LINGUODIDACTIC MODEL OF FORMING ENGLISH FOR PROFESSIONAL PURPOSES COMPETENCE IN ORAL COMMUNICATION OF PERSPECTIVE PEDIATRICIANS

Abstract

The article models the process of forming English for Professional Purposes competence in oral communication of perspective pediatricians. The components of the linguodidactic model of forming English for Professional Purposes competence in oral communication of perspective pediatricians are substantiated, including: methodological, content-related, organizational-procedural, evaluative-resultative, and corrective components. The main goal of teaching perspective pediatricians professional English communication in higher education institutions is their mastery of English professionally oriented communicative competence at the level of "independent user" (B2). The methodological component of the linguodidactic model includes approaches to forming English for Professional Purposes competence in oral communication of perspective pediatricians – competency-based and communicative. It is proved that the content-related component of the model includes: language and speech material, problems, topics, communicative situations, texts, criteria for selecting material, subsystem of exercises and tasks (consisting of three groups of exercises), components of English language professionally oriented competence in oral communication of perspective pediatricians (knowledge (declarative and procedural); skills (speech); abilities (speech, educational, intellectual, organizational, compensatory).
The organizational and procedural component of the model is based on the stages of forming English for Professional Purposes competence in oral communication of perspective pediatricians: introductory; assimilation and consolidation of language and speech material and intensive practice in professionally oriented oral communication. The evaluative-resultant component includes: levels of formation of English for Professional Purposes competence in oral communication of perspective pediatricians, criteria for formation and descriptors of evaluation of levels of formation of English for Professional Purposes competence in oral communication of perspective pediatricians according to the defined levels. Relationships between the components of the model for the formation of English for Professional Purposes competence in oral communication of perspective pediatricians are established.