal positive motivation for learning. When students are surprised, they become interested, and this in turn leads to high results in learning foreign languages ^[22]. The same authors in their later work note that the absence of boredom and exciting tasks (namely, this is the basis of the pedagogy of surprise) are part of the comfort state of the centennial generation (born 1996-2010), which, in turn, is one of the most important values of the generation ^[21]. M.G. Gegedesh, argues, that the pedagogy of surprise can be used in teaching almost any discipline in a transport university, since it is based on the principle of taking into account interests, life situation, characteristics and level of development, as well as activity and freedom of creativity ^[4].

Considering modern scientific and methodological publications, it can be noted that by providing an overview of the sources of surprise in their works, the authors cover in detail the accumulated material on the facts of the language and culture of its native speakers, which can cause surprise.

Thus, R.A. Pirogov ^[17] believes that the fact of using the names of famous brands Head&Shoulders, Vanish, Milky Way in Everyday Life – Head and shoulders, Disappear, Milky way. The author suggests applying these facts in English classes in the context of the game (who will name more similar examples, or who will give the most interesting example).

L.Y.Semeyn ^[20] shares his work on the use of the pedagogy of surprise in the study of the topic "Space". She writes that students are surprised by the etymology of the names of spacecraft (Hayabusa–2, Perseverance, Curiosity, Challenger), the volume and content of the concepts cosmonaut and astronaut, the cultural component of the names of their own spacecraft, for example, Soyuz – Apollo. Students are surprised, as the author notes, by the anthropomorphic metaphor used, when the names, qualities and actions of people are attributed to mechanisms and devices (the transposition "class of mechanisms / devices" – "class of people"): explorer (explorer), traveler (traveler), passenger (passenger), daring (fearless), brave(s) (courageously meet, challenge), adventure (adventure), seek ("seek), fight (fight), farewell l (farewell).

In technical universities, the source of surprise, as E.M. Skurko, A.S. Muzychenko, M.V. Korosteleva write, can be terminology, the study of which is an integral part of the course of the discipline "Foreign language" ^[22]. In a professionally oriented text, even a well-known word can turn out to be a term, which is surprising in itself. The authors give examples of translating terms from texts of the fire-technical profile: blanket is not a blanket, but a coating; grape–vine is not a vine, but a signal communication system, first-aid appliances are not first aid equipment, but primary fire extinguishing means, monitor is not a monitor, but a carriage trunk.

As for other aspects of the language, there is little data on the sources of surprise. However, M.V. Saltykova notes that grammatical rules are a window that opens up the whole world. For example, knowledge of the rules of imperative education in English ensures more successful communication abroad. This approach in itself surprises students, gives them a new angle of view on the subject being studied and on life in general ^[18]. In English lessons in elementary school, it may be surprising for students that "thank you" is pronounced not as [sæŋk juː] or [fæŋk juː], but with the tip of the tongue placed to the lower edge of the teeth to produce a sound [θ], which can be considered as a fact that has a positive effect on internal motivation to learn, to search for interesting words and information independently ^[17].

Regarding the facts of culture, such examples are given in the scientific and methodological literature. R.A. Pirogov draws attention to the fact that when studying the history and culture of native speakers, there is an opportunity to use interesting facts that can cause surprise. This includes left-hand traffic, the "5 o'clock tea" tradition, and many others. For many students, such knowledge may seem interesting and surprising, because there is no such thing in Russia, the author notes. M.G. Gegedesh believes that students may be surprised by the information that English is not the official language in the United States, since there is no document approving the official language ^[4]. There are really a lot of amazing facts.

Considering surprise by the method, R.A. Pirogov considers such methods of educational work as effective:the use of various handouts, illustrative cards, tablets on which students can write with a marker and various game technologies during the lesson ^[17]. E.M. Skurko, A.S. Muzychenko, M.V. Korosteleva share their experience of using didactic cinquaines, serendipity, jazz rhymes ^[22], and M.V. Saltykova believes that surprise They can evoke educational board games, songs, and poems ^[18].

All the above-mentioned authors, noting that the source of surprise may be the learning environment, focus on the design of the classroom and the use of multimedia, in particular, video clips, which, representing real communication situations, are a fairly new tool for organizing the learning environment. The work of foreign authors S. Herholdt-Lomholdt et al (Herholdt-Lomholdt, Sine et al) describes an experiment consisting in the fact that an entrepreneurship class with medical students was conducted not in the classroom, but in the gym. Students froze in surprise at the door, asked if they had come to the right audience, they had a question about how to write a summary while sitting on mats. Soft music sounded in the hall, the students gradually got used to it, started working, doing yoga exercises, among others. As a result of the experiment, the authors revealed the relationship between surprise and subsequently established more open and friendly relations between the teacher and students and among students ^[28]. As for teaching and learning a foreign language at a university, you can surprise students with an environment using the Open Space methodology, when the lesson is held in a spacious auditorium, students are divided into groups, while completing tasks, students are allowed to walk around the classroom, approach different working subgroups, monitor the progress of the task, get acquainted with the best practices. The application of this technique in English classes is described in Chapter 5 of the collective monograph of Russian scientists “Magic of Innovation“ ^[29].

Surprise, followed by interest and a desire to learn new things, can stimulate cognitive activity at the limit of intellectual capabilities, and the feeling of proximity to a solution puts students in a highly resourceful state ^[12], thus forcing them to be surprised at their own strengths.

Methods and materials

The study of the possibility of using the ideas of the pedagogy of surprise in the development of a textbook for teaching English in the specialty was conducted by us at the Department of Foreign Language of the Russian University of Transport (MIIT) as part of the work on the Monolanguage project. This project involves teaching students of a transport university only one language – English during the first three semesters of study at the university. The first two semesters are devoted to learning English for general purposes (English for General Purposes – EGP), the third semester is devoted to the English language specialty (English for Specific Purposes – ESP). Work programs on the discipline "Foreign Language" were drawn up, coordinated and approved: a common Work program for all specialties for teaching English for general purposes and a Work program for teaching English for special purposes for eight institutes that make up the university. The authors worked on the creation of educational materials for the Institute of Transport Technology and Control Systems. The Institute of Transport Engineering and Control Systems as a structural subdivision of RUT (MIIT) includes twelve graduate departments that train specialists in twenty-six undergraduate and specialist educational programs in nine fields of education / enlarged groups of specialties and training areas: Computer Science and Computer Engineering, Information Security, Electrical and Thermal Power Engineering, Mechanical Engineering, Technosphere Safety and environmental management, Land transport equipment and technologies, Management in technical systems, Economics and management, Service and tourism. Taking into account the analysis of curricula for teaching English, the topics of the Work Program were formulated as follows:

1. Features of engineering (outstanding engineers and their achievements);

2. Types of railway transport;

3. Professions in the field of transport industry. Competencies and job responsibilities;

4. Automation and computerization in railway transport;

5. Railway electrification system;

6. Technosphere safety;

7. Trends of the future: intelligent transport systems and infrastructure of the cities of the future;

8. Innovations in transport.

When we started working on the project, first of all, we selected authentic textual material, determined the semantic content of each topic, and highlighted a list of lexical units intended for active assimilation. Interesting factual material on each topic of the Work Program was also selected, going beyond reading texts, which can surprise students of the centennial generation studying in high-tech specialties, mostly related to the digitalization of railway transport.

Then, interdisciplinary links were established with the English language course for common purposes and interdisciplinary links with other disciplines.

Interdisciplinary connections included thematic links with the topics of the English Language Work Program for general purposes "Digital Environment", "Self-development / Hard and Soft Skills", "International Interaction / International Coordination", "History of transport", "Transport systems in the modern world / Transport Systems in Modern World", "Innovations on transport", "Transport ecology", studied in the first year

Retrospective interdisciplinary links have also been established with the disciplines "History of Russia", "Physics", "Philosophy and Fundamentals of critical Thinking", parallel links with the discipline "History of Transport", "Freight wagons and containers (general course)", "General Course of Railways" and promising links with the discipline "Trends in technological development". As you can see, most of the general professional and specialized disciplines are studied at senior courses and cannot be included in the list of interdisciplinary connections.

Due to the fact that students during the third semester of study are not yet sufficiently immersed in their future specialty, the purpose of the study was formulated as follows: to analyze the concept of surprise pedagogy, concretize the content of the sources of surprise and develop a system of exercises for working on the topics of the Work Program. To do this, the task was to select the actual material, determine the methods of educational work, formulate tasks in accordance with the methods used.

The research took place in several stages, combined with work on creating tasks and exercises.

Stage 1 – to determine the basic elements of the English language textbook for special purposes in terms of continuity between EGP and ESP training.

Stage 2 – determine the content of the sources of surprise in English classes at a transport university, implement it in a system of tasks and exercises;

Stage 3 – to analyze the implementation of the concept of pedagogy of surprise in the textbook for teaching English to students of the Institute of Transport Technology and Control Systems of the Russian University of Transport (MIIT).

Scientific novelty: in the process of developing tasks and exercises, the compatibility of surprise pedagogy with the provisions of professionally oriented teaching and the subject-language integrative approach to teaching English in the specialty, which is currently established for the development of educational materials in Russian universities, has been proved; the content of sources of surprise in teaching English for special purposes in higher education has been determined.

Practical significance: the clarified content of the sources of surprise is implemented in tasks and exercises on the topics of the Work Program of the Institute of Transport Technology and Control Systems of the Russian University of Transport (MIIT).

Results and discussion

When starting to develop a textbook on English for special purposes for students of the Institute of Transport Engineering and Control Systems, we identified the following three basic elements that should be reflected in the manual to ensure continuity between the English course for general purposes and the English language course of the specialty: presentation of a number of tasks and exercises in a computer format with links and QR codes on the pages of the manual; the inclusion of authentic thematic videos to work on each topic; the organization of group and individual project activities.

Let's look at these three basic elements of the English language textbook for special purposes in the aspect of continuity in more detail.

1. We carried out the presentation of a certain proportion of tasks in digital format using the application LearningApps.org Believing that the computer format is a comfort zone for students of the centennial generation studying in high–tech specialties, their presence in the textbook is "a must" ^[7]. Tasks of this type were included in the Maximum textbook developed at the Department of Foreign Language of the Russian University of Transport (MIIT) to teach students English for general purposes, and their presence in the textbook on the English language of the specialty, in our opinion, is necessary in terms of continuity. Thus, we have developed lexical exercises (matching, filling in gaps, sorting), as well as tasks in computer format designed to consolidate thematic material. An example of a thematic task is a crossword puzzle on the topic "Automation and computerization in railway transport". It is based on a real text on a topic relevant to the professional environment, revealing new details about railway corridors that have appeared in Europe as a result of the introduction of the European Rail Traffic Management System (ERTMS). The task is formulated as follows (here and further examples of tasks are given in Russian): "Solve the crossword puzzle and send screenshots with the results." You can perform this task both individually and in a group. It provides hints and hints – in case the question causes difficulties. We have supplemented all tasks developed in a computer format with QR codes leading to up-to-date information on the topic.

2. The inclusion of videos and assignments to them in the structure of work on each topic. The video material can not only present samples of authentic statements, but also reflects the characteristics of the generation of centinials, for whom a minute of viewing is clearer than a thousand words ^[11]. Tasks of this type can be surprising, because they not only put into the language environment, but also reveal new useful information. In the course of completing tasks for videos, students will be motivated by an interest in learning the story of the characters in the video and getting to the main essence of the material – its main intrigue. Assignments with videos help the teacher to develop students' language skills, while having educational potential. For example, we suggest you familiarize yourself with the following task: "Watch four videos (lasting no more than one minute each) on the topic of unusual career tracks in railway professions. Study all the information provided in detail and answer the questions related to the key features of the professions. A variant of the question: "What skills are needed by employees of a railway company and how long does it take to learn the skills?".

3. Organization of project activities that contribute to the disclosure of the innovative potential of students. We invite students to analyze additional information about the works of outstanding engineers of the past. The material contributes to the formation of text skills and expands students' awareness of the topic of engineering. Using the example of the works of famous engineers of the past, students can reveal the difficulties faced by specialists of the XIX-XX centuries, and trace how much science has now stepped forward. For example, to dive into the topic "Features of engineering (outstanding engineers and their achievements)", it is proposed to complete the following task:

Study the material about the outstanding engineer and write a short summary of what you have learned. At home, develop visual materials that reveal the topic (presentation or poster). Prepare to make a presentation on the topic and answer the questions of your classmates. The speech should last no more than 7 minutes, and there should be at least 10-12 sentences in the speech. Prerequisite: there are 5-7 terms related to engineering in the speech.

The presentation can be prepared according to the following approximate plan:

1. Introduction. Brief information about the era under consideration and the stage of development of railway technology.

2. Engineer's biography: Early life, education, career highlights and major developments.

3. Key achievements of an outstanding engineer: Description and analysis of the most significant achievements, goals, objectives and technical solutions.

4. Legacy: how the work of an outstanding engineer influenced the railway industry, what innovations they led to.

5. Conclusion and answers to questions: A summary of the engineer's contribution to the history of the field and conclusions about what modern engineers can learn from his activities.

When developing a textbook for teaching English to the specialty, we managed to use all the sources of surprise, as defined by P.A. Stepichev. As shown in Figure 1, in the developed English language manual for special purposes, their content is disclosed as follows.

Figure 1. The content of the sources of surprise in teaching English to the specialty

Sources of surprise in tasks can manifest themselves both in isolation and in a complex way. Let's look at some examples of tasks.

Surprise at the fact

The possibility of surprise by a fact is manifested both in the selection of lexical units and facts of foreign-language professional culture. The first direction includes, for example, the variety of lexical meanings of phrases within the same railway theme. An example is the phrase shunting mode, which, taking into account the context, can be translated as shunting mode (shunting work on railway transport is off–train movement of rolling stock within the station, for the most part it is maneuvers for the formation and disbandment of trains). However, when studying the principles of operation of the European Railway Traffic Management System (ERTMS), we may encounter another meaning – the bypass mode. This value refers to the semantic field of radio communication and means such a mode of operation of mobile devices on the railway, in which both an emergency call to number 299 and a group call to "all drivers of the area" by number 200 are disabled, and an emergency call by number 599 is activated. Shunting mode is comparable in its meaning to mayday – an international signal disasters, the voice equivalent of SOS.

We considered a significant part of the topics outlined in the Work Program from a historical perspective, focusing students' attention on the historical or social causes of certain technical solutions and their implementation in design and nomination. In the topic "Outstanding railway engineers", we planned to discuss such issues as: what times and epochs gave us the names of outstanding railway engineers (construction of new railways, organization of production of domestic wagons and locomotives, transition from steam traction to electric traction, construction of the subway, in general, those historical periods that required new ones technical solutions for solving social problems). When studying the topic "Railway electrification system", we touch upon such interesting issues as: the presence of factories of Werner von Siemens, the founder of Siemens, in Russia and his receipt of an order from Emperor Alexander III for the construction of Russia's first electrified tram line; it is also interesting to touch on the problem of naming electric trains and electric locomotives in different countries.

Surprise by the method

The method as a source of surprise is also reflected in our manual. Here are some examples. Working on pronunciation using the ELSA app can cause surprise. You can offer the students to pronounce for transcription entry word [ˈænlˌaɪz], [haɪˈpɒθəsɪs], [ˈkɜrənt], [ˈfoʊkəs], [ˈkɒljəri], [ˈfɪzɪsɪst], [ˌiːkəˈnɑːmɪk] and others, to ask to find these words in the available lexical units, then read to check the pronunciation with app ELSA Speak app. Due to the fact that transcription work is practically not carried out in high school, students will undoubtedly be surprised both by the transcription recording itself and the method of working on pronunciation, especially since many of them are interested in speaking without an accent as a native speaker.

Another method is to create a paradox resume. The task is as follows. If the outstanding engineers of the past had lived in our time, they would have had to submit a resume when looking for a new job and finding employment. We invite students to fill in gaps in several resumes of outstanding engineers (resumes are prepared by us based on templates https://create.microsoft.com/en-us/templates/resumes ), paying special attention to filling in the Soft Skills and Hard Skills sections. So, in a relaxed way, we ensure the repetition of the necessary vocabulary on the previously studied topic "Personal qualities and professional skills. Self-development". Here we have used the "paradox of the epoch" method.

Games based on TV shows have also been developed, for example, "Who wants to become a millionaire" on the topic "Automation and computerization of railways". We believe that students do not expect that the form can be used in a university classroom in an English class. The first reaction of surprise will be perceived as a challenge, arouse interest and a desire to overcome this paradox of place — a situational contradiction.

We have also developed a board game resembling a children's lotto on the topic "Trends of the future: intelligent transport systems and infrastructure of the cities of the future", the age paradox is involved here, and other tasks, for example, cards for playing role-playing situations on the topics "Should I patent an invention or not?", "Transportation issues when moving to another city".

Surprise by the environment

Speaking about the educational environment as a source of surprise for students, P.A.Stepichev meant, first of all, the design of the foreign language classroom. He emphasized that visual clarity, stands and posters can be designed in such a way that students will have questions and a desire to get to know the information provided in depth. Visual aids available in the foreign language classroom may also cause surprise. P.A. Stepichev himself invented and patented several such visual aids.

As for the design of the classroom, this is practically not possible at the university. But a well-designed tutorial can serve the purpose of creating a vibrant, surprising environment. We have provided our manual with a large number of illustrations borrowed from open sources on the Internet, reflecting the realities of transport in the countries of the studied language, for example, contactless payment methods on transport. All illustrations are provided with tasks, for example, to compare contactless payment methods on transport in Russia and in the UK, to note the methods used by students, to compare with the methods used by classmates, to discuss whether they are suitable for all types of transport, which type of transport is more convenient.

In addition, the textbook contains a large number of links to online resources that can be accessed using QR codes, which also provides both illustrative and cognitive visibility.

When teaching English to a specialty in line with the pedagogy of surprise, a dialogic environment should be organized in the classroom. As Yu wrote in his work.Matusov, one of the important features of the dialogue is that the participants expect that they will receive new information from each other, surprise each other. This dialogical attitude – the expectation of a new opinion, new facts, arguments, is crucial for the dialogue to take place. The teacher, studying and listening to students, draws conclusions on how to teach them better ^[30]. All assignments should be formulated in such a way as to encourage students to communicate, to discuss various technical issues, for example: - What problems and challenges can you name related to the Internet of Things? Discuss it in groups. - In a short text (100 words), state your vision for the development of train traffic control systems in the future, based on the information contained in the text. Compare your forecasts. Which one is the most realistic?

Surprise at your own strength

A number of tasks, in our opinion, can become a source of surprise on their own. These are tasks in which students can demonstrate analytical skills, use logical thinking strategies and discuss interesting points with classmates. Here is an example of such a task.

Case study: Seamless transportation.

Seamless transportation ensures the uniformity and compatibility of railways, allowing trains to run between different regions and countries without wasting time on additional operations at the borders.

1. Look at the drawings and identify problems ("seams") on railways within or between different countries. (The first drawing offered to the students shows a different track width at the junction ("seam"). It should be noted for reference that, for example, in the Russian Federation the track width is 1524 mm, and in Europe 1435 mm. Problems of gauge differences exist even within countries, for example, in Australia there are railways with narrow, standard and wide gauge in various implementations. The second of the proposed drawings symbolizes the incompatibility of train equipment used in different countries and train control systems).

2. Working in groups, describe the problem (5-7 sentences) using vocabulary and information from the text. When preparing, answer the following questions: What is the problem? Why did it arise? What does this lead to? Then share this information with the class.

3. Examine how this problem was solved. Write a short report (100-150 words) in which you briefly describe the problem and its solution.

When analyzing the implementation of the concept of the pedagogy of surprise in the development of an English textbook for special purposes, we made the following conclusions.

The pedagogy of surprise as a leading concept in the development of an English textbook for special purposes does not contradict either professionally oriented teaching, nor the currently widespread subject-language integrative approach to teaching a foreign language in higher education, nor the provisions of computational linguodidactics, allows for continuity with the English language course for general purposes and takes into account interdisciplinary connections with studied general humanitarian and socio-economic, natural science and professional disciplines.

The content of the sources of surprise for teaching English at a transport university has been determined by us as follows:

Surprise by the fact — terminology, facts of professional foreign language culture;

The surprise of the method is the computer format of the presentation of tasks, the paradox of the educational situation (the paradox of the epoch, the paradox of the place, the paradox of age);

Surprise by the environment — visibility (illustrations and video series), dialogic nature of the educational environment;

Surprise by one's own efforts is the development of tasks that stimulate the use of logical thinking and contribute to working at the limit of intellectual capabilities.

The tasks, compiled in line with the pedagogy of surprise, offer students to abstract from the content of the text material, which is the central link of each paragraph (unit), and consider it at a certain distance, from a global point of view, find its place in their own picture of the world, express their opinion about the impression made ^[1].

The ability to constructively build communication with any partner are professionally important qualities of a future specialist. In a group of students in foreign language classes, it is advisable to diversify the methods of working with the proposed educational material. As A. I. Kirillova notes ^[10], "this can be done by including game situations, historical and cultural material, psychological workshops, and the use of various forms and types of control."

Conclusion

Undoubtedly, in the context of a reduction in both the period of learning a foreign language and the number of hours allocated at the university for learning a foreign language, methodological approaches to teaching a foreign language in the specialty require revision. Thus, the subject-language integrative approach widely used in Russian universities, even in its Russian interpretation, in symbiosis with professionally oriented education, based on parallel teaching of the English language of the specialty and the corresponding specialized disciplines, turned out to be limited by the fact that the study of specialized disciplines begins after the English language training has ended. In this paper, we considered, as an option, the possibility of using the idea of surprise pedagogy as the main concept in teaching English to a specialty in a transport university, identified the content of sources of surprise and gave examples of tasks. We have found that the development of a textbook that includes professionally oriented topics based on the pedagogy of surprise is possible, and that the pedagogy of surprise itself does not contradict established methodological approaches. It is based on the provisions of the pedagogy of cooperation and easily integrates elements of computer didactics. We plan to continue the research as follows. The emotion of surprise in education, along with interest and joy, is considered by a number of authors as a positive emotion, it is associated with the novelty of the educational material and it is assumed that it causes a desire to get as much information as possible about the fact or situation that caused surprise ^[3]. However, the surprise lasts for a very short time. Despite the fact that the emotion of surprise can definitely be expressed verbally, both in Russian and English ^[5], as well as non-verbally ^[19], it is quite difficult to catch whether students are surprised. In the study by I.F.Tolkach, the average value of the emotion of surprise for engineering students was determined as low (7.61 out of 15 points on the K.Izard scale) ^[26]. The possibility of the influence of this emotion on foreign language learners requires further consideration. We plan to prepare a questionnaire for students based on the K.Izard scale for use in English classes at the stage of reflection, collect material and analyze it in order to optimize the educational process in the discipline "Foreign language". Emotional manifestations of a person are very important for future specialists in any industry. By studying their emotions, students will get to know themselves and understand other people better.