DIDACTIC AND METHODOLOGICAL OUTLINE OF DESIGNING CONTENT OF AN ESP COURSE FOR STUDENTS OF IT AND ENGINEERING MAJORS

Abstract

Foreign language proficiency of IT professionals is a crucial factor in organizing effective work in international teams, increasing their professional opportunities, and accessing innovative knowledge. Rapid pace of technological advance complicates the process of elaborating high-quality didactic materials, as information quickly becomes outdated. This poses a serious challenge to foreign language teachers – to constantly update the content of didactic materials in compliance with the latest IT trends.

The main focus of the article is to outline didactic and methodological approaches to constructing the content of a professionally-oriented foreign language course for IT students. The authors examine historical context of learning languages for professional purposes since the 1960s, when English became the main means of international communication, and draw attention to the contribution of researchers who laid the foundations of the functional approach to teaching languages for professional purposes (ESP).

Particular attention is paid to the introductory course, which helps to leverage the level of language proficiency among students entering the university. This course involves gradual exposure to professional terminology and IT-related topics. Based on the needs analysis, a list of topics that could be included in the ESP course content was outlined.

It is noted that the text is the main source of factual information and a means of developing communicative skills. Recommendations for adapting the texts are outlined, in particular, in terms of their volume, the number of new concepts and the structure of the texts themselves. For better learning outcomes, it is recommended to use both main and supplementary texts, which allow for a comprehensive study of a particular topic. Particular attention is paid to a system of exercises and tasks that should contribute to the development of higher-order thinking capacities, including analysis, evaluation, and creativity. The authors suggest using Bloom’s taxonomy as a tool to ensure a gradual transition from training simple skills to solving more complex problems, stimulating the development of students’ critical thinking capabilities.

A distinctive aspect of the article is the problem of integrating intercultural component into an ESP course. The authors emphasize that the IT sphere is not purely technical domain but also has social aspects. Therefore, it is important to take into account the cultural context of technology development and to enhance students’ readiness to work in multinational teams.

The article also outlines a system of principles that should be used by the developer of a foreign language course for professional purposes. Among them: professional pragmatics, situational approach, inter-subject integration, stimulation of cognitive activity and authenticity.