GENERAL STRATEGY FOR THE DEVELOPMENT OF PROFESSIONAL LANGUAGE COURSES FOR STUDENTS OF DIFFERENT SPECIALTIES

The article is devoted to the strategy of developing language courses in a professional direction. Using the example of a professional English language course, the author substantiates the possibility of a generally unified approach to the construction of such courses, the content of which logically combines purely linguistic topics that allow students to focus on practicing the phenomena of English grammar, and material devoted to the stylistic aspects of vocabulary and grammar formally business, scientific and academic style. Students are invited to choose an interesting professional topic and focus on gathering English-language information about it, preparing an English-language presentation, report, oral presentation, article, preparing for a debate or discussion on this topic. The author proposes the application in the course of elements of the project method and the method and the CLIL method, namely, language immersion, when students work on the same professional topic, but in different directions and aspects, while at the same time learning English-language professional vocabulary. At the same time, there is an acquisition of an active speech reserve and an actualization of a passive one, since students perform both oral and written types of work, both reproductive exercises and creative works. In the opinion of the author, this approach can help the teacher independently develop a language course for a professional direction on the basis of any language (including Ukrainian) and for students who receive different specialties, while simultaneously adding certain own exercises, exercises and creative inventions.