PROFESSIONAL SPEECH TRAINING OF FUTURE TEACHERS OF NON-PHILOLOGICAL SPECIALTIES IN THE CONDITIONS OF DISTANCE LEARNING (INTEGRATIVE APPROACH)

Abstract

The article deals with the peculiarities of professional speech training of future teachers of non-philological specialties in the conditions of distance learning caused the COVID-19 pandemic. The specifics of preserving the practical direction of non-philology students’ professional communicative training in the conditions of distance learning have been analyzed. The essence of future teachers’ of non-philological specialties communicative training through the system of integrated classes has been revealed. The possibilities of formation of students’ communicative skills combining 2 languages – native and foreign have been shown. The experience of conducting joint classes on «Educational Technologies» and «Foreign Language» in the conditions of distance learning has been described. We proved the necessity of revising the main directions of future teachers’ communicative training. We determined the importance of transformation of such training through the expansion of educational and methodical environment of future professional activity suggested to the students of non-philological specialties adjusting it to distance learning. The current urgency and the necessity of expanding the existing training courses by adding to them the themes devoted to information and communication technologies in general and distance learning technologies in particular have been substantiated. The most popular platforms (Moodle, Zoom, Google Classroom, Google Meet) and messengers (Skype, Viber, Telegram), which were used in distance learning during the quarantine in the spring of 2020 have been singled out, and the main tools of communication between students and teachers at a distance (chat, forum, blog, e-mail) have been described. The possibility of carrying out the training using these tools has been shown.The ways of future teachers’ speech training with the help of active teaching methods and the main problems that arose during the integrated classes in the conditions of distance learning have been analyzed. The ways of overcoming these problems have been suggested.