vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-6-102-110vovr-1735Research ArticleПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫHIGHER SCHOOL PEDAGOGYОбучение диалогу и полилогу на английском языке студентов-нелингвистовTeaching Dialogue and Polylogue to Non-Linguistic Students: Competence-Based ApproachАбрамоваИ. Е.AbramovaI. E.

Абрамова Ирина Евгеньевна – д-р филол. наук, доцент

Адрес: 185910, г. Петрозаводск, пр. Ленина, 33

Irina E. Abramova – Dr. Sci. (Philology), Assoc. Prof., Head of the Department of Foreign Languages for Humanities

Address: 33, Lenin Prospect, Petrozavodsk, 185910

lapucherabr@gmail.comШереховаО. М.SherekhovaO. M.

Шерехова Ольга Михайловна – канд. пед. наук, доцент

Адрес: 185910, г. Петрозаводск, пр. Ленина, 33

Olga M. Sherekhova – Cand. Sci. (Education), Assoc. Prof., the Department of Foreign Languages for Humanities

Address: 33, Lenin Prospect, Petrozavodsk, 185910 

olmili@mail.ruПетрозаводский государственный университетРоссияPetrozavodsk State UniversityRussian Federation202017062020296102110Copyright © Абрамова И.Е., Шерехова О.М., 20202020Абрамова И.Е., Шерехова О.М.Abramova I.E., Sherekhova O.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/1735

Задача формирования у выпускников коммуникативной компетенции для осуществления эффективного делового общения и взаимодействия в поликультурной профессиональной среде не теряет актуальности. Будучи обязательными компонентами современной профессиональной деятельности, диалог и полилог на английском языке не только обеспечивают обмен информацией, но и способствуют совместному принятию решений, эффективному взаимодействию и творческому сотрудничеству между специалистами разных национальностей. Овладение корректной стратегией ведения профессионального общения на иностранном языке даёт возможность преодолевать языковые и коммуникативные барьеры, что, в свою очередь, оказывает положительное влияние на формирование доверия в многонациональных командах, от которого зависит результативность деятельности компании. Однако обучение данному виду общения в условиях аудиторного билингвизма сопряжено с рядом трудностей, которые анализируют авторы. В статье исследуется зарубежный и отечественный опыт обучения диалогической и полилогической речи и описываются инновационные методики подготовки обучающихся к профессиональному общению, используемые в мировой лингводидактике. Авторы статьи изучают готовность обучающихся к иноязычной коммуникации в профессиональной сфере деятельности, а также описывают практический опыт обучения студентов-нелингвистов диалогической и полилогической речи в сфере профессиональной деятельности с использованием методик, имитирующих реальные коммуникативные ситуации в сфере деловой коммуникации. Делается вывод о том, что компетентностный подход эффективен при формировании коммуникативной компетенции у студентов нелингвистических специальностей в условиях аудиторного билингвизма.

Competence-based approach to the use of practice-oriented technologies and the creation of an innovative learning environment is the current trend of Russian higher education. The task of developing graduates’ communicative competence for the implementation of effective corporate communication and labor interaction in a multicultural business environment is still relevant. Being obligatory components of modern professional activity, dialogue and polylogue in English provide information exchange, promote joint decision-making, effective interaction and creative cooperation between specialists of different nationalities as well. Mastering the correct strategy in foreign language communication in the business world makes it possible to overcome language and communication barriers. It has a positive effect on building trust in multinational teams, on which the performance of the entire company depends. The authors analyze a number of difficulties associated with the teaching of these types of communication in the classroom. The article examines the foreign and domestic experience of teaching dialogue and polylogue and describes innovative methods of training students for professional communication. The authors of the article investigate the readiness of students for foreign language communication in professional discourse and describe the practical experience of teaching dialogue and polylogue to non-linguistic students using alternative methods simulating real communicative situations in business communication. It is concluded that the competence-based approach is effective in developing the communicative competence of non-linguistic students in the classroom bilingualism.

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The authors declare that there are no conflicts of interest present.