DIDACTIC POTENTIAL OF DISCUSSION TECHNIQUE IN TEACHING FOREIGN LANGUAGE FOR PEDAGOGICS STUDENTS

The relevance of studying this problem is due to the demand for professionals with foreign language fluency in both national and foreign labour markets. Second-language skills for professional interaction are essential for building up competitive specialist's professiogram. Thus, the role of Foreign Language as a course at the teacher training departments of universities has been increasing constantly. Language proficiency enables students of Pedagogics to understand and work effectively with the authentic sources of professional information, to express their own thoughts and ideas, demonstrate terminology proficiency in interpersonal and professional communication. In this context, this article aims to identify the didactic potential of discussion technique in teaching English to students of Pedagogics. The leading research method was the survey, conducted among 17 English language teachers of the university, and it highlighted a certain relationship between the frequency of discussion technique used and improving cognitive abilities of the student body, increasing their motivation, stimulating their speed of thought and open-mindedness. The paper sets out the strategies for organizing and conducting effective discussions such as active listening (listening comprehension), analytical thinking, priority of public speaking skills, constant collaboration and mutual criticism, and the complexity of the problems and topics discussed during the course. The authors identified the conditions under which discussion techniques are most effective and also established the aspects of discussion technique in teaching English to students of Pedagogics such as content-related, procedural and monitoring. (C) 2017 Published by Future Academy www.FutureAcademy.org.UK