A PROFILE-ORIENTED GERMAN LANGUAGE COURSE FOR BACHELOR STUDENTS IN POLITICS

Background. The relevance of the problem is due to the fact that the Federal State Educational Standards of Higher Education consolidate the line on a personality-oriented model of education and upbringing. This model is designed to help in finding and creating conditions for the development of universal, general professional and professional competencies in the studing of bachelors. Purpose. Creation of a course of the second foreign language (German) for bachelor students in politics based on interdisciplinary connections of philological subjects. For this purpose, the authors use the basics of an interdisciplinary approach, which allows students to apply knowledges of the disciplines of the curriculum, such as "Political Science", "Practice of Effective Communication", "Logic and Theory of Argumentation", "Cultural Studies", "Russian Language and Culture of Speech", "Geopolitics", "Fundamentals of Internet Communication" in the process of studying a foreign language and improving universal, general professional and professional competencies. As a result of applying an interdisciplinary approach, the scientific picture of the world of students is expanded, the analysis of foreign experience of public administration and international law is carried out in the original language. Profile-oriented approach is achieved through the implementation of a communicative, personal, activity-oriented approach in teaching related and close in content disciplines. Materials and methods. The study material was based on the texts for training from the textbook "45 Stunden Deutschland", the Internet portal "Tatsachen über Deutschland" and project assignments developed by students studying in the specialty "Public Policy and Social Sciences" in the 3rd and 4th years of the "Magnitogorsk State Technical University named after G.I. Nosov". We assume that when preparing bachelor's students in non-linguistic specialties, it is necessary to build the teaching of a foreign language based on the interdisciplinary connections of general humanitarian disciplines, then the level of foreign language communicative competence will remain no lower than the level of senior secondary school and in some cases will be higher, and the level of universal, general professional and professional competencies of a bachelor-future politician by means of a second foreign language (FL2) will increase. In our study, we analyzed the literature on the problem, summarized the existing developments of domestic and foreign scientists on the topic of the study, and conducted experimental training. We are confident that the application of the competence approach in assessing foreign language communicative competence in FL2 allows us to state that the level of proficiency in FL2 becomes higher, namely equal to level B1 or B1+. This, in turn, ensures the students' readiness for further language and speech development by means of both a foreign and native language. Results. The socio-political and economic changes taking place in our country have led to a qualitatively new round of interest in foreign languages and the subject of "Foreign language". The desire to improve the preparation of bachelors in foreign languages has disrupted the usual monotony of curricula and work programs. Magnitogorsk State Technical University named after G.I. Nosov, represented by the Institute of Economics and Management, conducts bachelor's degree training in the direction 41.03.06 "Public Policy and Social Sciences" and successfully implements programs that meet the requirements of today. Bachelors of this specialty are taught two foreign languages, one of which is German language. Experience working in groups of the specified specialty convinces that through interest in the language, interest in the country of the studied language also increases. The level of language proficiency allows students to critically analyze foreign sources in their specialty and make reasonable conclusions, perceive the intercultural diversity of society, apply the knowledge gained during language training when preparing reports, presentations, carry out business communication in a foreign language, be ready for intercultural dialogue and defend their civic position. That is, in general, students improve their communication skills in all communication functions: informational, regulatory, emotional-evaluative, etiquette.