THE COGNITIVE APPROACH TO FUTURE BORDERGUARD OFFICERS’ TRAINING TO SPEAK ENGLISH
Authors: Spitsyn Yevgenii , Nazarenko Nataliia 
Published: December 2018

The article deals with the issue of the role of the cognitive approach to future borderguard officers’ training to speak English. The methodology proposed has been theoretically substantiated and practically developed. The cognitive approach to teaching vocabulary has been studied. This approach predicts cognitive strategies of transforming, keeping and presenting information to be used. It helps to learn new words effectively and keep them in semantic space till activating in speaking or writing. It has been researched that borderguard terminology is divided into words which are so called “absolute terms” and words which have terminological and general meaning as well. Borderguard terminology is characterized by internationalisms, derivative constructions, abbreviations. The linguistic peculiarities of borderguard terminology have been taken as the basis of methodological typology of selected lexical units, which have been classified into four typological groups. The first group consists of terms-internationalisms characterized by differences in stress, pronunciation of stressed vowels, partial or complete accord of consonants. The second group includes terms which are in accord with the equivalents of the native language by volume but not by form. Terms, which are in accord with form and meaning of the same terms in native language but are unknown to the borderguards, also belong to the second group. The third group accounts terms which are not in consonance with form and meaning of the ones in the native language. Abbreviations belong to the fourth group. Stages of teaching target vocabulary have been determined and the system of exercises for each of the stages has been developed. At the stage of semantisation borderguards try to memorize semantic images of new lexical units due to methods of pair associations, word families, categorization, loci (words to remember are situated in certain order mentally and are used to represent them in turn), key word. Cognitive approach takes into account the process when students forget new words. In this case the stage of revising terminology has been predicted. At the stage of forming lexical skills such mnemonic methods as connection with previous experience, memorizing the words on the basis of deep memory are used. At the last stage – improving lexical skills – new words are used in speaking and second lexical skills are formed. Receptive and imitative exercises, exercises to nominate and identify lexical units are used at the stage of semantisation. Exercises to choose lexical units in the semantic space, to combine words semantically, to extend or reduce situational expressions, to make adequate changes are used at the stage of forming lexical skills. Communicative exercises to fill in sentences with new words, initiative exercises to develop speaking skills are used at the stage of improving lexical skills. They predict existing of the communicative situation. So, suggested methodology takes into account mnemonics (systems for assisting and improving the memory) relevant to the target vocabulary.