چکیده:
Master`s degree was integrated into the system of Russian Higher Education several decades ago, however, teaching foreign languages at this level still needs further analysis including the postgraduate law students training. The article investigates the principal components of foreign language teaching in Master of laws Graduate Programs (considering the case of the English language) on the bases of various methods: the analysis of related regulatory and standard-setting documents, linguistic analysis of legal texts; content analysis of textbooks and other resources; methods of analysis and synthesis, classification and descriptive methods, theoretical analysis of methodological and applied research literature. As a result of the study the basic teaching content components were revealed, including linguistic and speech material; professional, linguistic, intercultural knowledge; the corresponding reproductive and productive skills. The findings reflect the factors of content-setting of LLM graduate programs concerning graduates' professional activity (law making, law enforcement, expert, consulting, organizational, managerial, research and pedagogical issues), professional duties; purposes and teaching duration; requirements as for the training output by federal educational standards
خلاصه ماشینی:
The study of the theoretical and pedagogic- psychological frameworks of the intercultural competence formation to bilingual students in a non-linguistic higher education institution, which determined the need to substantiate the content of pedagogical activity on this issue served as a prerequisite for the technology development ofICC to bilingual students by means of profession-related texts.
Subdividing native and imitative bilingualism, and underlining the works of researchers Sherba (1974), Vishnevskaya (1997), and Chernichkina (2007), it is determined that our subjects are native coordinative and subordinative bilinguals and the process of their formation is in the conditions of the National-Russian bilingualism As follows from the work analysis of researchers and taking into account their scientific perspective on this issue, we defined the concept "intercultural competence of bilingual students" as an integral personal quality, expressed in readiness to interact with representatives of different cultures through mutual understanding by overcoming interference and using transference at all structural levels of intercultural competence arising in intercultural communication in the context of Yakut-Russian-English trilingualism.
When developing technology, we were guided by the following pedagogical principles that allow us to realize the goal in practice: completness, implemented through the development of common approaches to the selection of training content and ensuring the interconnection of various components aimed at the realization of the goal - the formation of the ICC, integrativeness, which implies the integration of knowledge from various general professional disciplines, various approaches, forms, methods and means of education, culturally-related study of a third language - a foreign (English) in the context of bilingualism, comparison of languages and cultures based on a comparison of cultures, in which the native culture is the basis for mastering the country culture of the learning language, and phasing, implying a consistent learning process from simple to complex activities: perceptual-reproductive, reproductive- productive, productive and creative.