THE USAGE OF PROFESSIONALLY-ORIENTED AUTHENTIC MATERIALS IN TEACHING FOREIGN LANGUAGE TO STUDENTS OF TECHNICAL SPECIALTIES

The effectiveness of implementing professionally oriented authentic materials into the process of teaching a foreign language to students of technical specialties has been analysed, taking into account interdisciplinary, content and communicative approaches. The benefits of applying these approaches into the educational process within the frames of combining linguistic and technical knowledge, updating real professional content, and practical use of the language has been noted. The specifics of authentic texts as a source of professionally significant information have been analysed, and the ways of their adaptation for the development of foreign language communicative competence within the CLIL approach (Content and Language Integrated Learning), developed by D. Coyle, P. Good, D. Marsh, etc., have been considered. The paper outlines the main criteria for selecting authentic materials in accordance with the professionally orientated training and teaching of students, the level of language competence and cognitive load. A typology of sources is formed considering its functional purpose (informational, instructive, and analytical) and opportunities for integration into the educational and practice training course. The features of the application of task-based learning and problem-based learning approaches in the context of working with authentic engineering materials are taken into consideration, according to the works of J. Willis, D. Noonan, A. Gilmore and other scientists (of the present day). The potential of using such types of resources as technical documentation, patent texts, specifications, presentations of technological solutions, as well as professional video materials from open educational platforms is described. In the process of research, methodological conditions for the effective use of authentic materials were identified: compliance of the content with professional goals, the possibility of gradual complication of tasks, focus on the development of critical thinking and functional literacy. Conclusions were drawn regarding the role of authentic materials as a tool for increasing student motivation, ensuring the content relevance of educational content, and developing professional communication skills in a foreign language.