DEVELOPMENT OF RENDERING SKILLS OF ENGLISH TOPICAL TEXTS WITH STUDENTS OF JUNIOR COURSES

Abstract

Summary. Introduction. The article retraces the training tendencies of the students with different kinds of monologue speech. The methodologies of mastering in everyday and professional vocabulary are distinguished by the researches. The pedagogues propose the students different kinds of tasks. These tasks are oriented for the learning and representation of English thematic texts. Special kinds of tasks recommend to future specialists for learning and using specialized texts in their professional communication.

The purpose of the article is to determine the principles of forming the skills of rendering. It is needed to motivate students for the rendering as a form of monologue speech. It is needed to set up consistency in preparing the rendering too. The pedagogue must use efficient tasks and help students to activate formed skills.

The active methods are like one: making up stories with the help of tables, schemes, and pictures; making up the plan to the text; using the key and topical words. Other methods are dialogues rendering, sharing the text with one’s own information, describing the plot of the self-reliant English story.

Results. Tasks have different complication. They motivate future specialists for training in different kinds of rendering. The instructions for the test editing train students in attentively contests reading, in separating main contests signs, and in logical combine of the own texts’ parts. Students need to appeal to the chosen English text sometimes. They learn topical vocabulary, search additional words, and use the synonyms in rendering preparing too. Future specialists also interpret the text contest. All these operations help them with activation of skills of oral monologue speech.

Originality. Development of rendering skills is realized with the help of such principles as differentiation, succession, systematic, and independence. The most qualitative teaching carries into practice in condition of systematic and complex using of reproductive, problem and creative tasks. Rendering training is realized in small groups of two-three persons. After that students do the tasks personally with the pedagogic control. Later, they receive home task for independence preparation of render. It’s possible to use the tasks for different topical texts.

Conclusion. Render as a form of monologue speech help students to practice in expression of their own thoughts in English. Because of doing specific tasks, it’s taking place direct discussion of situations of everyday communication. Spontaneous communication will help to future specialists to use easily lexical glossary and understanding grammar structures.