Teaching a second foreign language based on Russian and English as the first foreign language to students of the program «Interpreter/translator in the field of professional communication» at a non-linguistic university (initial stage)

Introduction. The relevance of the research lies in the fact that in modern conditions there is a demand for specialists who speak several foreign languages. The university program «Translator in the field of professional communication» trains specialists who meet such demands in the labor market. When teaching a second foreign language within this program, a number of methodical problems arise.

The formulation of the research problem is determined by the lack of educational and methodological support for teaching this discipline, the tight time frame for mastering a second foreign language.

The goals of the research include identifying difficulties of students in the second foreign language (French) classes in the conditions of a non-linguistic university within the additional professional educational program for advanced training «Translator in the field of professional communication» at the initial stage, describing the methodological methods and techniques of teaching French as the second foreign language within the framework of the communicativecognitive approach aimed at solving students' problems.

The Materials and methods. The methods of the research used are the observation and system analysis method, the methodical experiment.

The Research results. As a result of the research, the possibility of using the motivating methodological methods and techniques described in the article for developing a methodology for teaching a second foreign language (French), on the basis of Russian and English as the first foreign language in the context of a translation program in a non-linguistic university at the initial stage of training has been presented.

Discussion and conclusion. Key conclusions have been made that teaching a second foreign language on the basis of Russian and the first foreign language English using the communicative-cognitive approach, the motivating methodological methods and teaching methods described in the study, identified and tested during training in the translation program, contributes to the achievement of the learning goal – the formation of linguistic and communicative competence in the second foreign language.

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