title: ÐÐ±ÑÑÐµÐ½Ð¸Ðµ Ð´Ð¸Ð°Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð¹ ÑÐµÑÐ¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÑ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð¿Ð¾Ð´Ð³Ð¾ÑÐ¾Ð²ÐºÐ¸ Ñ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸ÐµÐ¼ ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½ÑÑ ÑÐ¸ÑÑÐ¾Ð²ÑÑ Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÐ¾Ð² Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: The methodology of teaching dialogical speech to students of non-linguistic specialties using modern digital visualization tools
Creators: name: ÐÐ¾Ð¸ÑÐµÐµÐ²Ð°, ÐÐºÐ°ÑÐµÑÐ¸Ð½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2025
Subjects: Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð´Ð¸Ð°Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð¹ ÑÐµÑÐ¸
Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÐµ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ
ÑÐ¸ÑÑÐ¾Ð²ÑÐµ Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÑ Ð²Ð¸Ð·ÑÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸
Ð²Ð¸Ð´ÐµÐ¾Ð¿ÑÐ¾ÐµÐºÑÑ
ÑÐµÐ°ÑÑÐ°Ð»ÑÐ½Ð°Ñ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÐºÐ°
dialogical speech training
non-linguistic specialties
digital visualization tools
video projects
theatrical pedagogy

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description: This study explores the methodology of teaching dialogical speech to students of non-linguistic specialties using modern digital visualization tools, particularly video projects. The theoretical part of the work examines the foundations of communicative competence, the specifics of teaching foreign languages in non-linguistic universities, and the role of digital visualization tools in the educational process.Â  The experimental part of the study includes a pedagogical experiment involv-ing students of the "Economics" program at Peter the Great St. Petersburg Polytechnic University. The experimental group was taught using the developed teaching technology, which included preparatory, conditionally-communicative, and genuinely communicative exercises, as well as the creation of theatrical video projects (while the control group was taught using traditional methods without video projects). The conducted diagnostics demonstrated a significant improvement in dialogical skills in the experimental group compared to the control group, confirming the effectiveness of the proposed technology.Â  As a result of the study, it was found that the use of video projects and theatri-cal pedagogy enhances students motivation, improves their communicative competencies, and develops their ability to independently use a foreign language in various professional and life contexts.