Abstract:

The article presents the experience of Tomsk polytechnic university (TPU), Russia, on organization and realization of English as foreign language enhancement courses for content teachers at technical university. Being a national research university TPU is developing international collaboration in science and education. Realization of double degree programs, running international research laboratories, international academic exchange and teaching foreign students – all this requires rapid acquisition and learning of English as a foreign language by content teachers of technical disciplines. The learning process in this case is viewed as the phenomena with specific peculiarities and limitations, among them are: artificial environment of learning English in Russian speaking community, specifics of teaching adult learners – individuals motivated to reach practically oriented goals such as publication of scientific articles abroad, developing new curricula; time constraints due to fulltime jobs of many course attendees at university; forming groups by content teachers of different subject areas and specializations. The present article gives analysis of TPU language environment, provides example of English as foreign language enhancement courses system organization and realization at TPU, gives analysis of course attendees learning achievements and limitations. Profession-oriented foreign language training model` implementation for content teachers of engineering specializations is discussed, its organization and content specifically designed to develop communicative skills from basic level upward as well as ESP courses that enable course attendees to use foreign language as a means to solve profession oriented tasks. Practical recommendations are given.

Keywords:

English as foreign language enhancement courses system, technical university, adult learners, content teachers.