Development language independence formation as a factor of professional training effectiveness

Introduction: orientation to the international cooperation in the context of carrying out missions on providing national and common security, integration of actions at struggle with terrorism transform requirements revealed to the military specialists professional training and determine the National Guard troops need for servicemen who know the international language and able to perform service and fighting missions up to the world standard. The potential of foreign language learning can implemented to the full extent and contributed greatly to the future military specialist personality development, if foreign language training is based on cadet’s foreign language formation. So cadet’s foreign language formation is the means to increase professional training effectiveness. It is the factor influencing  the future officer’s  readiness to integration to the international professional community.

Materials and methods: study and survey of scientific literature, generalization of domestic and foreign experience on the theme, conversation with cadets and their direct commanders, overseeing the cadets’ independent work organization on foreign language learning permit to conclude the following. Cadets do not possess foreign language independence and demonstrate low capability to carry out their independent work. It is demonstrated in difficulties with their independent foreign language activities planning. Future officers are not able to set a goal, determine work stages, distribute time for their reasonable performing, choose means and ways, control. The purpose of methodic experiment is to detect and approve effective means of foreign language formation in the conditions of systematic and goal-oriented independent work organization.

Results: as the result of conducted experiment a methods of foreign language formation is developed and approved. The methods developed in the course of studies are an algorithm of education that includes some structured blocks. They are the goal setting block, the theoretical block, the technological block and the assessment block.

Discussion and Conclusions: in the course of methodical experiment positive effect of systematically organized independent work on future officers’ foreign language independence formation is approved. Quantitative indicators of foreign language independence formation, received in the course of the experiment, are approved in real qualitative changes demonstrated by cadets. Overseeing cadets at the education process and communication with them prove practical independence using that resulting in future officers’ capability to organize their independent work in the context of foreign language learning. Cadets employ formed foreign language independence at lessons and extracurricular classes. With the foundation on theoretical and practical development on cadet’s foreign language independence formation it is possible to revise the system of foreign language teaching and change it according to the social and governmental order.

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