The Foreign Language for Special Purposes Training for the First Year Non-Philological Students

Метою статті є опис тренінгів для розвитку професійно-орієнтованої комунікативної компетентності. Використано метод аналізу можливостей тренінгових технологій для інтенсифікації навчального процесу. Базовою процедурою тренінгу є групова дискусія. Анкетування виявило актуальні комунікативні ситуації, що визначаються описом ролей і сценарієм. Структурними елементами тренінгу слугують ситуативно-тематичні розділи – епізоди. Способи словесної реалізації програм спілкування вивчаються на заняттях з мови. Підхід до структурування й систематизації матеріалу вирішує інваріантні завдання мовної підготовки, а також варіативні завдання, актуальні для студентів конкретної спеціальності.The article is aimed at the distinguishing of the trainings characteristics, which are essential for the formation and development of the professionally oriented communicative competence of students, especially to its’ the most important components, in the conditions of poor language competence, typical for the educational activity of the junior students. The analysis method of the possible use of training technologies for the teaching and learning process intensification has been employed. The group discussion, role play and psychodrama have been analyzed. The basic procedure for all the types of trainings is the group discussion. The questioning has found out the most relevant and problematic communicative situations of the professional learning activity for the students of the non-philological specialities. The case study should be defined by the description of roles and the developed case study scenario. The scenario includes the characteristics of the specific problem and circumstances. The factors that promote group cohesion have been analyzed. The linguo-methodological description of the training assumes the structuring of the course of study and filling it with the appropriate language and speech material, creation of the methods of its’ representation, consolidation and accusation control. The training structural elements are called the episodes and are the contextual thematic units, which include the terminology of training technologies. The scenario of language interaction is the model of professional learning communication of the students, who play different roles in order to develop the particular behavioural programs in the framework of given communicative situations. The ways of the communicative programs’ verbal implementation are the objects of the language study classes. Here is suggested the approach to the structuring and systematization of the language material, which solves the invariative tasks of the organization of the students language training, as well as tasks, important for the particular specialities. A challenge for further methodological development searches we consider the invariant component of the training and the variable components of learning a foreign language of professional orientation of students of technical specialties