非语言专业学生形成另一种语言交际能力的方法

Olena Viacheslavivna Каrasiova
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引用次数: 0

摘要

问题公式化。在教育学方面,已经积累了足够的经验来解决与形成学生专业取向基础问题相关的科学和实践任务。在科学文献中,职业取向被认为是一种主要的人格特质,它包括生活和活动的整个动机系统,它决定了职业活动中人际关系、职位和活动的选择性。专业导向的沟通问题在许多科学家和实践者的工作中被考虑。反过来,基于专业导向的沟通原则学习外语的问题与动机问题密切相关。今天的交际导向教学是一种方法论标准,学生的创造性是交际导向教学的特征之一,学生的创造性是交际导向教学的特征之一。交际方法的创造性元素允许在生产性活动中组织使用外语,包括沟通,服务业务,管理,法学,艺术,自我教育等领域。本文的目的是确定和表征非语言专业学生外语交际能力的形成途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Means of forming another language communicative competence of students of non-lingual specializations
Problem formulation. In pedagogy, enough experience has been accumulated to solve scientific and practical tasks related to the problem of forming the foundations of a student`s professional orientation. In the scientific literature, professional orientation is considered as a leading personality trait, which includes the entire system of motivations for life and activity, that determines the selectivity of relationships, positions and activity in professional activity. The problem of professionality oriented communication is considered in the works of many scientists and practitioners. In turn, the problem of learning a foreign language based on the principles of professionally oriented communication is closely related to issues of motivation. The communication-oriented approach today is a methodological standard, and the creativity of students is one of its characteristic features of the communicative-oriented approach today is a methodological standard, and the creativity of students is one of its characteristic features of the communicative-oriented approach. The creative element of the communicative approach allows to organize the usage of a foreign language in productive activities, including communication, the sphere of service business, management, jurisprudence, art, self-education. The purpose of the article is to determine and characterize the means of formation of foreign language communicative competence of students with non-languge specialities.
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