METHODS OF FORMING LINGUISTIC AND SOCIO-CULTURAL COMPETENCE IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE IN THE TRAINING OF ELECTRICAL ENGINEERING SPECIALISTS

Abstract

The article examines the linguistic and sociocultural competences of specialists in electrical engineering as a special communicative process that has its own characteristic differences, conditions of organization and progress. Acquiring a qualification in electrical engineering, electrical engineering and electromechanics requires mastering a large volume of modern technical documentation of foreign equipment manufacturers and researchers, which is impossible without learning a foreign language. In the process of forming professional skills for specialists in electrical engineering, it is necessary to highlight the need for: creative and analytical thinking, technological literacy, curiosity and the ability to learn throughout life, resilience, flexibility and adaptability, systems thinking, the ability to work with artificial intelligence and big data, motivation and self-awareness, as well as talent management and effective interaction with personnel. Learning a foreign language by specialists in electrical engineering should include a differentiated approach to learning that takes into account the diversity of engineering activities and the needs of specialists in using a foreign language in specific professional contexts. Professional foreign language education of electrical engineering specialists includes learning foreign languages with an emphasis on the development of professional competencies necessary for effective intercultural and professional communication. In the structure of professional value orientations of electrical engineering specialists, the following components are distinguished: cognitive (values-knowledge), emotional-personal (values-quality), reflexive-active (values-relationships).The cognitive component of professional value orientations of electrical engineering specialists includes the possession of information about the content and essence of the profession and professional values, as well as the personal orientation of professional value orientations. The emotional and personal component of professional and value orientations of students characterizes the set of qualities, the dynamics of emotions and feelings of future specialists in electrical engineering in relation to the profession. The reflexive and active component of the professional and value orientations of electrical engineering specialists reflects the practical, effective, regulatory nature of the professional orientations of the individual. Theoretical training includes: study of special and scientific and technical literature; implementation of competency-based, axiological, communicative-activity approaches in education; formation of scientific schools; organization of exhibitions; self-education; micro research. Practical training includes: using the potential of practical classes; completion of general engineering, educational and production practice; research work of students. Introduction of trainings, games, interactive methods into training: use of training elements (training on professional demand, adaptation trainings, training seminars), use of educational games, discussions, discussion of problem situations (take a position, opinion scale, decision tree, “case analysis”).