edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2020-4-131-145edscience-1632Research ArticleОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИEDUCATIONAL TECHNOLOGIESИспользование корпусных технологий в обучении профессионально ориентированному иностранному языку: анализ содержания учебных материаловCorpus software in EFL teaching: Examination of language exposureКудряшоваА. В.KudryashovaA. V.

Кудряшова Александра Владимировна – старший преподаватель отделения иностранных языков (ОИЯ) школы базовой инженерной подготовки (ШБИП), Researcher ID H-2387–2019

Томск

Aleksandra V. Kudryashova – Senior Lecturer, Division of Foreign Languages, School of Core Engineering Education, Researcher ID – H-2387–2019

Tomsk

english@tpu.ruhttps://orcid.org/0000-0002-0442-4180РозановаЯ. В.RozanovaYa. V.

Розанова Яна Викторовна – старший преподаватель отделения иностранных языков (ОИЯ) школы базовой инженерной подготовки (ШБИП), Researcher ID AAD-6064–2020

Томск

Yanah V. Rozanova – Senior Lecturer, Division of Foreign Languages, School of Core Engineering Education, Researcher ID – AAD-6064–2020

Tomsk

ioannastar@list.ruhttps://orcid.org/0000-0003-0638-8045СидоренкоТ. В.SidorenkoT. V.

Сидоренко Татьяна Валерьевна – кандидат педагогических наук, доцент отделения иностранных языков (ОИЯ) школы базовой инженерной подготовки (ШБИП), Researcher ID F-7827-2019

Томск

Tatyana V. Sidorenko – Candidate of Pedagogical Sciences, Associate Professor, Division of Foreign Languages, School of Core Engineering Education, Researcher ID – F-7827–2019

Tomsk

SidorenkoT@tpu.ruНациональный исследовательский Томский политехнический университетРоссияNational Research Tomsk Polytechnic UniversityRussian Federation202015052020224131145Copyright © Кудряшова А.В., Розанова Я.В., Сидоренко Т.В., 20202020Кудряшова А.В., Розанова Я.В., Сидоренко Т.В.Kudryashova A.V., Rozanova Y.V., Sidorenko T.V.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/1632Введение

Введение. Для качественного языкового образования в технических вузах требуется соблюдение междисциплинарных связей между ним и содержанием узкоспециализированных предметов, соответствующих направлениям подготовки будущих специалистов. Весьма продуктивны учебные материалы на осваиваемом студентами иностранном языке, акцентирующие терминологический аппарат и профессиональную лексику, аутентичные современному состоянию научной области.

Цель изложенного в статье исследования заключалась в оценке валидности лексического материала, представленного в курсе «Деловой иностранный язык», определении критериев отбора этой лексики, методов ее усвоения и практического применения.

Методы и методики

Методы и методики. Использованное в ходе работы корпусное программное обеспечение позволило получить количественные показатели распределения иноязычной деловой лексики в рассматриваемом учебном курсе. Сопоставление предлагаемого обучающимся в настоящий момент лексического материала и выявленного при помощи лингвистических баз данных профессионального тезауруса производилось методами сравнительного анализа и синтеза.

Результаты и научная новизна. По критерию частотности употребления выявлен наиболее активный в деловой сфере пласт лексических единиц (терминов, понятий, устойчивых словосочетаний). Установлено соотношение между ними и учебной лексикой как с позиции ее встраивания в курс без блочного сосредоточения на всем протяжении вузовской подготовки, так и с точки зрения разнообразия форм работы с данной лексикой. Сделан вывод о том, что используемый учебный материал нуждается в существенной корректировке. Предлагаемый студентам словарный набор не в полной мере отражает реалии деловой сферы общения, а регламентированное методическими указаниями распределение активной профессионально-деловой лексики не способствует прочному ее усвоению. По мнению авторов, вносить необходимые изменения в подходы и методы отбора и компоновки лексического материала и в методику проектирования курса иностранного языка следует на основе интеграции педагогического и лингвистического знания, в частности методики преподавания иностранных языков и корпусной лингвистики.

Практическая значимость

Практическая значимость. Способы интеграции корпусных программ в процессе разработки содержания языковых дисциплин, являющихся частью основной образовательной программы технических вузов, продемонстрированы как один из возможных путей повышения эффективности обучения иностранному языку студентов нелингвистических специальностей.

Introduction

Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.

The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.

Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.

Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.

Practical significance

Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.

методика обучения иностранному языкукорпусные исследованиякорпусное программное обеспечениесодержание обучениялексикаteaching English as a foreign language (EFL)corpus softwarevocabulary acquisitionword frequency and varietyИсследование проведено в рамках гранта благотворительного Фонда В. Потанина. Авторы выражают глубокую признательность старшему преподавателю Томского политехнического университета С. В. Рыбушкиной за оказанную помощь в проведении исследования, а также анонимным рецензентам за экспертную оценку рукописи.This work was supported by the Vladimir Potanin Foundation, project ID GK 180000189. The research is carried out at Tomsk Polytechnic University within the framework of Tomsk Polytechnic University Competitiveness Enhancement Programme grant. We also thank for comments to Svetlana V. Rybushkina (National Research Tomsk Polytechnic University) and anonymous reviewers, who greatly improved the manuscript.ReferencesZahar R., Cobb T. & Spada N. 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The authors declare that there are no conflicts of interest present.