ANALYSIS OF TEACHING METHODS OF WRITTEN COMMUNICATION IN ENGLISH TARGETED TO THE STUDENTS OF NON-LINGUISTIC SPECIALTIES

Since the 90s of the last century, the aims of teaching foreign languages have been changed. As a result, reading and writing, which were considered the auxiliary teaching aids before, have transformed into educational purposes equal to oral communication. Today, the social order of the society has the demand in such specialists who are able to conduct not only oral communication, but also use a foreign language as a means of business written communication. Therefore, the views of many scholars have turned to the point of teaching foreign language writing as a type of business communication. In order to bring the production activity closer to its foreign language performance as close as possible and, thereby, to overcome the barrier between teaching two subjects different in their essence, but interrelated by the needs of their realization (these are a foreign language and a professionally-oriented subject), we set the following aim: by using the method of analysis of Ukrainian and foreign methodological, didactic and psychological researches, we intend to examine the existing technologies of teaching a professionally-oriented foreign language for non-linguistic students as well as to identify the advantages and disadvantages of the examined technologies aimed at finding the direction for the convergence of teaching a foreign language and a professional subject. The essence of the methodological works of foreign and Ukrainian scholars who have substantiated the possibility of teaching business English to the students majoring in non-linguistic specialties on the basis of the professional-thematic material under study, taking into account the organization of the educational process in the form of a business game, a project method, by means of interactive contacts are described in the article. The disadvantages of the analyzed methodological works were, as follows: ignoring the fact that written communication is often carried out in an electronic format today, and hence its specific, psychological and linguistic features are not still investigated; lack of analysis of the linguistic characteristics related to the future navigators' written business communication; lack of a linguodidactic model of the process aimed at teaching English written electronic business communication which represents a teaching process in the dynamics of its implementation; insufficient transformation of the process of performing future navigators' educational correspondence into a real-professional one, taking into account the specifics of these specialists' activities.