Abstract:

The development of foreign language professional communicative competence is an essential part of master students’ professional training at University, which allows to provide international collaboration with specialists of different countries. The discipline English for Specific Purposes is an obligatory part of master students’ university program which contributes to the successful foreign language professional communicative competence development.
A model for teaching master students English for Specific Purposes based on the use of innovative technologies for the development of foreign language professional communicative competence is proposed.
The purpose of the work is to find out ways to increase the effectiveness of English for Specific Purposes teaching on the base of the proposed model.
The implementation of this model is aimed at improving the effectiveness of learning master students English as the foreign language. The model consists of methodological, organizational, and result-evaluating blocks, includes a number of approaches and pedagogical conditions aimed at effective teaching English for Specific Purposes at Higher School at a master level.
The methodological block of the model includes such structural components as a social order (the need to study a foreign language according to the University program), a problem (difficulties in learning and future perspectives), a goal that involves increasing the effectiveness of learning as well as the implementation of such approaches as anthropological, personality-oriented, value-oriented, synergistic, cultural, project, information and technology, systemic activity and competence-based; the use of pedagogical conditions (normative-targeted, scientific-methodological, organizational and managerial, instrumental-technological, psycho-anthropological). The organizational and activity block reflects the sequence of actions at the diagnostic stage (survey, testing, and questioning), at the main stage (creation of adaptive communicative situations), and at the final stage (diagnostics of the development of foreign language professional communicative competence). The organizational and activity block includes a) a procedural component (individual, frontal, group and collective forms of interaction between a professor and students based on the use of communicative, active and interactive methods of teaching a foreign language, as well as linguistic, methodological and technical teaching aids; b) a technological component (such pedagogical technologies as a technology of communicative learning, technology of individualization of learning, and creation of individual educational trajectories of students).
The important role of using Blended Learning technology in teaching master students English for specific purposes at a Higher school has been underlined.
The concepts of “innovative technologies,” “Blended Learning,” “foreign language professional communicative competence” have been defined.

Keywords:

Higher School, new information technologies, Blended Learning, master students, levels of university education, English for Specific Purposes (ESP), foreign language professional communicative competence.