Case study method as a tool for developing soft skills within the framework of the discipline “Foreign language in the professional sphere”

Importance. Soft skills development through the use of the case study method in teaching “Foreign Language in the Professional Sphere” contributes to creativity and flexibility in thinking, communication skills, empathy, and the ability to work in a team – all of which are essential for their future activities. The aim of the study is to identify an algorithm for using professionallyoriented cases in English to develop soft skills for successful business communication among students majoring in economics. The objectives of this study are: to clarify the essential characteristics of the case method; to determine the range of problem situations for the development of soft skills in the course of solving problems posed in cases; to identify the didactic potential of professionally-oriented methods and their experimental verification. It is emphasized that familiarity with the cultural codes of the target language and searching for missing information to solve the case contribute to the problem and stimulate the development of students’ soft skills.

Materials and Methods. Experimental verification was conducted at the Derzhavin Tambov State University. It was based on the relevance of the topic, review of scientific literature (definitions and research results published in this field of knowledge), selection of bibliography and analysis of the results of its study. The formative experiment was conducted on the basis of using case study methodology in the framework of the discipline “Foreign language in the professional sphere”. The participants in the experiment were students majoring in economics. Criteria for selecting problem cases included situations related to international business cooperation. A survey was used to determine students’ attitudes toward the case-study method. The respondents were 50 master’s students.

Results and Discussion. We tested cases related to communicative situations in which the sociocultural aspect was affected. This choice implied students’ work on studying the cultural characteristics of participants in communication, in order to apply the acquired knowledge to solve problems and apply intercultural communication competence in practice. As a result, students honed their flexibility in communication (soft skills). The experimental verification showed that students became more flexible and adaptive in communication, the skills of formulating and implementing communication goals (in aspects such as informational, professional and normative), skills of choosing and using established constructs in relevant situations, analyzing and summarizing dialogue results were developed. A survey of students showed that this method: a) stimulates thinking and is interesting (82 %); b) introduces different ways to achieve a communicative goal (70 %); c) takes too much time to prepare (16 %); d) is time and energy-consuming (68 %), e) is useful for continuing learning the discipline (91 %). 2 % found it difficult to evaluate this method.

Conclusion. On the basis of the results of the forming experiment, a conclusion was made about the significant didactic resource of the case-study method as a way of forming soft skills. It was realized in the process of moving from reproductive (expanding and practicing thematic vocabulary and grammar) tasks to receptive (listening, watching videos) and further to productive (speaking, creating presentations, writing) types of activities in a foreign language. Working with the case study method to develop soft skills demonstrated that this method stimulates communication skills and serves to develop flexibility and adaptability in professional communication in a foreign language (soft skills).

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