Content of teaching written speech to students of “Journalism” programme

The development of written speech skills of students of non-linguistic programmes should be focused on the future professional activity of graduates. We consider three approaches to foreign language teaching for professional communication: foreign language for specific purposes, integrated subject-language teaching and teaching profile disciplines in a foreign language. We conclude that integrated subject-language teaching creates the most optimal conditions to study a foreign language and profile subject content. The analysis of works on the subject content selection of teaching students of non-linguistic programmes in the framework of integrated subject-language teaching allowed to distinguish the content of teaching written speech to students of “Journalism” programme, which includes invariant and variable components. The invariant part of content of written speech teaching is characteristic for most of the humanitarian programmes and includes skills development for writing personal letter, essay, structural abstract, report, and filling out questionnaire. The variable part reflecting the specifics of the journalist’s professional activities will include the development of the following skills: a) informational genres: writing chronicle of events, informational correspondence, writing notes, an information report, informational interview, coverage, necrology, blitz survey; b) analytical genres: compile analytical report, analytical survey, conduct analytical correspondence, prepare analytical interview, write material in the conversation genre, comments, reviews, articles, journalistic investigation, outlooks, material in the media review genre, forecast, analytical press release.

integrated subject-language teaching, written speech, journalism, communication skills