КОГНІТИВНО-КОМУНІКАТИВНИЙ ПІДХІД ДО НАВЧАННЯ МОНОЛОГУ ТА ДІАЛОГУ МОВЛЕННЯ СТУДЕНТІВ-ФІЛОЛОГІВ ЗВО

Abstract

The article deals with the peculiarities of cognitive-communicative methods of teaching monologue and dialogue speech, with the implementation of new modern techniques of monologue and dialogue speech in the training of university students of linguistic departments as an important component of their professional competence as future teachers which is derived with the help of appropriate organization of studies and use of interactive methods; the grounding of the suitability and necessity of foreign language communication of university students of linguistic departments in the modern conditions of international educational integration is given. The analysis of cognitive-communicative approach in the light of its two basic methods – the cognitive and communicative has been done. Definition of communicative and cognitive methods is given. The opportunity of unification of cognitive and communicative knowledge systems for the solution of the practical problem – monologue and dialogue speech teaching as a thinking concept and a functional unit is considered in the article. In teaching monologue it is mentioned the importance of forming both – unprepaired and prepaired monologue speech. In teaching dialogue speech the attention has been paid to instructional and untechnical technologies among which verbal, non-verbal (visual), verbal-visual, audio-visual and audio materials are considered. Four basic types of dialogues in spoken interaction have been worked out. Such modern techniques of dialogue speech are distinguished – Webquest and Case Study methods, imitating interactive pedagogical technologies mainly communicative directed and role-played methods. The article proves that modern pedagogical technologies promote the development of students’ communicative skills and creativity.