About the basic principles of teaching business communication language at a non-linguistic university

Abstract

The article is devoted to the consideration of issues related to the formation of non-linguistic University students' ability to argue, which is updated in the process of oral business intercultural communication. On the basis of the analysis of different approaches to the allocation of components of the content of teaching oral communication in a non-linguistic University defined set of knowledge, skills and relationships that make up the ability to oral business reasoned speech and which are designed to ensure the effectiveness of students in the preparation of oral statements. In order to organize the process of assimilation of the selected components of the content, principles of training were developed and methodically justified, the reliance on which can contribute to the effective preparation of students of non-linguistic University for oral business reasoned speech. A number of both general didactic, methodical, and particular special principles is revealed: the principle of accessibility, the principle of associativity, the principle of expressiveness, the principle of intensity. The examples of relevance and expediency of using special terminology, professionalism in the process of business communication, as well as some foreign language vocabulary, clerical and other results can be used in teaching Russian in technical specialties, the formation of professional communication of future specialists. The practical significance of the work is associated with the use of research results in the practice of language teaching as an integral part of professional training and one of the prerequisites for its further successful work.