Krapivina M.Yu.
DEVELOPING COURSE OF ENGLISH FOR SPECIAL PURPOSES ^{[№ 3 ' 2021]}
The requirements of the modern global economy for university graduates dictate new approaches to university linguistic training of future specialists. Students of non­linguistic specialties are focused on equal entry into the world professional community. Therefore, it is essential to develop foreign language courses, taking into account the academic, social, professional and personal needs and interests of students. Research shows that a large proportion of future language users are interested in the special language of their profession and the language skills required in their future work.
The strategy of the Orenburg State University is to maximize the convergence of training outcomes with the needs of the regional economy, taking into account the needs of the key industries, the requirements of potential employers.
Thus, the teacher's task is to develop the content of the curriculum for foreign language courses. On the one hand, they should be wide enough to meet the requirements of a number of profiles and areas of training, on the other hand, they should be as specific as possible to meet the needs of specifically defined professional tasks.
With regard to the subject of our research, we believe that when developing an English language course for special purposes (ESP), a teacher should rely on the principles of reverse course design, reflexive teaching, activity­based approach to teaching, professional orientation of teaching, intercultural orientation of teaching, and also principles of transparency, accessibility, mobility of the teaching process.
Taking into account the specifics of the problem under investigation and focusing on the above principles of developing the ESP course, the main spheres and situations of foreign language communication were selected and tested as guidelines for building training courses.
The theoretical approaches and principles developed in the course of the study aim to scientifically substantiate the procedures for analyzing, evaluating and implementing educational materials, to serve as guidelines for creating ESP courses for students of various fields of study, helping to purposefully achieve the development of the desired competencies.

Krapivina M.Yu., Eremina N.V.
TEACHING COMMUNICATION IN THE HISTORY OF PEDAGOGICS ^{[№ 3 ' 2018]}
In this paper, we present a study of the main theoretical and practical approaches to the problems of teaching communication in different periods of human history. It is shown how pedagogical thought developed and changed depending on the needs of society and man. The main characteristics and properties of the concept of communication are singled out and its role in the series “language — speech — communication” is defined. The dual function of communication, its possibilities in the formation of human communities, the organization of productive interaction is revealed. The author conducted a thorough analysis of the works of authors from different epochs, reflecting the main trends and methods of teaching different forms of communication. The study included such periods as ancient history, antiquity, the era of classicism, the Middle Ages, revival, enlightenment, as well as periods of new and modern history. A comparative analysis of the approaches of Western and Russian scientists is carried out. The significant influence of various forms of communication on the processes of transferring experience between generations is shown, the development of scientific and technical thought, education, interpersonal and production relations is shown. The importance of the problem of teaching communication in the changed conditions of modern society is substantiated and, based on a review of historical pedagogical approaches, a projection on a modern approach to learning communication is made. In particular, the needs of modern students of different countries in obtaining linguistic training and mastering various forms of communication have been studied. The article also shows the essential role of interpersonal communication in the current conditions of development of technical means of virtual, mediated communication.

Krapivina M.Yu., Streneva N.V.
LINGUISTIC AND CULTURAL FEATURES OF ENGLISH TEACHING FOR SPECIAL PURPOSES ^{[№ 2 ' 2017]}
In this paper, we present a study of the problem of organizing the process of teaching students of the university English language for special purposes, taking into account linguocultural features. The author assesses the role of English in the modern world and in the global economy. English continues to change the language behavior of people around the globe and is currently the main tool for large-scale bilingualism. In this regard, the article identifies and analyzes the main linguocultural features inherent in representatives of different regional business communities and are reflected in the language of professional communication. The article shows the growing need for a cross-cultural component of the ESP course program. The basic requirements for this course, such as analyzing the needs of students and the pragmatic focus of the content, should be adjusted taking into account the cultural characteristics of potential professionals in their field of economics and language users. This implies taking into account not only the language and professional needs of students, but also their cultural experience. They should gain a deeper understanding of cultural values, corporate culture norms, verbal and non-verbal communication, professional jargon inherent in representatives of different cultures. Further in the article, the main requirements for the design of ESP courses at the university are described: the communicative orientation and consideration of the linguocultural features of professional communication. Based on this, the main stages of the organization of the English language course for special purposes are presented: basic, modeling, and productive. The main components of each stage are described: cognitive, activity, motivational and value. Thus, the author substantiates the need to develop a methodological and theoretical basis for the implementation of this component of the English language course for special purposes.