Comprehensive model of foreign-language teaching system in higher military school

To build a system of foreign language education in military universities using the modeling method, it is necessary to take into account all the key aspects of professionally-oriented subject training. A model of the system of foreign language education at the higher military school, including interrelated modules, is proposed: resource-normative (prerequisites, regulatory framework); axiological-target (concepts, goals, functions); theoretical-methodological (approaches and principles); content-technological (educational and professional communicative situations, content, technologies); procedural and evaluative (stages, levels of language proficiency, assessment indicators). The main structural elements of the model are described: functions (communicative, educational, ideological, informational, social, cultural, integrating, developing); approaches (competence, communicative, personal-activity, socio-cultural and others); content (language, speech, thematic and competence components); technologies (mnemonic circuits, design, gaming, problem-search, digital); language proficiency levels (low, elementary, basic, high advanced), etc. This model allows us to comprehensively consider the process of foreign language learning as a single set of interrelated elements and, based on this, manage the learning process.

1. Sukhareva V.A., Glumova E.P. (2022). Metalinguistic grammar skill as a result of mastering foreign languages. Vestnik Nizhegorodskogo gosudarstvennogo lingvisticheskogo universiteta im. N.A. Dobrolyubova = Nizhny Novgorod Linguistics University Bulletin, no. 57, pp. 167-181. (In Russ.) https://doi.org/10.47388/2072-3490/lunn2022-57-1-167-181, https://elibrary.ru/kxxjws

2. Kolesnikov A.A., Polyakov O.G. (2017). Personal-competency basis of philological education (foreign languages). Yazyk i kul’tura = Language and Culture, no. 40, pp. 208-228. (In Russ.) https://doi.org/10.17223/19996195/40/15, https://elibrary.ru/ytiilg

3. Shteinberg V.E. (2015). Teoriya i praktika didakticheskoi mnogomernoi tekhnologii [Theory and Practice of Multi-Dimensional Teaching Technology]. Moscow, Public Education Publ., 350 p. (In Russ.) https://doi.org/10.17686/sced_rusnauka_2015-1626, https://elibrary.ru/uakfkj

4. Krasnoshchekova G.A. (2018). Fundamentalization of language education of the students in technical universities. Yazyk i kul’tura = Language and Culture, no. 44, pp. 229-247. (In Russ.) https://doi.org/10.17223/19996195/44/15, https://elibrary.ru/yxraux

5. Sharukhin A.P., Sharukhina T.G. (2018). K voprosu o metodicheskoi sisteme obucheniya kursantov voennykh obrazovatel’nykh organizatsii vysshego obrazovaniya v protsesse gumanitarnoi podgotovki [On the issue of the methodic system of training cadets of military educational institutions of higher education in the process of humanitarian training] Vestnik nauchnykh konferentsii = Bulletin of Scientific Conferences, no. 10-1 (38), pp. 120-121. (In Russ.) https://elibrary.ru/vnnvho

6. Koryakovtseva N.F. (2020). Integrative model of constructing the content of profession-oriented foreign language teaching. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta. Obrazovanie i pedagogicheskie nauki = Vestnik of Moscow State Linguistic University. Education and Teaching, no. 3 (836), pp. 11-23. (In Russ.) https://elibrary.ru/njgnys

7. Ernst Eder W. (2005). Survey of Pedagogics Applicable to Design Education: An English-Language Viewpoint. International Journal of Engineering Education, vol. 21, no. 3, pp. 480-501, Available at: https://www.ijee.ie/articles/Vol21-3/IJEE1579.pdf

8. Mikheeva N.N., Guseva R.G. (2022). Specifics of foreign language specialist training: theoretical and practical aspects. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review. Series: Humanities, vol. 27, no. 2, pp. 391-399. (In Russ.) https://doi.org/10.20310/1810-0201-2022-27-2391-399, https://elibrary.ru/pmvxqq

9. Bondarevskaya E.V. (1997). Gumanisticheskaya paradigma lichnostno orientirovannogo obrazovaniya [The humanistic paradigm of personality-oriented education]. Pedagogika [Pedagogy], no. 4, pp. 11-17. (In Russ.) https://elibrary.ru/skedqx

10. Glotkina A.A. (2018). Eclecticism while teaching the English language at non-philological programs. Sovremennaja nauka: aktual’nye problemy teorii i praktiki. Serija: Gumanitarnye nauki = Modern Science: actual problems of theory and practice, a series of Humanities, no. 8, pp. 24-27. (In Russ.) https://elibrary.ru/ymbvfr

11. Vanyagina M.R. (2021). Integrative recombinational approach to foreign language teaching in higher education. Baltiiskii gumanitarnyi zhurnal = Baltic Humanitarian Journal, vol. 10, no. 4 (37), pp. 32-36. (In Russ.) https://doi.org/10.26140/bgz3-2021-1004-0006, https://elibrary.ru/ntgcgk

12. Sysoev P.V. (2013). Individual education path. Yazyk i kul’tura = Language and Culture, no. 4 (24), pp. 121-131. (In Russ.) https://elibrary.ru/rubjnt

13. Bezukladnikov K.E., Prokhorova A.A. (2021). Methodological system of future engineers' multilingual training: an empirical research. Vestnik Tomskogo gosudarstvennogo universiteta = Tomsk State University Journal, no. 466, pp. 158-164. (In Russ.) https://doi.org/10.17223/15617793/466/19, https://elibrary.ru/pekjop

14. Tkachev M.A., Lopatin R.D., Mitchell P.D. (2020). Creation of a military translation guide for the teaching of military linguists (on example of Portuguese language). Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review. Series: Humanities, vol. 25, no. 185, pp. 29-40. (In Russ.) https://doi.org/10.20310/1810-0201-2020-25-185-29-40, https://elibrary.ru/izpoyi

15. Popova N.V., Almazova N.I., Evtushenko T.G., Zinoveva O.V. (2020). Experience of intra-university cooperation in the process of creating professionally-oriented foreign language textbooks. Vysshee obrazovanie v Rossii = Higher Education in Russia, vol. 29, no. 7, pp. 32-42. (In Russ.) https://doi.org/10.31992/08693617-2020-29-7-32-42, https://elibrary.ru/kozmbc

16. Popova N.V., Stepanova M.M., Kuzmina A.V. (2021). Methodological aspects of the application of audiovisual tools for learning a foreign language and translation at the university. Vestnik Samarskogo gosudarstvennogo tekhnicheskogo universiteta. Seriya: Psikhologo-pedagogicheskie nauki = Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences, vol. 18, no. 1, pp. 87-98. (In Russ.) https://doi.org/10.17673/vsgtu-pps.2021.1.7, https://elibrary.ru/qdsvlz

17. Vanyagina M.R. (2021). Assessment of foreign language proficiency in higher military schools. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review. Series: Humanities, vol. 26, no. 195, pp. 107-118. (In Russ.) https://doi.org/10.20310/1810-0201-2021-26-195-107-118, https://elibrary.ru/fewlmf