Achkasova Natalia Nikolaevna
Кандидат педагогических наук, Associate Professor, Department of English and Professional Communication, Financial University under the Government of RF, NNAchkasova@fa.ru, Moscow, Russia

Competition of Scientific Professional-Oriented Reports as a Tool For Development Motivation to Study the English Language Among Students of a Non-Linguistic University

The problem of holding scientific conferences on professional topics for non-language students is being updated in English for professional development and motivation to learn a foreign language. The purpose of the article is to analyze the achievements and difficulties of making a research and speaking at a scientific conference. Methodology. In the course of the study, methods such as analysis of domestic and foreign literature, the method of interviews, discussions for feedback, and generalization of pedagogical experience were used. Results. Having analyzed the literature on the topic of our research, as well as the experience of organizing and preparing students for a scientific conference, it can be stated that the scientific conference is important for students to create a more effective motivation for professional development and learning English, without which the professional outlook narrows. The role and importance of individual work, work in groups and consultations with the teacher are shown. Based on the results of scientific conferences, questionnaires and discussions with participants, the strengths of scientific conferences and the process of preparing for them are highlighted. The difficulties faced by students in research work are indicated and the conditions under which it is possible to overcome them for successful preparation are argued. Based on the results of the research, priorities are identified and proposed, which are determined by us as key for use in preparation for a scientific conference.
scientific report, scientific presentation, scientific conference, professional competence, motivation, professional activity, digitalization.

1. Bobrova, N. G., Nalivaiko, I. V., 2016. Participation in digital conferences as a factor of self-development. Povolzsky Pedagogical Bulletin, no. 2 (1), pp. 45–49. (In Russ., abstract in Eng.)
2. Brunin, A. V., 2014. Professional motivation of students. Bulletin of Krasnodar University of Ministry if Internal Affairs, no. 4 (26), pp. 152–154 (In Russ., abstract in Eng.)
3. Kriger, S. G., 2018. Conducting student conferences as one of the necessary conditions for professional development. Modern problems of education development, no. 6, pp. 44–48 (In Russ., abstract in Eng.)
4. Melnichuk, M. V., Kalugina, O. A., 2021. The Effectiveness of foreign language in the University: components of emotional and intellectual. Philological Sciences, T. 14, Vol. 8, pp. 26–29. (In Russ., abstract in Eng.)
5. Passov, E. I., 2006. 40 years later. Or 101 methodological idea. Lipetzk: Glossa-press Publ., 236 p. (In Russ.)
6. Safonova, V. V., 2004. Communicative Competence: modern approaches to multi-level description to methodological purposes. Moscow: Euroschool Publ., 232 p. (In Russ.)
7. Sechina, G. P., 2013. Students’ scientific and technical conference as motivation of students to the learning process. Bulletin of Kazan technological University, no. 12 [online]. Available at: https://cyberleninka.ru/article/n/studencheskaya-nauchno-tehnicheskaya-k... (accessed 01.08.2021) (In Russ.)
8. Solovova, E. N., 2004. Methodological training and retraining of a foreign language teacher. Moscow: Glossa-press Publ., 236 р. (In Russ.)
9. Ter-Minasova, S. G., 2008. War and peace of the dialogue of cultures. Moscow: Slovo Publ., 336 p. (In Russ.)
10. Ushakov’s explanatory dictionary [online]. Available at: http://ushakovdictionary.ru (assessed 3.06.2021) (in Russ.)
11. Griffiths, Griff and Keohane Kathy, 2001. Personalizing Language Learning. Cambridge: CUP Publ., 160 p. (In Eng.)
12. Harmer, Jeremy, 1996. The Practice of English Language Teaching. London; New York: Longman Publ., 296 p. (In Eng.)
13. Richards, Jack, 2002. Methodology of Language Teaching. Cambridge: CUP Publ., 422 p. (In Eng.)
14. Richards, Jack, 2003. Rodgers, Theodore. Approaches and Methods in Language Teaching. Cambridge: CUP Publ., 270 p. (In Eng.)
15. Scharle Agota and Szabo Anita, 2001. Learner Autonomy. Cambridge: CUP Publ. (In Eng.)
16. Ur, Penny, 2002. A course in Language Teaching. Cambridge: CUP Publ., 372 p. (In Eng.)
17. Woodward, 1994. Tessa Models and Metaphors in Language Teacher Training. Cambridge: CUP Publ., 247 p. (In Eng.)