FORMATION OF STUDENTS’ PROFESSIONAL RHETORICAL COMPETENCE IN THE COURSE OF PEDAGOGICAL RHETORIC

This paper discusses and analyzes the basic concepts of pedagogical rhetoric, the first of which states that pedagogical rhetoric is a kind of special rhetoric, and its course can solve one of the most important tasks of teacher training - formation of communicative competence. Within this approach the concepts of communicative speech skills and rhetorical skills are understood as identical. The second approach to understanding of pedagogical rhetoric was worked out by A.K. Mihalskaya. In several of her works A.K. Mihalskaya defines the boundaries of the discipline as history and theory of the pedagogical rhetoric ideal. The concept proposed by E.A. Yunina treats pedagogical rhetoric a technology of developmental teaching. Obviously, each of the three concepts does not exclude others. In the paper we consider a system of original assignments for undergraduate students, which includes rhetorical exercises and tasks aimed at the formation of the communicative competence, namely development of communicative speech skills by means of language drill (stage 1), speaking activities (stage 2) and rhetorical tasks (stage 3). The paper outlines prospects of further research: effectiveness of workshops on pedagogical rhetoric in schools; collection of visual aids illustrating teacher-student communication in films and books; holding extracurricular activities on rhetoric such as students’ olympiads, tournaments and contests. The paper summarizes the author's experience in teaching pedagogical rhetoric in the PGSGA and throws light on some of the issues raised by the author at the conference “Rhetoric in the context of education and culture” held on 29-31 January 2015