Keyword: «universal skills»

The article considers discussion as an educational technology which facilitates the development of law students’ universal skills. These universal skills comprise thinking competency, interactional competence, self competence. Being involved in discussion within the framework of an intellectual and rhetoric competition, students solve problem tasks. Thus, students’ research skills are improved in unconventional situations.

A modern professional, regardless of the field in which he will work, must combine a whole range of competences, both highly professional and supra-professional, universal, so-called "soft" skills. In addition to deep professional training, the future employee should be trained in the rules and principles of communication with colleagues, managers, subordinates as representatives of the internal audience, partners, investors, representatives of government regulatory authorities as external groups of the organization. Obviously, the development of these skills is most successful within the framework of real interaction and information transfer during professional internship, but a certain experience of business communications can be obtained when studying specialized disciplines in accordance with the approved curricula of the main educational programs. This determines the relevance of considering the experience of developing business communication skills in the higher education system. The aim of this study is to analyze the characteristics of the business communication skills development among students in the context of pedagogical discipline, on the one hand, and students' perception of didactic units provided by the discipline's work program, on the other. The empirical basis of the work was made up of student essays as a means of current control on the discipline "Business Communications". Research methodology: statistical analysis of the distribution of essay topics within the discipline "Business Communications" chosen by students of Kazan National Research Technical University named after A. N. Tupolev-KAI. Statistical analysis of the collected data allowed us to identify that students are most interested in topics related to communication with people with disabilities (31%), general communication issues in the professional field (26%) and self-presentation during job interviews (24%). The theoretical significance of the research lies in the in-depth characterization of the essay as a pedagogical means of studying the main issues of communication in the professional field in the format of independent student work. The data obtained must be considered in order to improve the effectiveness of teaching the subject by focusing on topics that are of interest to students, due to their relevance or lack of coverage at the moment.

The article addresses the problem of defining the structure of universal skills within the modern foreign language teacher’s professional and communicative competence. The relevance of the study is due to the increased requirements for a language teacher's professional competence, as expressed in the new educational standards for higher education, the professional standard for teachers, the competence map for teachers of foreign languages at schools and universities, as well as the Common European Framework of Reference for Languages. Existing regulatory and recommendation documents emphasize the need to master not only subject- and language-related skills, but also universal skills. However, the problem of structuring the nomenclature of these skills remains insufficiently studied in both domestic and foreign language teaching methodology, and therefore requires further consideration. The aim of the article is to determine a list of universal skills and subskills that constitute the core of the modern foreign language teacher’s professional and communicative competence. The leading approach to the research problem is a theoretical analysis of domestic and foreign literature on the research topic, as well as an analysis of regulatory and recommendation documents governing language education in higher studies, in order to systematize universal skills as a component of foreign language professional and communicative competence. The main results of the article include a detailed nomenclature of universal skills, synthesizing the requirements of Russian educational standards as well as the can-do statements of the Common European Framework of Reference for Languages. The theoretical significance of the article lies in the systematization of the components of universal skills in the structure of linguodidactics students’ professional and communicative competence, which expands scientific ideas about the content of professional training for preservice teachers of foreign languages. The practical significance consists in the possibility of using the proposed nomenclature as criteria for assessing the level of teachers’ foreign language professional and communicative competence. The research results can also be used in the development of educational programs, syllabi of disciplines and training modules, methodological recommendations, assessment tools, language teacher professional development programs, and further scientific research in the field of language teaching methodology.