Развитие иноязычных навыков сторителлинга у студентов профильных направлений подготовки

Abstract

The development of the social demand led to the need for methodological science to expand, deepen and intensify the methods and means of teaching modern students. Thus, in addition to taking into account the provisions of the communicative and competence-based approaches and competently selected teaching content, presented in the form of the necessary printed and audio texts, the necessary language, conditional speech and speech exercises, the teacher should make the learning process as exciting and motivating as possible for students. Learning a foreign language at a university should bring students the maximum possible benefit. Over the years of studying in other educational institutions, students have met a variety of methods and techniques of work, different types of texts and educational and methodological complexes. The task of a university teacher is to captivate the student, increase interest in the language, to help the student to form professionally significant foreign language skills and abilities. We present an overview of the features of the process of teaching a foreign language at a university using the educational technology “Storytelling”. This process has revealed a number of noteworthy observations that represent ways of effective interaction – new means and methods of teaching, forms of work and methods of work, which are necessary to take into account when planning language classes. We consider a variant of the monological utterance design from the perspective of storytelling. The principles of storytelling, options for its application in the classroom are substantiated, foreign-language examples are given and the effectiveness of this technology is justified.