TEACHING WRITING TO NON-LINGUISTIC BACHELOR STUDENTS AT A UNIVERSITY

Abstract

The article deals with the problem of teaching written business communication to non-linguistic bachelor students due to the transition to Federal state educational standards of the third generation ++. The aim is to analyze and find the most effective tools and methods of training. The paper considers the concept of business communication, which includes the ability to compose and fill in documents, write letters, plans, a resume. It analyzes the definition of written speech, its psychophysiological basis and its relationship with other types of speech activity. Based on the division of written activity into writing and written speech, as well as typical difficulties identified during the survey of students, it is proposed to organize stepby-step work for the formation of this type of skills. When working on spelling and vocabulary, it is suggested using electronic resources such as proprofs, quizlet, which contribute to the development of memory, attention, thinking and support the interest and motivation of students. When teaching different types of writing, it is recommended to consider the stages of skill formation adopted in the communicative method: perception/ imitation, substitution, transformation, reproduction. The paper describes the types of exercises and their advantages in teaching written communication, forms of control and the role of the teacher in this activity.