Keyword: «conversational practice»

Until now, there have been few studies in the methodology of teaching a foreign language in the process of professional training of translators that would provide a scientifically substantiated resolution of the contradiction between the need to activate conversational practice in a second foreign language (German) among undergraduate students who possess not only communicative skills but also cognitive abilities and the insufficient readiness of university teachers to use creative methodological techniques in teaching foreign language speech as a communicative-cognitive activity. In this regard, it is becoming relevant to study the problem of pedagogical reserves of the communicative-cognitive approach to improve the conversational practice of undergraduate students in a second foreign language (German). Despite the diversity of scientific research devoted to the issues of teaching speaking in a second foreign language in higher education institutions, the problem of improving the speaking practice of undergraduate students in a second foreign language (German) from the point of view of developing not only communicative skills, but also cognitive abilities remains poorly studied. The aim of the study is to examine the pedagogical reserves of the communicative-cognitive approach to improve the speaking practice of undergraduate students in a second foreign language (German). To solve the research problems the following methods were used: analysis of domestic and foreign methodological, psychological, pedagogical, linguistic literature intended for university teachers; regulatory and legal framework providing the educational process in a foreign language in the conditions of higher education; questionnaires of students; interviews with teachers; experimental training. The results of the study include a theoretical justification and systematization of the essence of the pedagogical reserves of the communicative-cognitive approach, which consists in integrating the development of communicative skills and cognitive abilities (memory, attention, logical thinking, and creativity) into a unified methodological framework for teaching a second foreign language. The study revealed key methodological approaches to improving conversational practice, including the creation of a special learning environment and the implementation of a set of creative exercises, which confirms the need to revise the content and structure of "learning cognitive activity" in the process of teaching German. The theoretical significance of the work lies in identifying and establishing pedagogical reserves of the communicative-cognitive approach to improve the speaking practice of undergraduate students in the second foreign language (German). The practical significance of the study lies in the development and implementation of a set of exercises in the German language for the development of students' communicative skills and cognitive abilities in interconnection, and their further intensification.