THE ALGORITHM OF CONSCIOUS MASTERY OF FOREIGN LANGUAGE BY STUDENTS MAJORING IN LAW

Abstract

The article proposes the algorithm for the conscious mastery of foreign language by prospective lawyers. It has been established that the communicative method of teaching foreign languages is most consistent with the psychological attitudes, values and educational interests of less motivated first-year students majoring in law. The advantage of the mentioned method is its pragmatic attitude, namely the focus on building phonetic, lexical, grammar and speech skills in the process of performing communicatively oriented tasks in the context of communicative situations. The effectiveness of an integrated approach to teaching foreign language has been proved, based on a combination of the principles of communicative, audiovisual and grammar-translation methods, regarding motivated students. In the process of experimental training, the participants of which were 13 first-year students of Lviv University of Business and Law, majoring in law and motivated to study English, with an introductory level of English, the rationality of the organization of such training in 2 stages was proved, namely: system-theoretical stage and contextual-practical one. The first stage plays a particularly important role in the process of students mastering foreign language, since the main goal of this stage is to build a system of language, language knowledge and skills. The goal of the second stage, aimed at mastering foreign language by students at the “threshold” level and the level of “independent user”, is to develop the main language and communication skills among students in listening, reading, speaking and writing, which are components of a foreign language communicative competence. In the process of conducting experimental training, it was effective to learn new lexical units, phrases and grammar structures using video materials, since then such types of memory as visual and auditory are involved, and the right hemisphere is trained. Compiling individual vocabularies by students using visualization (e.g. semantic graphs, figures, diagrams) allows to activate tactile memory.