Lingua-didactic prinsiples of teaching foreign languages for engineering specialities

International Conference on Developments in Education 
Hosted from Toronto, Canada 
https: econferencezone.org 
 
10
th
July 2022 
128 
developed. To begin with, humanitarian and technical knowledge should be blended to enable 
the harmonious growth of future engineers through integrated professional training programs 
and the organizing of numerous events in English or any other foreign language that is now in 
demand.[1] Second, young engineers should be taught how to think independently and 
innovate creatively. They must learn to control not only their personal educational process but 
also their career chances in the future. 
It's also worth noting that foreign language instruction at technical colleges must comprise the 
following elements:
Language and Organizational 
Let's take a closer look at the components of language. Engineering students must be taught a 
variety of language systems and techniques of communication between them, as well as 
communication techniques and awareness of the social and cultural idiosyncrasies of both their 
local culture and the culture of the foreign language they are studying. Second, students of 
technical specialities should learn not just English for ordinary conversation (which must be 
taught during the first year of training), but English for specialised reasons as well. Future 
engineers should learn how to communicate in the scientific, academic, professional, and even 
corporate worlds. Artificial bilingualism is, without a question, one of the most important 
criteria for successful foreign language acquisition in engineering institutions. It refers to the 
simultaneous teaching of many disciplines in both the local and foreign languages. As a result, 
learning a foreign language will not be the primary goal for pupils; it will serve as a tool for 
them to carry out their future professional activities on a worldwide scale using a foreign 
language.[2] 
To fulfill the above-mentioned purposes and objectives, teaching staff and students at modern 
engineering institutions must increase their language competence in a variety of methods. 
Practice oral and writing communication in English, for example: communications, 
negotiating, and research, as well as writing business papers And, without a doubt, university 
teaching staff and students should participate in many international activities, such as 
collaborating with overseas colleagues and using English in academic and scientific research, 
among other things. 
These critical issues may be addressed with the aid of a language proficiency system that may 
be implemented in the following ways:
– The foreign language is a method of professionally-oriented foreign language