Вправи та завдання для формування риторичної компетентності в майбутніх фахівців соціономічних спеціальностей

Abstract

The article focuses on the necessity to develop structural units of the methodological organization of educational material, namely the system of exercises and tasks, which wouldconstitute the basis for mastering rhetoric, the necessary foundation for developing skills and abilities, the formation of the rhetorical competence of a socionomist, who is able to establish linguistically correct and stylistically relevant interpersonal communication in of variable socialand communicative conditions. An attempt has been made to develop a system of exercises and tasks in rhetoric according to humanism and anthropocentrism of rhetorical education in high school with the preservation of socionomy and sociocultural ideological and thematic content of text material in order to form rhetorical competence of professionals insocionomical specialties. In accordance with the theoretical and methodological principles of rhetorical education, exercises and tasks are classified into three groups. the author offers a number of motivational actualizing, cognitive gnostic, praxeological and creative exercises and tasks. Motivational actualizing tasks stimulate interest in rhetoric, rhetorical activity; motivate interpersonal communication, actualize the acquired knowledge and skills. Cognitive gnostic ones activate the cognitive activity of students, facilitate the acquisition of new information. Praxeological and creative ones are directed at the urge to communicate in accordance with the conscious knowledge, formed skills, taking into account the conditions of interpersonal, professionally oriented communication, since the communication is a specific form of creativity, factor and mode of personal fulfillment. The introduction of such procedural component is aimed at deepening the knowledge of language, speech, communication; improving speaking skills according to the norms of modern Ukrainian literary language; it would be a stimulus to master the genre paradigm of rhetorical texts; the formation of skills to apply the theory of rhetoric in accordance with the needs of socionomic communication; formation of rhetorical competence of professionals in socionomical specialties.