Abstract:

The paper deals with the study of psychological peculiarities of English language teaching at non-linguistic institutions for higher professional education with a special focus on the teacher-student interaction in the process of working out the teaching/learning strategy.

The authors consider that the main condition should be observed. When conducting speech practice, it is necessary to start it with an overview of understanding and rethinking the material being studied.

In the absence of a foreign language environment, the teacher is the only person who can and should provide his students with an indicative basis in order to coordinate the Russian-speaking categories and categories of the studied language in the minds of the students.

The abundance of communicative exercises in the classroom on foreign language is an undoubted plus of any methodology, but only the gradual and systematic formation of fragments of the bilingual picture of the world in which the phenomena of the native and the foreign languages are in a stable semantic balance can qualitatively change the mind-set of a non-linguist student which will result in enhancing the results of the educational process.

Such an approach to teaching students of non-linguistic universities over time forms not only intercultural communicative competence, both in terms of professional communication, and in conditions of free communication with foreign colleagues, but also contributes to the formation of the ability to translate direct and backward from Russian into foreign languages, which is an important component of the professional competence of graduates of non-linguistic universities.
The author supplies a number of practical recommendations on how exercises should be organized with due regard to the regularities described in the paper.

Keywords:

Intercultural professional competence, non-language university, levels of bilingualism, stages of assimilation of foreign language structures, comprehension.