ENGLISH FOR PROJECT TRAINING OF ECONOMISTS

Abstract

The paper discusses the issue of the productivity of English for special-purpose teaching on project-based technology. The study aims to analyze the learning effectiveness of English on project-based technology (discipline “Economics”) in integration with special disciplines. Hypothesis: project-based technology of learning is a factor in the intensification of learning the English language by profession. It states that the implementation of the economist's professional competence in project work needs interdisciplinary integration ‑ of special and linguistic disciplines. The English language teaching program should be thematically consistent with the programs for teaching specialists in economic specialties. Learning English by project-based technology was reoriented from the accumulation of abstract knowledge to the selection of special disciplines and courses according to the criteria of professional pragmatism. Project-based and traditional learning productivity is compared according to the main criteria. As a result of the study, the authors have made a general conclusion about the prospects of studying English by profession using the method of project-based technology. Рroject-based teaching combines in itself the formation of professional and communicative competence, and this opens wide opportunities for international cooperation in student exchange with the world's leading universities. Recommendations for online participation in inter-university associations within the framework of EU programs are provided. It is concluded that the involvement of the powerful potential of the integration of special and linguistic disciplines under the design technology of education determines the transformation of education into a real and not an apparent, force of the country's social- and economic development. The results shown in the paper should become a reference point for the formation of appropriate courses in the English language by profession.