Abstract:

The modern system of professional education is aimed at training highly qualified and competent specialists who are able to communicate with foreign colleagues and run business on a world-wide scale. And this causes reconstructing and updating educational models and curricular.

The main objective of this study is to define the essence and main features of the Language for Special Purposes (LSP) so that to optimize its teaching for non-linguistic professions. Here the LSP of any national language is regarded as a combination of linguistic, professional, and practical components. The linguistic component is understood as a general language basis making communication possible. The professional component represents the terminology and conceptual system of the particular field. The practical component is defined as a “business language”, connected with practical realization of the professional activity and used in the variety of typical professional situations.

As it has been found, in language terms the most universal component is the linguistic one whereas the professional component is unique for every LSP but the practical component may be common for different professional languages. Since the importance and interconnection of these components varies for different LSP it is possible to optimize language teaching though changing the interrelation of these components according to employers’ demands.

Teaching LSP requires not only mastering professional or scientific terms but also identifying the range of typical communicative situations for different professional spheres, and these situations may often be alike. So, this enables the selection of necessary and sufficient study material as well as enhances learning LSP.

Keywords:

Language for Special Purposes, teaching optimization, combination of professional language components.