Skliarenko N. Teaching future philologists speaking on the basis of literary text (German after English)

The thesis is devoted to teaching future philologists monologue on the basis of literary text. In the thesis, a new methodology of teaching monologue to future philologists, teachers of German as a second foreign language using literary text was developed on sound theoretical grounds. Linguistic and psychological factors that impact on mastering monologue speech in German after English are analyzed. Typical German-speaking models of argumentation are studied and four models of argumentation for teaching monologue-argumentation at the first stage are selected. Genre and type of literary text for teaching monologue in German after English are defined. Principles of detective literary texts selection are defined and detective stories for teaching future philologists monologue-argumentation in German after English are selected. Three stages of the learning process of monologue-argumentation are substantiated, a subsystem of exercises for teaching future philologists monologue-argumentation on the basis of literary texts is developed, and a model of such teaching is presented. The effectiveness of the suggested methodology of teaching monologue to future philologists, teachers of German as a second foreign language using literary text was verified and confirmed during experimental teaching. Based on theoretical study and the outcomes resulted from the development and experimental validation of the new methodology, methodological recommendations for teaching monologue-argumentation to future philologists, teachers of German as a second foreign language using literary text were elaborated.