ВПРАВИ ДЛЯ ФОРМУВАННЯ НІМЕЦЬКОМОВНОЇ ПРОФЕСІЙНО ОРІЄНТОВАНОЇКОМПЕТЕНТНОСТІ В ГОВОРІННІ ТА ПИСЬМІМАЙБУТНІХ ТУРИЗМОЗНАВЦІВ: ІЗ ДОСВІДУ ЕКСПЕРИМЕНТАЛЬНОЇ РОЗРОБКИ
The exercises in forming professionally oriented competence in German oral and written communication for the future specialists in tourism: from the experience of experimental development.
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Introduction. In the results of experimental studies have been shown that the psychological nature of the second foreign language after the first studying can be lit within the professionally oriented foreign language communication aspect, which also determines the rules of communication and laws implemented in the network interactive activities. This interpretation of the process of mastering the German-oriented professional competence in productive types of speech activity allows us to go beyond the concept of classroom and outside the classroom educational autonomy, including the comparison and analysis. Purpose. The algorithm sequence output in shaping German-oriented professional competence of the future workers in international tourism as a specific implementation of the educational process in the productive kinds of speech activity development; detection of the psychological mechanisms functioning in multi-stages of mastering speech activity under conditions of interference phenomena and positive transfer. Methods. Analysis of psychological research and methodological problems of interference and positive transfer when learning a second foreign language after the first held abroad and in Ukraine in order to systematize the existing scientific concepts and strategies withdrawal algorithm learning a second foreign language in terms of network support Moodle. Results. The results obtained after the experimental study definitively prove the probability of the hypothesis that the consideration of psychological characteristics, mechanisms of interference phenomena and positive transfer in the process of German-oriented professional competence in speaking and writing (German language after English) at the upcoming International Tourism workers effectively reflected in the quality of education. Therefore, in learning a second foreign language after the first must be considered the following factors: 1) link between professionally oriented foreign language non-verbal thinking of the university student and the surrounding reality; 2) availability of the future workers’ in international tourism communication skills in their native language and basics speech and mental activity in the first foreign language; 3) availability of the future tourism experts’ educational experience in learning professionally oriented foreign language competence in productive types of speech of the first foreign language that must be considered and used in the learning process, built on a conscious transfer of training skills and non-verbal skills of students of higher education; 4) availability of language universals (statement, subject, object, singular/plural, etc.), which creates a special kind of linguistic knowledge that facilitate the assimilation of a second foreign language. Language universals determine the possibility of contrastive-typological comparison phenomena of native and foreign languages studied in parallel. Conclusion. To summarize, it was found out that understanding the concept of learning a second foreign language after the first conditions for network support should be seen as a model for interaction of foreign languages and mental activity of the future workers in the tourism industry. It follows from the above; the native language while learning two or more foreign languages should not be separated in the minds of students and filtered. On the contrary, it must be consciously and actively involved in the study of foreign languages as native language initially provides structures and linguistic conceptual basis of consciousness. In terms of learning foreign languages, especially learning several languages, in learning the mother tongue should be laid foundations active and conscious approach to studying two or more foreign languages. This statement enables the presentation and implementation of further ways to develop methods of multilingual professionally oriented foreign language teaching.
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