Organizational and pedagogical conditions of master students teaching written academic discourse
The higher education intensive development current trend with the help of innovative approaches to systematization necessitates the creation of system organizational and pedagogical conditions to achieve the maximum effect of foreign language teaching. In this paper we give the author's definition of this system as a set of interconnected components necessary for the formation of written academic discourse skills. This system includes the following components (conditions): a) motivation; b) formedness of the students and teachers linguistic and computer competence; c) the language proficiency of students and teachers which is not below the C1 level on the common European of reference for language proficiency; d) the implementation of the technology “Learning in cooperation”; e) combination of classroom and extracurricular forms of work. We note the commonality of the methodological functions of the various types of self extracurricular work and skills in writing academic discourse, and develop a list of types of extracurricular forms of work and develop with them the skills of written academic discourse: writing an essay on a given topic, composing a Curriculum Vitae, writing an structural abstract, writing review of the work read, writing essays on writing speech given at scientific conferences, writing scientific papers, applications for participation in scientific events, the abstract writing for scientific article, writing report, writing poster presentation. We also propose a definition of the term “linguistic and computer competence”, which is interpreted as the set of language competencies and skills of modern information and communication technologies necessary for mastering of communicative skills in learning a foreign language.