Abstract:

The article is devoted to some problems and prospects of foreign language teaching to the students of non-linguistic technical specialties in higher education institutions.
Nowadays the paradigm of foreign language teaching is changing in direct proportion to changes in society. The processes of globalization and integration of the world's economic, cultural and other vital processes that characterize the modern social order, led to the expansion of the communicative space of humanity. In turn, the communication process leads to tight market relations. Market relations of supply and demand has steadily spread into the sphere of education services, where one of the most important conditions are all increasing requirements for the competence of future specialist. One of the aspects of the competence of a contemporary specialist, a graduate of the university, assumes foreign language proficiency and its use in practice.
Foreign language proficiency is necessary today to everyone to deal effectively as with communication problems: in situations of personal contact, in situations of communication in the educational environment, so professional-level tasks.
The model of foreign language communicative competence, adopted by the Council of Europe, is also used as the scale that determines the level of foreign language proficiency in educational institutions of the former Soviet Union.
The complex of objective and subjective reasons in the educational systems of post-Soviet countries has created an unforgivable gap in the training of specialists of technical specialties and especially in teaching them to foreign languages.
The firm centralization in the educational system that is typical for many post-Soviet states, with a clear instruction from " high spheres" to the "Standards of specialties ..." that gives a limited number of educational credits in foreign language teaching to students of technical specialties and still ranks that discipline to the obligatory subjects studied only in the initial stages of the university, led to a wrong formal attitude to qualifies" technician specialist " training.
Due to the advancement of science and scientific discoveries, the gap in the training of technical personnel in developed and developing countries is increasing.
Many of the newly independent post-Soviet states, including Kazakhstan, seek closer cooperation with Europe, which today is limited to intercultural dialogue in the field of socio-cultural relations, the arts, sports or a one-time financial and economic aid, etc. By the close cooperation we would like to see the relationship of European universities in the educational process with local universities on corresponding profile. As for the prospects of foreign language learning, they are sufficiently clear picture: the practical application of theoretical knowledge on technical specialty, both at home and abroad, the ability to retrieve information from scientific journals in the technical area without an intermediary (without interpretation), which is called the “from the horse's mouth”, an opportunity to present own technical innovations, share experiences, improve the skills in workshops, etc.
As in Europe and the CIS, it is talked about the up-to-date process of integration in all spheres of society. Therefore it would be preferable to see a qualified professional as a key figure of these processes.

Keywords:

Foreign language teaching, globalization and integration, intercultural dialogue, socio-cultural relations.