CONTENT COMPONENTS OF EDUCATIONAL AND PROFESSIONAL COMMUNICATION OF FOREIGN STUDENTS-MEDICIANS
DOI:
https://doi.org/10.18372/2411-264X.2(17).15020Keywords:
foreign students, medical educational and professional discourse, Ukrainian as a foreign languageAbstract
The purpose of the article is to describe the main components of Ukrainian-language medical educational and professional discourse as a format of educational and professional communication of foreign medical students of Ukrainian universities, also like a basis for selecting the content of Ukrainian as a foreign language.
For realization of the specified purpose such theoretical methods, as the analysis of scientific lingvopsychological, the theory of language communication, lingvodidactic researches were used; systematization, generalization and synthesis of existing descriptions and characteristics of Ukrainian-language medical discourse; also such empirical methods: analysis of textbooks for foreign medical students, in order to obtain an expert assessment of our principles of selection of educational language materials.
By engaging in Ukrainian-language medical discourse, foreign medical students gain professional knowledge and the opportunity to become subjects of communicative practices of professional communication with equal professionals and various members of Ukrainian society (patients), to whom the future doctor's professional activity is directed. Linguodidactic interpretation of this type of medical discourse allows to formulate partial principles of selection of language and speech materials for teaching Ukrainian as a foreign language. The linguo-methodical interpretation of the studied phenomenon will help in the selection of language material and the creation of methodological developments and manuals on the Ukrainian language for foreign students; in the choice of teaching methods and techniques necessary for the formation of cognitive-linguistic skills of decoding / coding of a communicative event by instrumentality of a foreign (Ukrainian) language.
References
Балаян, А. Р. (1971). К проблеме функционально-лингвистического изучения диалога. Известия РАН. Серия литературы и языка. Т. 30, Вып. 4, 325–331.
Барсукова, М. И. (2007). Медицинский дискурс: стратегии и тактики речового поведения врача: автореф. дис. … канд. филол. наук : 10.02.01 – «русский язык». Саратов. 21.
Корольова, Т. (2012). Фахова культура медичного працівника як психолого-педагогічний феномен. Теорія і методика управління освітою. № 8. URL: http://nbuv.gov.ua/UJRN/ttmuo_2012_8_11.
Куриленко, В. Б. (2017). Непрерывное профессионально ориентированное обучение русскому языку иностранных медиков. Теория и практика: монография. Москва. 352.
Кушнір, І. М. (2020). Комунікативний акт як основна одиниця навчання української мови як іноземної. Збірник наукових праць. Викладання мов у вищих навчальних закладах освіти на сучасному етапі. Міжпредметні зв’язки. Наукові дослідження. Досвід. Пошуки. № 36. Харків, 131–148. DOI: 10.26565/2073-4379-2020-36-10
Шаніна, О. С. (2015). Медичний дискурс: комунікативно-прагматичний і сугестивний аспекти : дис. на здоб. наук. ступ. канд. філол. наук : 10.02.01 – українська мова. Одеса, 21.
Steven A. Cole, & Julian Bird (2014). The Medical Interview. Edition 3, 336
