Abstract
The purpose of this article is to consider the content characteristics of the process of formation of speech abilities of students of higher educational institutions, methods of teaching speech and the possibility of their application in the educational process. The main methods of research of speech competence were theoretical and methodological analysis of the problem, comparative analysis, experiment, as well as mathematical methods of data processing that allow us to determine stable relationships and relationships, trends and patterns. In the course of the research, the coherence and complexity of students ' utterances were considered at the speech level. The analysis of the products of students 'speech activity allowed us to consider the linguistic characteristics of the text at the language, speech and content-semantic levels, and psychological, operational-dynamic, motivational, cognitive, emotional, regulatory and productive components of students' speech actions.
Highlights
The higher education system in the Russian Federation has been undergoing modernization and reform for more than thirty years
The purpose of this article is to consider the content of the process of development of speech abilities and formation of speech competence of students, as well as modern methods used in classes with students of higher educational institutions in order to improve the speech culture of future specialists
In the course of research conducted at the Moscow regional University, it was found that the level of speech competence depends on the creation of conditions for the professionalization of speech activity
Summary
The higher education system in the Russian Federation has been undergoing modernization and reform for more than thirty years. As part of this process, a number of important documents were adopted that define the goals and objectives of national education. No 376 "On approval of the state program of the Russian Federation" development of education" for 2013-2020" [2], the national doctrine of education of the Russian Federation until 2025 [3] and others. In these conditions, the role of psychological, pedagogical and linguistic knowledge in practical issues of education increases. Improving the quality of professional training requires scientifically based content and methodological support
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