THE COMPETENCE APPROACH IN TEACHING FOREIGN MILITARY DISCOURSE

In modern domestic pedagogy a fairly large number of different approaches, which underlie the educational process in higher education institutions, are employed. Among them there are already well-known and established ones (systemic, activity-oriented, personality-oriented, culturological, axiological), and the new ones that have entered the scientific revolution relatively recently (situational, poli-paradigmatic, informational, competence, contextual, ergonomic, etc.). These also include the competence approach. A definition is introduced and the role of competence as a basic category of the competence approach in teaching foreign military discourse is explained. The need for a systematic and integrated implementation of the competence approach in teaching foreign military discourse is explained. The development of qualification requirements for military professional training is determined as the main form of implementation of the competence approach in teaching foreign military discourse. On the basis of the tasks faced by specialists in this field the requirements for military-professional competencies are added, complementing the general competencies listed in GEF. Specialized-professional competencies are given classifications, separate domains of knowledge and skills are developed and discussed in this framework. A conclusion on the great potential of applying the competence approach in teaching foreign military discourse is made.

competence approach, military-professional competence, military interpreting