Professional context of teaching reading to foreign economics students
Abstract
The article continues a series of studies dedicated to teaching Ukrainian-language reading skills to foreign students specializing in economics. It underscores the significance of achieving communicative objectives in education to ensure that foreign students in higher education comprehend their specialty and various forms of Ukrainian-language communication. However, the initial level of text comprehension among students at the onset of the main stage of learning is insufficient to effectively support the educational process in Ukrainian higher education institutions within their chosen specialties.
The article emphasizes the pivotal role of reading in fostering foreign language communicative competence. Reading, as a fundamental educational skill, serves as the cornerstone for the development of all other language skills. The training in reading for economics students necessitates specification, systematization, and the exploration of novel methodological approaches, which should subsequently be incorporated into reading materials tailored to the professional orientation of higher education students.
The authors propose fundamental approaches to organizing educational content and various strategies for working with professionally oriented texts. They identify and analyse the primary challenges encountered by foreign students when reading Ukrainian-language texts related to their profession and suggest strategies for overcoming these obstacles. One of their recommendations is the utilization of specialized vocabulary and economic terminology during the instruction of foreign students in reading professionally oriented texts.
The article substantiates that the optimization of reading education hinges on the careful selection of educational texts relevant to the students’ specialties, which constitute the primary educational unit. Additionally, it stresses the importance of employing a structured system of language and speech exercises developed based on professionally oriented economics texts, encompassing pre-text, text, and post-text tasks.
Moreover, the article underscores the significance of professional orientation, informativeness, and relevance as the main criteria for selecting educational materials and determining their content. It also emphasizes the linguistic appropriateness of educational texts. The authors propose a systematic approach to working with professionally oriented texts in reading classes for first-year foreign students majoring in Economics (specialty 051).
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References
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