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THE STAGES OF PROFESSIONALLY-ORIENTED MONOLOGUE-PRESENTATION TRAINING OF THE FUTURE DESIGNERS AND СORRESPONDING SYSTEM OF EXERCISES

100%
Korneyeva I.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 9(73)
88-99
EN
In the article the stages of professionally-oriented monologue-presentation training of the future designers of Ukrainian higher education institutions are analyzed and defined clearly. The main general didactic and general methodological, also including the special principles of the professionally-oriented monologue-presentation training are outlined. These principles of learning foreign language presentation on the basis of the personality-activity approach are aimed at developing cognitive-creative potential of the student, who is motivated at continuous learning and self-improvement. The main requirements to the exercises are formed. The examples of the exercise system, which the future designers ought to fulfill while professionally-oriented English language monologue-presentation training are exemplified. Consequently, the proposed methodology carries out six stages in monologue-presentation training and includes the group of interactive, propaedeutic and test exercises aimed to motivate the students. We have practiced the cognitive activity, analytical search, analysis of the logical-structural expression scheme, automation of the use of connectors for super-phrase communication. Consolidation of acquired knowledge is expected in the free students’ production of the monologue-presentation. The effectiveness of the system of mentioned exercises based on defined requirements is justified. The use of the method of forming professionally-oriented English language competence in monologue speech (monologue-presentation) requires a high-qualified tutor, an indicator of his progressiveness of professional activity, the focus on the creative development of students as individuals. We see the particular importance in the ability to organize joint activities of the tutor with students, as well as the ability of students to creative work in groups, individually. The tutor must acquire a set of exercises and tasks in order to influence effectively and motivate the students to prepare for such work. The above-mentioned technique is a theoretical and practical basis for teaching the monologue-presentation of the future designers. The prospect of future research is seen in the development of a model for learning the monologue-presentation of the future designers at Ukrainian non-linguistic technical universities.
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