Abstract:

The article presents the experience of teachers of the Foreign Languages Department in teaching foreign languages at the Faculty of Economics.

The objective of the article is to analyze the ways of developing cognitive interest of students in learning foreign language for specific purposes. Cognitive interest is an integral part of students’ incentive system, as it influences personal attitude of students towards cognitive activity.

The importance of the present research paper is determined by the fact that forming students’ cognitive interest allows to create conditions for development of students’ involvement and independent work. Cognitive interest is critical to students’ further professional maturing; also, it contributes to the development of students’ personality potential, targets students at achieving goals and developing strategies of professional growth.

The article considers the requirements to results of acquisition Bachelor’s and Master’s programs in the field of study “Economics” and “Management”. It is necessary to form cultural and professional competence for students’ successful professional performance. Moreover, the method of developing cognitive interest provides successful development of abstract thinking, readiness to use creative potential, ability to conduct independent research works and other competences.

The authors of the article give characteristics to methods of developing students’ cognitive interest. Interdisciplinary integration is stated to become the tool to solve tasks set before teachers. Implementation of interdisciplinary connections in the frame of learning foreign languages undergoes several stages. The article analyzes each stage, defines the working forms.

In organizing interdisciplinary integration, teachers of foreign languages are required additional training. One of the problems for a teacher is selecting content of training. The question involves analysis of material, choice of topics for studying at classes of foreign languages, selection of authentic texts, elaborating problem and creative tasks for students. The authors have worked out criteria for selecting such training materials.

The paper considers development of cognitive interest. Teachers combine different techniques of conducting classes and tasks, problem solving, case study and business role-playing game. The development of cognitive interest is illustrated on the example of business role-playing games.

The present research helps to make the following conclusions:
• It is crucial to consider research nature of cognitive interest at foreign language classes;
• Implementation of interdisciplinary integration requires additional qualification from a teacher of foreign languages and anticipates close collaboration with colleagues in the field of economic studies;
• problem solving tasks help to develop students’ cognitive interest;
• business role-playing games create conditions to apply knowledge of foreign languages and specialist subjects and therefore increases motivational statement.

Keywords:

Cognitive interest, motivation, business role-playing, interdisciplinary integration, professional competence.