ESP or professionally oriented English language training

The progress of society is characterized not only by the development of industrial spheres, but also by the interests and values of members of society, that is, human capital, Human capital refers to the abilities, knowledge and skills (skills) necessary for workers to carry out activities in the socio-economic spheres. Such qualities are primarily determined (identified) by the quality of education, reflecting the intellectual potential of society, a developed education system offering quality education and the like.

In recent years, the requirements for professional training of graduates of non-linguistic universities have increased. It is known that professional training is carried out in the process of purposeful awareness of students of social and psychological patterns of interaction of specialists in production and other fields of activity and in the process of mastering these patterns. This training, conducted at the senior stage of training at the University, contributes to the further rapid orientation of students in the chosen specialty. In this regard, the principle of professional orientation is of particular importance and priority. Taking into account the professional factor in the improvement of foreign language proficiency of future specialists assumes the focus of the course of the main foreign language on the pedagogical of the learning process, which will allow to teach communication in a foreign language at a professional level.

A foreign language embodies a great potential that meets the needs of society and occupies an important place in the comprehensive harmonious development of the individual. Teaching a foreign language is not only the provision of knowledge about a foreign language, but also a factor influencing the formation of the individual, ready to master knowledge, able to think creatively, aware of the cultural heritage of their homeland and the country of the studied language and the place they occupy in world history. A foreign language is a source that plays an important role in the achievement of intellectual, cultural and professional perfection of a person, as well as a factor that occupies an important place in his cultural development.

The training of Mature specialists who meet the requirements of the time requires a perfect knowledge of foreign languages. Therefore, at present, the development of innovative systems for professionally-oriented foreign language teaching in higher education institutions is one of the topical issues for scientists-methodologists. Such a system, in turn, should:

• -    meet the interests of society and the individual, strengthen the place that foreign languages occupy in the future professional activity of students and motivation to learn a foreign language in students who are aware of the functional importance of this language;

• -    to enhance the overall degree of knowledge of foreign languages;

• -    to provide an opportunity to characterize the goals, objectives, methods and means of teaching foreign languages in the system of professional training of students;

• -    to reveal the features of professional activities of teachers and students;

• -    to provide an opportunity to overcome the contradictions existing in the teaching of foreign languages in higher education institutions and vocational colleges. The development of a system of professionally-oriented teaching of foreign languages to students to the maximum extent manifests the interests of

the individual and at the same time is aimed at the implementation of a new social order.

Professionally-oriented foreign language training should be an impetus to the formation of the personality of a specialist who has an active point of view (position) throughout the working life. To do this, it is necessary to create such an educational and methodical environment that forms and develops the skills necessary for the future specialist, the future teacher (teacher) of a foreign language, which subsequently, through interest in learning a foreign language, would increase the student's interest in his future profession.

In order to achieve a good assimilation of English language materials by students in educational institutions, it is necessary to achieve that:

• -    students' passion for learning a foreign language was in the required degree;

• -    the process of teaching foreign languages was communicative-oriented;

• -    teacher of creative approaches to the choice of teaching methods;

• -    has created a favourable psychological environment for training on the implementation of oral exercises and learning to dialogue in a foreign language;

• -    have been in the presence of various learning tools and opportunities for permanent use in the process of learning;

• -    classroom and extra-curricular (classroom and extra-curricular) creative work in the English language was carried out consistently. If we take into account and attach importance to the above requirements in the process of learning and teaching foreign languages, it will lead to a change in the form and content of the approach to a foreign language as a subject in higher educational institutions.

At the present stage of social development in higher educational institutions, as well as in professional educational institutions, the main purpose of the course "Foreign language" is considered to teach students the ability to communicate at the place of service in a foreign language. Teaching professionally oriented English is a scientific direction, born in the late 1960s, and it is considered a type of education that meets the educational needs of those receiving education and the social order of society.

The abbreviation ESP (English for Specific Purpose) is currently considered a term included in the scientific circle of theorists of practitioners of teaching professionally-oriented English. Learning English as an ESP (English for Specific Purpose) requires not only a new approach to its methodology, but also a new look at the content of a foreign language. In particular, in non-philological higher education institutions, ESP requires such an approach to the content of English language teaching, in which, for example, in teaching professional communication (dialogue), the content of education is planned in stages; at the initial stage, the hours allotted for a foreign language are directed mainly to the formation of lexical, grammatical and phonetic skills in communication, etc.

In conclusion, I would like to say that the opportunities of teaching a foreign language in a non-linguistic University are expanding every year: the material and technical base of higher educational institutions is being strengthened; non-traditional technologies, multimedia teaching tools are being increasingly introduced into the learning process; teachers have more opportunities to use a variety of authentic sources, manuals, etc.