Аннотации:
The article is devoted to the practical training of high school students in the field of transport logistics in everyday speech and the language of the non-linguistic specialty for the active use of a foreign language, both in everyday and in professional verbal communication, which is one of the leading indicators of education and competitiveness in the modern labor market. As the main task in teaching professionally-oriented English language in the context of multilingualism, the leading integrative communicative method is considered. It serves as verbal communication, and its purpose is the formation of communicative competence first of all. This method contributes to the creation of the main model of teaching professionally-oriented verbal speech in English. Modeling situations of professional verbal communication is designed to prepare students for the real conditions of the future profession. Speech situation is defined in the methodology as a set of circumstances in which verbal communication is realized, a system of speech conditions that are necessary and sufficient for performing a speech action. To achieve the set goal of training - forming the skills and abilities of professionally-oriented verbal communication in English of the future engineers of transport specialties a teaching methodology was developed. This methodology is based on the integrative model of training for professional verbal communication of transport workers, consisting of five modules: target, subject-content, conceptual, organizational-activity and control-result and is based on modeling situations of verbal communication. Under the level of language proficiency, as we determined professional-sufficient level, we understand a certain degree of development of the communicative competence of a specialist, necessary for solving professional problems in terms of the effectiveness of using language knowledge, speech skills and abilities. The mentioned levels are characterized by a different degree of formation of communicative skills; the quality of the statement (volume of the statement, degree of complexity, variety of language tools used, relevance of the language tools used, accuracy of transmitted / understood information); fluency of speech, a degree of confidence and independence in the process of communication. The method of teaching professionally-oriented verbal communication of students of transport specialties assumes its use in engineering colleges in other technical higher educational institutions, as well as at the senior stage of training in secondary vocational schools for the training of transport logistics specialists.
