LINGVODIDACTICAL POTENTIAL OF FRAMING IN TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE COMMUNICATION OF STUDENTS OF NON-LINGUISTIC SPECIALITIES 

Goryunova Elena Sergeevna, Senior lecturer, applicant, sub-department of German language, National Research Tomsk Polytechnic University (30 Lenina avenue, Tomsk, Russia), gorunova@tpu.ru

811.112.2'271.12:378.147

Background. In the context of international integration a special importance is attached to the ability to communicate in a foreign language in the professional and business sphere. Future non-linguistic specialists must demonstrate abilities of the spoken language at the level necessary to solve communication problems in the most typical situations in this sphere, as well as the ability to use a foreign language in order to obtain self-education and professional self-development. This requires the definition of new approaches and learning tools that are reliable and effective for classroom and independent work of students to master the skills of professionallyoriented foreign language communication. One of these learning tools is a language frame.
Materials and methods. To solve the problem of language frame design as a didactic means, the method of analysis of scientific-pedagogical and legal literature describing the interpretation of the concepts of “frame”, “cognitive consciousness”, “language performance”, “speaking skills”, “requirements for proficiency in a foreign language” was used. The questionnaire method and the method of modeling of communicative situations in the professional and business sphere were applied as the methods that allowed to reveal learners' needs in professionally-oriented foreign language communication and test the effect of using language frames to meet those needs.
Results. The article shows the relationship of the processes occurring in the cognitive consciousness of students with the mechanism of foreign language communication in professional and business spheres. The concept of “frame” is considered as an interdisciplinary category, reflecting the intersection of cognitive sciences and methods of teaching a foreign language. The requirements for proficiency in foreign language skills in monologue and dialogue speaking in professional and business spheres are defined. The difficulties encountered by students of non-linguistic specialities in educational language situations in professionally-oriented foreign language communication are shown. Examples of language frames as a didactic tool that helps to overcome the difficulties in the educational practice are given.
Conclusions. The analysis of the basic features and functions of language frames, applied to the problem of teaching professionally-oriented foreign language communication to students of non-linguistic specialties, allowed to conclude that they have a high methodological value for lexical and structural components of this type of communication and are promising for further study.

framing, cognitive cognitive consciousness, mental representations, speech activity, criteria of the level of monologue and dialogue speaking in the professional-business sphere.

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