DOI: 
http://dx.doi.org/10.15293/1813-4718.2205.08
UDC: 
378.147
Bulankina Nadezhda Efimovna
Доктор философских наук, Dr. Sci. (Philosophy), Novosibirsk Institute of Professional Skills Improvement and Vocational Retraining of Education Workers, nebn@yandex.ru, Novosibirsk
Tsybaneva Valentina Aleksandrovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Associate Professor of the Department of Methods of Teaching English and Business Communication of the Institute of Foreign Languages, Moscow City University, valentinatsybaneva@yandex.ru, Moscow
Seredintseva Anna Sergeevna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Associate Professor of the Department of Social Studies and Humanities, Volzhskiy branch of Volgogad State University, anna_seredinceva@mail.ru, Volzhskiy

Value Dominants of Professional Foreign Language Training: еnvironment approach

Abstract: 
Axiology of professional training and learning languages, both national and international, is under thorough consideration in the aspect of novel dominant values – leadership in education, culture-oriented goals of professional teaching, fruitful results, professional and communicative skills, etc. Thus, this trend needs to create optimal conditions in terms of the developing safe educational spaces for improving the effect professional language training as a whole, and to neutralize some of the negative value effects of the present day global situations of polycultural world. Methodology of this research is focused on integrative approach – cognitive, competence, communication, culture, dominant values as the basic priorities for project methods and modeling development situations of authentic communication in the aspect of language and professional skills of students. The results determined in the threefold value dominant Model reflect on the developing safe educational spaces for improving Knowledge Content and Technology (Drama) that prove the positive fruitful effects of this micro survey in the frames of professional language education, training and learning via the authors’ textbook on “Teaching pronunciation through dramatization” in accordance with the content of evaluation funds that stimulate culture self-determination of a personality and formation of polyculture picture of the world. Teaching pronunciation is positioned as an integral component of phonetic and phonological competence. While the concept of “dramatization” is described in terms of significant professional skills as additional potential for support of psychological balance and intellectual element of professional education. In conclusion the effects of dramatization in the process of teaching pronunciation/training professional skills are summarized, and the prospects of using the authors’ findings in practical classes of a foreign language training are indicated to improve professional skills in the main types of speech activity.
Keywords: 
dramatization; pronunciation skills; phonetic and phonological competence; internal speech; principles of dramatization; course “Teaching pronunciation through dramatization”
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References: 

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