Teaching Foreign Monologic Speech to Pedagogical University Undergraduate Students on the Basis of Interdisciplinary Integration

This article draws out the implications for "pedagogical education" of foreign language teachers' bringing about the opportunity to shape a more effective educational process. According to the national doctrine of education of the Russian Federation until 2025, the condition for the formation of a new type of specialist requires new outcomes and approaches to education, specifically, a competence approach and competencies as a personal integrative new formation, expressing one's ability to apply the acquired knowledge, formed skills and experience in the authentic, language- and culture-driven and contextualized realm of practical activity. The current situation is characterized by a narrow disciplinary specialization which leads to a decrease in the potential of knowledge, fragmentary perception, and lack of a complete picture of the world in the student. Thus, the authors specify a huge problem in future foreign language teachers' education and address this challenging situation by means of an interdisciplinary integration considered as a promising method in the training of modern TEFL specialists. Firstly, the authors describe in detail the pedagogical phenomenon of "interdisciplinary integration" and regard it from the standpoint of discourse, level approaches in mastering foreign language monologue. Secondly, a deliberately organized framework based on oral discourse, selected multi-level linguistic means for the correct and accurate expression of thoughts in a foreign language in order to have the necessary impact on the audience is presented. On the basis of the discursive approach, the classification of types of foreign language monologue is given which draws on such criteria as speakers' social-and-role relations, the speakers' micro intention, the stylistic and genre variety, the composition-speech form. Importantly, integration is regarded as the actualization of interdisciplinary connections and interaction of the objects of integration at the level of goal-setting, content, and technology of education. Specifically for teaching foreign language monologue speech, an interdisciplinary synthesis of linguistic disciplines and practical subjects at the levels of setting learning goals, choosing the content and methods of the learning process implementation is considered. The focus has been done on the integration of the following disciplines: "Practical Course of a Foreign Language", "Practicum in the Culture of Verbal Communication", "Foreign Language", "Practical Grammar", "Philological Analysis of the Text", "Linguistic Analysis of the Text", "Lexicology", "Stylistics", "Country Studies", "Culture-Oriented Linguistics". Thirdly, this article describes the technological side of the educational process. Technologies were selected on the basis of the principles of universality, transference, "reverse goal-setting", dialogicity. Guided by person-oriented technologies, the authors suggest an optimal combination of educational technologies: project-based technology, technology of critical thinking, theater pedagogy, problem-based learning, critical assessment, information and communication technologies. Finally, the results of the conducted experimental training on the basis of Perm State Humanitarian Pedagogical University are presented.

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