UKRAINIAN AS A FOREIGN LANGUAGE MANUAL AS A DIDACTIC MODEL OF SOCIAL, CULTURAL AND PROFESSIONAL COMPETENCE FORMATION FOR A MEDICAL STUDENT

Abstract

The article deals with the problem of professional communicative competence development in foreign students of medical specialties while their learning of the Ukrainian language. Teaching effectiveness mostly depends on purposeful and consistent consideration of the prospects of professionally oriented communication development in the structure of educational content of the textbooks in the subject «Ukrainian as a Foreign Language». Review of the available textbooks and manuals in the Ukrainian Language for foreign students have proved that they don’t always meet modern methodical concepts and don’t fully satisfy educational demand in the comprehensive professionally oriented communicative material. Nation wide textbook in Ukrainian as a Foreign Language, compiled by the composite authors of one-field departments on the initiative of the Reference Department of Linguistics of Ivano-Frankivsk National Medical University and filed for publication to the printing house «Medicine», is aimed to fill in the mentioned above gap in the scope of higher educational institutions of the Ministry of Health of Ukraine. The fundamental conceptual framework, methodical approaches and material presentation in the novel textbook “Ukrainian as a Foreign Language” for the students of higher educational institutions of the Ministry of Health of Ukraine have been analyzed in this article. It has been proved that the aim of the textbook is developing in foreign medical students of communicative, linguistic, sociocultural and professionally oriented competence thus ensuring the efficient use of the Ukrainian language in various situations of educational, social and professional communication. In the process of textbook compilation, the composite authors have defined communicative e pragmatic and competent approaches, which are based on the application of simulated situations, i.e. doctor-patient conversation, as the principle ones for the development of future doctors’ communicative skills. While elaborating the tasks in all types of speech activity (reading, writing, listening, and speaking) and distributing vocabulary and communicative material in conformity with the education specialty, the textbook authors have adhered to the principle of successive consistency thus assuring implementation of the principle of adjustment of the training content to the communicative needs of the medical students.