Abstract: The current state of higher education along with the tendencies of its development poses new challenges to the professional preparation of a graduate and his personal qualities. Among the significant ones are deep professional knowledge and skills, the ability to flexibly use them, communicative skills, creative activity readiness for continuous self-development. The analysis of psychological and pedagogical literature, studying the experience of teachers of foreign languages departments, questioning the students of non-linguistic faculties showed that the subject of the general cultural block foreign language is perceived by the majority of students as general educational having no connection with the future professional activity. The low level of language preparation at school of the most students, a limited number of hours lead to low motivation of studying this discipline. In order to determine the effectiveness of the educational process of professionally-oriented foreign language teaching at non-linguistic specialties the following criteria and indicators were developed: possession of linguistic professional knowledge; readiness for professional verbal interaction; readiness for creative professional activity. The results of experimental work have confirmed the effectiveness of the application of the developed methodology based on the technology of professionally-oriented foreign language teaching at non-linguistic faculties of universities. The experimental work on the above mentioned issue has helped to identify the pedagogical conditions that ensure the effectiveness of professionally-oriented foreign language teaching.
Raikhan Dabyltayeva, Nazym Dabyltayeva and Olga Kuratova, 2016. The Professionally-Oriented Foreign Language Teaching at Non-Linguistic Faculties of Universities. The Social Sciences, 11: 513-522.