LEARNING MATERIALS SELECTION FOR DIFFERENTIATED INSTRUCTION OF ENGLISH FOR SPECIFIC PURPOSES OF FUTURE PROFESSIONALS IN THE FIELD OF INFORMATION TECHNOLOGY

Abstract

In conditions of differentiation the learning materials selection will optimize the training English for Specific Purposes of the future professionals in the field of information technology at university level. The purpose of the article is to define the basic unit of learning material, the factors of influence on the learning material selection, principles, criteria and the procedure of learning material selection in this paper. Reviewing the scientific achievements in the learning material selection in teaching English has become a basis for defining the factors of influence, principles and criteria in the research. The basic unit of learning material (learning English text for professional purposes) is outlined. The factors of influence and principles (correspondence of learning materials to professional interests and needs of information technology students; necessary ability and accessibility; regarding the linguistic and stylistic necessity and sufficiency; availability of Internet sources information) of the learning material selection are defined. Also, the qualitative criteria (authenticity; professional significance, relevance and informativeness; conformity of foreign language level and intellectual development of students; variety of genres and forms of speech, their sufficient filling by linguistic material; coherence, integrity, consistency, semantic completeness; topic conformity; situation conformity; unlimited access, reliability and exemplarity of Internet sources) and the quantitative criteria (the amount of material) of the learning material selection are highlighted. The process of English for Specific Purposes material selection (defining the disciplines of different cycles; defining spheres and related topics; outlining situations, communicative roles and intentions of professional communication; specifying the sources of selection; evaluating the texts; analysis of the knowledge, skills and sub-skills required for the formation of competencies in listening, speaking, reading and writing of English for Specific Purposes) is determined. So, the defined learning material selection will serve as a basis for consideration of stages in the differentiated instruction of English for Specific Purposes of future professionals in the field of information technology at university level.