Media context model for the formation of students' foreign-language professional and communicative competency

The aim of the article was to develop a media-context model of teaching a foreign (French) language, aimed at forming a foreign-language professional competency of specialists in the field of media communications. Based on the results of the analysis of Russian and foreign research in the field of professional practice-oriented training (CLIL technology, FOS methodology, contextual approach), as well as the regulatory documents in the field of training the Media Communications students of Kazan Federal University, the authors used the method of pedagogical modeling, which made it possible to build a personality-oriented developmental model of teaching the French language as a special form of didactic interaction between the teacher and students. This model is aimed at creating the ability and readiness of students for future media activities in a foreign language context. It is based on such didactic principles as consistency, interactivity, independence, joint activity on parity conditions, problematicity, variability, the connection of theory and practice, the unity of the substantive and procedural sides of the language training of the future specialist. The model is designed for fourth-year undergraduate students who have a basic or higher level of proficiency in the foreign language studied. The model developed by the authors was tested in practice as part of the educational process in the French language. Its stages were: (1) diagnostic and motivational stage (identification of educational needs of the target audience based on trainee surveys); (2) design stage (determination of the general educational trajectory, content, as well as technologies, methods and means of training: communication methodology, project method, use of digital resources and artificial intelligence capabilities as part of the implementation of a contextual approach); (3) implementation stage (mastering the selected content in the implementation of various types of activities in the classroom and in the process of independent work: design and creative tasks in the form of dubbing a fragment of a cartoon, blogging or vlogging, brief news information, creating a commercial in French, etc.); (4) reflective stage (analysis of the achieved educational results, assessment of the acquired experience, diagnosis of the formation of competencies of students in the field of professional French and the effectiveness of the applied educational model). The formation of foreign-language communicative competency was assessed according to a number of criteria: proficiency in language skills and speech skills, the ability to work with information, and the achievement of the goal of communication. The analysis of the obtained results allows drawing conclusions that the proposed educational modelcontributes to the growth of cognitive independence and activity of students, stimulation of a creative approach to activities, development of basic educational, professional competencies and soft skills. The authors declare no conflicts of interests.

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