Атты III халықаралық ғылыми-тәжірибелік конференция жинағЫ
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III TOM
| Discussion
Despite the great importance that foreign language argumentative and communicative skills have for modern professional specialist of any profile, to the process of its formation in the foreign language course is given little attention in linguistic universities and especially in non-linguistic ones. The lack of argumentative communicative competence is caused by several factors among which is the use of insufficiently effective approach in teaching argumentation. The level of argumentative communicative competence projected on argumentation of students and university graduates is not high enough for full participation in the intercultural educational process, and purposeful formation of intercultural communicative competence and argumentative communicative competence as its component is required. In this context it is relevant to emphasize the principles of dialogueness and informatization of education. Dialogueness of education involves a change in the way of being participants in an educational process that aims not just to reproduce information, but to joint search, information exchange, reflection. Informatization of education is connected with the use of computer and new technologies, receiving and analyzing information. The practical significance of the formation of argumentative communicative competence is determined by the transition of the modern system of assessing the quality of knowledge to a testing system that requires students the ability to reasonably state their point of view in a foreign language, both in speech and in written text, which requires knowledge, skills and abilities of argumentative communicative competence. Argumentative and communicative skills are based on mental operations such as analysis, synthesis and evaluation. The formation of mental abilities does not occur automatically, they need to be trained purposefully, preparing students for the solution of professional communicative tasks in real situations of communication. The formation of argumentative communicative competence occurs in the learning process, an important task of which is the creation of real and imaginary communicative situations through the method of solving situational-professional tasks. The main characteristics of the situational-professional tasks are |