Druzhchenko T. Methodology for differentiated teaching English oral monologic production to Law students.

The thesis deals with the problem of building competence in oral monologic production in Law students – considering the level of their independence and knowledge. The paper has proved that Law students shall be able to make up monologues in the genre of report-presentation of the three functional types, i.e. narration, description, reasoning (justification and retraction), having mastered their lingual and extralingual peculiarities. Lexico-semantic and grammatical characteristics of each of the three functional types of monologues have been defined. The report-presentation is determined as a short report up to ten minutes (based on well-studied sources of information) supported with the demonstration of the objects, which are the subject matter of the report. The triad of the categories of monologic production is essential when teaching law students, namely those of the quantity of information, the quality of information and the means of information submission. The research done has proved the effectiveness of the system of exercises and tasks for differentiated learning, which was designed to enhance English monologic production skills in Law students with regard to individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset and professional activity. The system of exercises and tasks for building the competence under discussion requires specification of phases in the teaching process. Therefore, the work under consideration presents a three-phase process for teaching English oral monologic production to law students. The phases involve pre-text, text-reproductive and productive stages of developing monologic skills. The process of teaching is organized in four stages: diagnostic, planning, teaching and final. The diagnostic stage is designed to measure the level of students’ knowledge and independence with a view of differentiating the groups of learners. The planning stage aims at developing educational content and materials as well as correlating them with the level of students’ knowledge and independence. The teaching stage involves instruction based on implementation of the system of exercises and tasks that were designed to purposefully address oral monologic production skills in the classroom. The final stage focuses on observing the dynamics in students’ monologic performance and independence as well as on rearranging training groups based on students’ performance level.