Keyword: «dialogue»

The present article is devoted to the issue of teaching dialogue as one of the types of communicative activity, describes approaches to teaching the dialogue pattern existing in the methodology and suggests different types of preparing, conditionally-communicative and communicative exercises for practicing foreign students’ skills and abilities in the process of implementation of communicative intentions.

The article examines the advantages of a communicative approach in teaching foreign language on a non-linguistic faculty and the necessity to learn dialogical speech and its features. The importance of the grammatical component in the construction of utterances, as well as the use of clichéd phrases for both social and professional-oriented successful communication is noted. The authors describe the sequence of exercises that are suitable for the establishment of communicative competence for students who study at a non-linguistic higher school institution.

The article highlights the role of dialogue in the social and personal development of a human. The author describes the condition of dialogical speech in junior schoolchildren with impaired hearing. She makes a comparative analysis of speech skills in children with normal and impaired hearing and reveals the reasons of difficulties which junior schoolchildren with impaired hearing experience while constructing replicas and dialogical units.

Under the conditions of multilevel pedagogical education, the relevance of students' professional self-determination significantly increases. The initial stage of professional self-determination is an orientation in the values and meanings of the teaching profession. The article reveals the approach to the problem of the development of axiological bases of pedagogical activity among students, and presents its methodological support. The purpose of the article is to substantiate the methodology for the development of humanitarian meanings of the pedagogical activity of students-teachers by means of working with texts. The methodological basis of the research is represented by the concepts of the theory of meaning, pedagogical hermeneutics, and the original concept of semantic mechanisms of professional self-determination. Research methods included experimental work, qualitative analysis of «counter texts» and reflexive essays. The research work allowed us to determine the mechanism for the development of axiological foundations of pedagogical activity among students through the understanding and interpretation of multi-genre texts with pedagogical content and the creation of «counter texts». The condition for the productive work with texts was revealed: a multi-angle dialogue, during which the meanings of the text were compared with the historical context and modern realities, the actualization and enrichment of students' personal sense experience took place. The method of development of humanitarian meanings of pedagogical activity among students-teachers is presented. The method includes successive stages of the selection of texts, understanding their content, presenting their own understanding in the context of open dialogue, reflection on changes in their own perception of values, goals, methods of the teacher, and changes in the individual experience of professional identity. The article presents the positive results of the proposed method testing in the experimental work. Based on a qualitative analysis of «counter texts» and reflexive essays, the authors revealed positive dynamics in the content of students' pedagogical meanings, their understanding of pedagogical activity and their own professional development. Quantitative processing using content analysis and ranking method confirms these data. The theoretical significance of the research lies in the development of the meaning approach to the problem of professional self-determination in the context of university training of teachers. The ways of integrating the semantic mechanisms of professional self-determination in the educational process of the university proposed. The practical significance of the study is connected with the development of recommendations for improving career guidance of university practices in teacher education, and identifying ways to implement them in educational and extracurricular work with students.