XIII Международная студенческая научная конференция Студенческий научный форум - 2021

The current situation in the system of modern military education is conditioned by the characteristic prerequisites for a fundamental increase in the level of training of cadets. Such prerequisites are directly interconnected with the determination of the needs for special training in the higher military school, the improvement and complication of the requirements for the quality of training specialists in the military sphere, with the formation of favorable conditions for the development of the internal culture of future officers through the prism of learning a foreign language culture.

The key task of modern teaching of foreign languages ​​in a higher military school is the achievement by future military specialists of practical mastery of the language, i.e. the use of foreign language communication skills in various types of speech activity (speaking, listening comprehension, reading comprehension, military-professional written communication) is applicable to various situations of a military-professional orientation.

It is worth emphasizing that the problem of switching to the native language of the entire working group when teaching new lexical material is quite frequent, due to which the effect of immersion in the language environment is lost, the readiness of long-term communication in a foreign language decreases, and, consequently, the entire effectiveness of the lesson decreases.

We believe that the use of conceptual questions (or concept questions) is effective and interesting in order to increase the effectiveness of linguistic training in a military university and increase the effectiveness of the perception of a non-native language, as it activates the principle of problematicity, creating a multilayer language training within the framework of one lesson.

This method of training in a military university requires a deep knowledge of the professional contextual content, the semantics of the lexical unit under consideration, competent and interesting presentation of information and verified various verification. For example, it is necessary to construct questions in such a way as to exclude monosyllabic answers, not to require clear definitions of a new word, as this may lead to memorization or incomplete understanding.

Thus, the educational process in a military higher educational institution should be organized in such a way as to maximize the increase in the internal activity of future officers and stimulate their cognitive activity. In the process of linguistic training, it is necessary to strive for the formation of knowledge, skills and abilities that will help graduates of a higher military school to successfully and competently use a foreign language in their professional activities.

Список литературы

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Барабанщиков, А.В. Проблемное обучение: Итоги подведены - проблемы остаются [Текст] / А.В. Барабанщиков // Вестник высшей школы. - 1985. - №11. - С. 20 – 31.

Богоявленская, Д.Б. Психология творческих способностей [Текст] / Д.Б. Богоявленская. - М.: Просвещение, 2002. - 475 с.