ЗМІСТ ФОРМУВАННЯ НІМЕЦЬКОМОВНОЇ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ КОМПЕТЕНТНОСТІ У ГОВОРІННІ ТА ПИСЬМІ МАЙБУТНІХ ТУРИЗМОЗНАВЦІВ: ПРЕДМЕТНИЙ АСПЕКТ
Journal Title: Вісник Київського національного лінгвістичного університету Серія Педагогіка та психологія - Year 2017, Vol 26, Issue
Abstract
The article is based on an analysis of the work of foreign and Ukrainian scientists dedicated to The professionally oriented German communicative competence contents’ formation in speaking and writing for future specialists in tourism sphere: subject aspects. The characteristic of the theoretical and methodological point of view the objective aspect, which includes areas themes situation of communication, roles, intentions, linguistic and speech means, texts, language skills, geographic and linguistic geographical knowledge, language material, professionally oriented knowledge and professional-oriented language and speech material. The psychological nature of the second foreign language after the first studying can be lit within the professionally oriented foreign language communication aspect, which also determines the rules of communication and laws implemented in the network interactive activities. This interpretation of the process of mastering the Germanoriented professional competence in productive types of speech activity allows us to go beyond the concept of classroom and outside the classroom educational autonomy, including the comparison and analysis. Purpose. The algorithm sequence output in shaping German-oriented professional competence of future workers in international tourism as a specific implementation of the educational process in the productive kinds of speech activity development; detection of the psychological mechanisms functioning in multi-stages of mastering speech activity under conditions of interference phenomena and positive transfer. Methods. Analysis of psychological research and methodological problems of interference and positive transfer when learning a second foreign language after the first held abroad and in Ukraine in order to systematize the existing scientific concepts andstrategies withdrawal algorithm learning a second foreign language. Results. The results obtained for learning a second foreign language teaching in terms of non-linguistic university, singled techniques that optimize the learning process. Therefore, in learning a second foreign language after the first must consider the following factors: 1) link between professionally oriented foreign language non-verbal thinking student the university and the surrounding reality; 2) availability of future workers in international tourism communication skills in their native language and basics speech and mental activity in the first foreign language; 3) availability of future tourism experts educational experience in learning professionally oriented foreign language competence in productive types of speech of the first foreign language that must be considered and used in the learning process, built on a conscious transfer of training skills and non-verbal skills of students of higher education; 4) availability of language universals (statement, subject, object, singular / plural, etc.), which creates a special kind of linguistic knowledge that facilitate the assimilation of a second foreign language. Language universals determine the possibility of contrastive-typological comparison phenomena native and foreign languages studied in parallel. Conclusion. To summarize, it was found that understanding the concept of learning a second foreign language should be seen as a model the interaction of foreign languages and mental activity future workers in the tourism industry. It follows from the above; the native language while learning two or more foreign languages should not be separated in the minds of students and filtered. On the contrary, it must be consciously and actively involved in the study of foreign languages as native language initially provides structures and linguistic conceptual basis of consciousness. In terms of learning foreign languages, especially learning several languages in learning the mother language should be laid foundations active and conscious approach to studying two or more foreign languages. This statement enables the presentation and implementation of further ways to develop methods of multilingual professionally oriented foreign language teaching.
Authors and Affiliations
Я. Окопна
Keywords
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