Communicative modeling in teaching foreign language dialogical speech to medical students

The article discusses the process of communicative modeling in teaching foreign language dialogic speech on the example of working with students of a medical university. The appeal to communicative modeling is due to the need to recreate the professional and communicative contexts in the preparation of future doctors for professional communication in a foreign language in accordance with the requirements of the Federal State Educational Standard. The experience of communication in a communicative environment similar to the natural one will allow students to increase the level of formation of foreign language communicative competence and overcome uncertainty in the use of a foreign language. Modeling of communicative situations: educational and training, conditional speech, communicative speech - is based, on the one hand, on the provisions of the systemic and communicative approaches, and, on the other hand, involves taking into account the individual characteristics of students, their communicative experience. The problematization of the proposed situations due to the collapse of the communicative and professional contexts makes it possible to differentiate the training of future doctors in the discipline "Foreign Language", and also provides motivation for students - their desire to engage in communication to solve a particular problem. The algorithm for applying communicative modeling proposed by the authors reflects the gradual complication of communicative situations, is based on the classification of educational and speech situations by M.L. Vaysburd and typologies of dialogues by E.N. Solovova. Work on the development of dialogical speech skills of students of a medical university is proposed to be built as a transition from pretext to text and post-text stages in the logic of the inductive approach as the most optimal for creating communication conditions close to natural. In the course of experimental work, a series of communicative situations was developed, some of which were tested in English classes at a medical university. The students showed initiative in dialogic communication, an expansion of vocabulary on professional topics, a decrease in uncertainty in using English as a means of communication.

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