Author:
E. M. Shcheglova,
Candidate of Pedagogical Sciences, Associate Professor,
Omsk Academy of the Ministry of Internal Affairs of the Russian Federation,
7 Коmаrоv ave., Omsk, 644092, Russian Federation
SPIN-code: 9226-8071,
AuthorID: 485298
e-mail: sharkadiz@mail.ru
O. К. Mzhelskaya,
Candidate of Philology, Associate Professor,
Omsk Humanitarian Academy,
2а 4th Cheluskintsev st., Omsk, 644105, Russian Federation
SPIN-code: 7959-2571
e-mail: mzhelskaya@yandex.ru
Abstract:
Introduction. The article is devoted to the problem of teaching English as a lingua franca. An exam-ple of a unified system of various classroom and extracurricular forms developed at the Department of For-eign Languages of the Omsk Academy of the Ministry of Internal Affairs of Russia is given. The goal is to present a model of mastering English as a lingua franca in the process of cadet language training.
Methodology. Analysis of the literature on linguistics, methods of teaching foreign languages, the use of systemic, competence-based, personal-activity methodological approaches to teaching.
The result of the study is the conclusion that the identification of various norms of English as a lingua franca and the actualization of the content of training, taking into account the need to form background linguocultural knowledge in the process of language training, contributes to mastering English as a lingua franca.
Conclusions. Language training of cadets as mastering lingua franca is a complex approach, and the priority task of the university is to create all the necessary conditions for the development of communica-tive, linguistic and sociocultural competences in the process of implementing a set of specific classroom and extracurricular forms of work.
Keywords:
Lingua franca, English, background knowledge, classroom and extracurricular forms of work, language training.
