Формування готовності майбутніх фахівців з інформаційних технологій до здійснення професійної іншомовної писемної комунікації

Abstract

У дисертації досліджено сучасний стан проблеми формування готовності майбутніх фахівців з інформаційних технологій до здійснення професійної іншомовної писемної комунікації. Уточнено зміст та визначено структуру готовності (мотиваційний, когнітивний, операційний компоненти), критерії, показники та рівні її сформованості. Обгрунтовано педагогічні умови та розроблено модель формування готовності майбутніх фахівців з інформаційних технологій до здійснення професійної іншомовної писемної комунікації, що інтегрує мотиваційно-цільовий, змістово-операційний і рефлексивно-результативний блоки, й експериментально підтверджено її ефективність. Розроблено методичні рекомендації щодо формування готовності майбутніх фахівців з інформаційних технологій до здійснення професійної іншомовної писемної комунікації.

The relevance of the thesis is determined by the growing demands of the IT industry, which require graduates to demonstrate the ability to engage effectively with foreign- language professional materials and communicate in written form within international professional contexts. An analysis of current developments in the IT sector, transformations in higher education, and the applicable regulatory framework demonstrates that professional foreign-language training should extend beyond the acquisition of linguistic knowledge and skills to the purposeful development of readiness for professional written communication in a foreign language as an integrative personal characteristic comprising motivational, cognitive and operational components. In response to these requirements, the study provides a theoretical substantiation and experimental validation of a model for developing future IT specialists’ readiness for professional written communication in a foreign language. The thesis examines the current state of research on the development of future IT specialists’ readiness for professional written communication in a foreign language. Within this framework, relevant technologies and approaches to teaching future IT specialists are reviewed and synthesised; a linguistic analysis of technical instructional texts is conducted; the content and structure of future IT specialists’ readiness for professional written communication in a foreign language are examined. The pedagogical conditions for the effective development of future IT specialists' readiness for professional written communication in a foreign language are substantiated: 1) the holistic nature of training, whereby professional written communication in a foreign language is integrated into the professional context and considered as an instrument for the implementation of professional activity; 2) the priority of instructional tasks based on technical instructional texts in teaching professional written communication in a foreign language; 3) the formation of a system of knowledge for engaging in professional written communication in a foreign language; 4) the use of virtual exchange platforms as an environment for the practical application of acquired knowledge in professional written communication in a foreign language; 5) the development of sustained professional interest and the formation of a positive attitude towards professional written communication in a foreign language as an integral component of professional activity. The model for the development of future IT specialists’ readiness to engage in professional written communication in a foreign language has been developed and theoretically substantiated. It integrates the motivational-target block (professional motives and goals of readiness development), the content-operational block (knowledge, abilities and skills necessary for the development of readiness), and the reflective-resultative block (ensures diagnosis and assessment of the achieved level of readiness, as well as the future IT specialists’ reflection on their own progress), which are implemented within a set of pedagogical conditions: the holistic nature of training ensures the integrity of all blocks of the model; the motivational-target block implements the condition of developing professional interest and a positive attitude towards professional written communication in a foreign language; the content-operational block implements the conditions of prioritising instructional tasks, forming a system of knowledge for engaging in professional written communication in a foreign language, and using virtual exchange platforms; the reflective-resultative block ensures diagnosis of the achieved level of readiness. The experimental study is organised and conducted to determine the effectiveness of the proposed model implemented within the set of pedagogical conditions; its stages are described, and the experimental results are analysed, interpreted, and statistically processed. The highest growth was recorded for the cognitive component (82 %); followed by the operational component (69%); the lowest growth was recorded for the motivational component (63 %). Based on the research conducted, methodological recommendations for developing future IT specialists’ readiness for professional written communication in a foreign language are presented. The study does not cover all aspects of the problem of developing future IT specialists’ readiness to engage in professional written communication in a foreign language. The prospects for further research lie in in the potential of modem educational resources (virtual exchange platforms, generative artificial intelligence tools) for developing readiness for professional written communication in a foreign language, as well as in developing the linguodidactic foundations and pedagogical conditions for their purposeful use in the educational process.