Лінгводидактичні засади навчання професійно спрямованого монологічного мовлення студентів технічних спеціальностей
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2013
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У статті розглянуто лінгводидактичні засади оволодіння професійно спрямованим монологічним мовленням студентами технічних спеціальностей як об’єктивний фактор впливу на ефективність формування іншомовної комунікативної компетентності майбутніх інженерів. Проаналізовано мовні особливості франкомовного монологу-аргументації за змістом, формою та функцією. З’ясовано, що їх урахування впливає на успішність процесу навчання професійно спрямованого монологічного мовлення майбутніх фахівців технічної галузі. Доведено, що ефективне досягнення комунікативно-прагматичної мети, яка реалізується за допомогою монологу-аргументації, залежить від мовних засобів, риторичних стратегій, використаних під час продукування монологу. Успішність оволодіння франкомовним мовленням визначається також індивідуальними особливостями студента, оскільки поняття дискурсу включає когнітивні та соціально-психологічні параметри мовця. Аналіз лінгвістичних особливостей франкомовного монологу-аргументації дозволяє виділити потенційну внутрішньомовну та міжмовну інтерференцію, подолання якої є передумовою підвищення ефективності відповідного навчання.
The article is devoted to the linguodidactic foundations of teaching French professionally oriented monologue speech to technical specialities students as an objective factor of influence on the efficiency of foreign language communicative competence formation of future engineers. The linguistic particularities of the French monologue-argumentation on the content, form and function have been analyzed. Their definition can contribute to the strategic competence formation by future specialists of technical sphere and optimizing the professionally oriented monologue speech learning process. Its important to take into consideration these factors because they have the influence on mastering French professionally oriented monologue-argumentation effectiveness. It was determined that the internal structure of monologue-argumentation contains elements, such as introduction, main part and conclusion, it depends on logical reasoning and determines an argument model. Argumentation includes the art and science of debate, dialogue, conversation, and persuasion. It studies rules of inference, logic, and procedural rules. It was determined that an argument has an internal structure, comprising the following: a set of assumptions or premises, a method of reasoning or deduction and a conclusion or point. An argument must have at least two premises and one conclusion. Often classical logic is used as the method of reasoning so that the conclusion follows logically from the assumptions or support. Model of argumentation has the influence on the choice of argumentative strategy. Rhetorical strategies are the efforts made by a speaker to persuade or inform listeners. Rhetorical strategies are employed by speakers and can express the different ways to persuade their audience. Before deciding which rhetorical strategy to use in any specific situation, a speaker needs to consider a few questions to determine the strategy. Three levels of French professionally oriented monologue-argumentaion vocabulary have been specified. On the basis of scientific literature theoretical backgrounds of teaching future engineers professionally oriented monologue-argumentation have been analyzed: the current state of teaching technical specialities students monologue speech has been determined and linguistic features of French professionally oriented monologue-argumentation have been specified. Іt was determined that process of professionally oriented language learning is associated with psycho- and linguocognitive peculiarities specific for future engineers which are reflected in information transmission structures, their perception, treatment re/production dominance modes. These peculiarities resulting from different factors are reflected in learning strategies and have the influence on mastering French professionally oriented monologue-argumentation effectiveness. Methodological recommendations for teaching technical specialities students French professionally oriented monologue-argumentation have been developed.
The article is devoted to the linguodidactic foundations of teaching French professionally oriented monologue speech to technical specialities students as an objective factor of influence on the efficiency of foreign language communicative competence formation of future engineers. The linguistic particularities of the French monologue-argumentation on the content, form and function have been analyzed. Their definition can contribute to the strategic competence formation by future specialists of technical sphere and optimizing the professionally oriented monologue speech learning process. Its important to take into consideration these factors because they have the influence on mastering French professionally oriented monologue-argumentation effectiveness. It was determined that the internal structure of monologue-argumentation contains elements, such as introduction, main part and conclusion, it depends on logical reasoning and determines an argument model. Argumentation includes the art and science of debate, dialogue, conversation, and persuasion. It studies rules of inference, logic, and procedural rules. It was determined that an argument has an internal structure, comprising the following: a set of assumptions or premises, a method of reasoning or deduction and a conclusion or point. An argument must have at least two premises and one conclusion. Often classical logic is used as the method of reasoning so that the conclusion follows logically from the assumptions or support. Model of argumentation has the influence on the choice of argumentative strategy. Rhetorical strategies are the efforts made by a speaker to persuade or inform listeners. Rhetorical strategies are employed by speakers and can express the different ways to persuade their audience. Before deciding which rhetorical strategy to use in any specific situation, a speaker needs to consider a few questions to determine the strategy. Three levels of French professionally oriented monologue-argumentaion vocabulary have been specified. On the basis of scientific literature theoretical backgrounds of teaching future engineers professionally oriented monologue-argumentation have been analyzed: the current state of teaching technical specialities students monologue speech has been determined and linguistic features of French professionally oriented monologue-argumentation have been specified. Іt was determined that process of professionally oriented language learning is associated with psycho- and linguocognitive peculiarities specific for future engineers which are reflected in information transmission structures, their perception, treatment re/production dominance modes. These peculiarities resulting from different factors are reflected in learning strategies and have the influence on mastering French professionally oriented monologue-argumentation effectiveness. Methodological recommendations for teaching technical specialities students French professionally oriented monologue-argumentation have been developed.
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Ключові слова
аргументативний дискурс, комунікативне завдання, комунікативний намір, лінгводидактичні засади, монолог-аргументація, професійно спрямоване монологічне мовлення, студенти технічних спеціальностей, французька мова професійного спрямування, argumentative discourse, communicative task, communicative intention, linguodidactic foundations, monologue-argumentation, French professionally oriented monologue speech, technical specialities students, French for specific purposes
Бібліографічний опис
Бондар, Л. В. Лінгводидактичні засади навчання професійно спрямованого монологічного мовлення студентів технічних спеціальностей [Текст] / Л. В. Бондар // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №6 (32). – С. 151–160.