EXPERIENCE IN TEACHING ACADEMIC ORAL SKILLS TO NON-LINGUISTIC UNIVERSITY STUDENTS

Abstract

The ability to present information through digital content is crucial for training highly qualified specialists. Developing competent public speaking skills is an integral part of student research activities and foreign language classes could provide a platform to practice these communication skills. This study aims at developing a methodological algorithm for teaching scientific presentations. The methodology draws on works by Russian and international linguists, educators, and genre theorists. The findings indicate that effective teaching requires placing students in the role of discourse analysts, where they independently examine existing scientific presentations. Learning materials included three-minute thesis (3MT) videos by international PhD candidates and researchers. The algorithm testing demonstrates that developing scientific speaking skills not only enhances presentation abilities but also increases speech fluency, expands advanced vocabulary, and improves listening comprehension and use of academic clichés. Particular attention is given to mastering academic style and rhetorical text organization. Teaching academic speaking fosters a culture of high expectations regarding student achievements, diversifies the educational process, and helps students articulate their academic results clearly and competently.