Abstract:
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 professionallyoriented 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.
