The urgency is substantiated by the fact that according to the state standard, the purpose of teaching foreign languages within the basic course is to master the basics of foreign language communication, which requires a teacher to provide situations that would stimulate communication, in particular, real communication situations that arise in various spheres of life and relate to different topics. The purpose of the article is to determine the essence and effectiveness of the use of learning and speaking situations for the development of foreign language skills of students as one of the criteria for the formation of pedagogical skills of a foreign language teacher. Theoretical methods applied: analytical and descriptive methods of elaboration of theoretical and critical sources and resources; generalization of the received scientific data; synthesis and generalization of own long-term experience of preparation of future teachers of a foreign language. The use of learning-speaking situation in a foreign language lesson can serve different purposes of learning: to develop skills of dialogic and monologue speech, to help learn lexical and grammatical material. When developing foreign language skills, care should be taken to ensure that students are motivated. Therefore, students' learning activities are organized in such a way that they perform motivated actions with speech material to solve communicative tasks aimed at achieving the goals and intentions of communication. To do this, the teacher should create situations that would stimulate communication, in particular, situations of real communication that arise in different areas of life and relate to different topics. The core idea of the article lies in the fact, that the learning situation should evoke certain emotions in students. And this is possible only when the situation is completely clear to children and the teacher offers it interesting, enthusiastic and students have a desire to participate in communication. Learning situations, texts, and taking into account students' personal experiences can help manage the learning process. Discussion of situations built on the basis of relationships allows you to make the learning process as natural as possible, close to the conditions of real communication. The results of the study allow to make sure that the use of learning and speaking situations for the development of students' communication skills is one of the criteria for the formation of pedagogical skills of a foreign language teacher, as it requires him to show creative initiative, methodical training interest in the subject, to activate students, intelligently and subtly «conduct» the cognitive activity of students. And the most important criterion is productivity, which is the ability of students to hypothetically demonstrate well-formed foreign language communication skills in different areas and different life situations. An analytical review of information sources on the development of foreign language communication skills has been carried out, substantiates the nature and effectiveness of the use of learning and speaking situations for the development of foreign language skills of students as one of the criteria for developing pedagogical skills of a foreign language teacher has been substantiated in the article. The types of use of learning and speaking situations in a foreign language lesson have been determined. The types of exercises were substantiated, taking into account various educational and speech situations. Emphasis was placed on the advantages of using learning and speaking situations for the formation of students' foreign language communication skills. The results of the study allow to make sure that the use of learning and speaking situations for the development of students' communication skills is one of the criteria for the formation of pedagogical skills of a foreign language teacher, as it requires him to show creative initiative, methodical training interest in the subject, to activate students, intelligently and subtly «conduct» the cognitive activity of students. And the most important criterion is productivity, which is the ability of students to hypothetically demonstrate well-formed foreign language communication skills in different areas and different life situations.
Enhancing foreign language communication skills in international business environment
