The thesis deals with the problem of formation of English competence in dialogical speech (ECDS) of future specialists in Tourism. The research of the mentioned problem up to date has been monitored; theoretical bases of dialogical speech as a kind of foreign language activity of future specialists in Tourism have been described; the content of English dialogical speech of future specialists in Tourism in colleges has been revealed for this purpose.
The author's definition of the basic concept of the investigation has been provided – English competence in dialogical speech of future specialists in Tourism is an integrated quality of a personality. It is a component of a professional competence in a foreign language, including professionally oriented (professional) knowledge, as well as that concerning theoretical bases of a dialogue (subject); required phonetic, lexical and grammar skills associated with both listening and speaking; an ability to initiate a dialogue, respond to replicas of the interlocutor, encourage him to continue the conversation taking into account local linguistic and cultural features of the speaker. The structural components of this competence are speech, linguistic, linguosociocultural, study (and strategic) competences.
The methodology of ECDS of future specialists in Tourism formation has been developed, which is reflected in the model. The following blocks are structural components of the model: aim oriented (purpose, theoretical approaches, principles of teaching); content and procedure oriented (stages of teaching of dialogical speech and subsystem of exercises: I stage – «turn-taking» (precommunicative reproductive exercises), II stage – making up dialogical units (precommunicative receptive-productive exercises), ІІІ stage – making up microdialogues (communicative receptive-productive exercises with control), IV stage – making up dialogues of certain functional types (communicative receptive-productive exercises without control); methods of teaching – interactive, method of projects, case method; means of teaching – technical – non-technical, verbal – nonverbal – verbal-figurative; courses – English for Professional Purposes; based on criteria and result (components of ECDS – language, speech, linguosociocultural, study (and strategic) competences; criteria and levels of its formation; expected result).
The diagnostic toolkit for the development of ECDS of future specialists in Tourism in colleges has been developed. It is established that B1 + (advanced) proficiency level in a foreign language (incl. English language dialogue) of college students is expected, taking into account the requirements of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment; the objects of diagnostics ECDS are its structural components – language, speech, linguistic and linguosociocultural, study (and strategic) competences; the criteria for the formation of ECDS of future specialists in Tourism have been determined (use of the relevant lexical and grammatical material in the speech; the number of formulated replicas, their expediency, the proportion of the initiative replicas; the achievement of the communicative goal, which consists in realization of speech intentions of the speaker and communicative tasks within the framework of the created communicative situation; the adequacy of the created dialogue to its functional type, the ability to control the speech situation, the relevance of using of speech formulas and clichés, and practical use of cultural knowledge).
The effectiveness of the developed methodology has been proved experimentally.
Key words: English competence in dialogical speech, future specialists in Tourism, colleges, Tourism, subsystem of exercises, communicative situations, diagnostic toolkit.
