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enthusiasm and reward ... These people ... perfectly understand such notions as: levels, renewing, quests, rewards, achievements"[17].

According to the developers of the educational games, in contrast to the traditional methods of teaching, when training is often "an infinite process, and the progress is poorly realized, and the abstract goals like "it would be good to know English" quickly cease to motivate" [17], gamification makes it possible to observe successful dynamics of mastering the material, the dynamics of progress in learning a foreign language at each particular stage of the classes in foreign languages, and invariably to stimulate and motivate the learners for new achievements [17].

The role of gamification in the educational process can not be overestimated. GAMIFICATION in training, according to the users and the developers, is often based on the principles of instantaneous feedback: "Look here, now you have better knowledge of English - you have learned 100 words, your level has risen. The great goal is divided into many small ones (even if virtual), at having achieved them the user always notices his progress, even if the smallest one." [17]. So, studying FL is not only an interesting and exciting game, but also the game that brings good results in the form of game. "In the game developers` opinions, drive and self-organization occupy the first place" [17].

The notion gamification also includes the concept PLAY-DATE, mentioned above, (from the American PLAY DATE) in the sense of "play together", and also in the sense of "meeting in sandbox" (when parents bring their children to play together).

Play-dates are the expression that has appeared in the United States due to the fact that working young parents (being always busy) have organized play dates for the children of different ages. The purpose of joint games is to interact with children freely, i.e. in a less structured (informal) environment. Play-dates are different from organized actions. Most parents want their children to become friends with other children during joint games. It is interesting that at this moment not only the children's unions are formed, but also the parental ones. A place for joint play-dates can be museums, parks or playgrounds [18].

Among new technologies in the educational environment, the so-called STEMEDUCATION forms the dominant component. The STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) is the term usually used in determining the methodology in the field of education and choosing a curriculum at schools to improve competitiveness in the development of science and technology" [19]. For the first time, the STEMTEC project (Science, Technology, Engineering and Mathematics) was presented in the framework of pedagogical education at the University of Massachusetts in Amherst in 1998. This system is applied in the 50 top-technical universities in the United States" [19].

STEM-centers are being established, international conferences are being held in this field.

The STEM-education takes part in the development of the workforce, the interests of national security and immigration policy" [19].

In the field of education, the supporters of the STEM-training proceed from the assumption that if one cultivates (develops) interest of trainees in the field of natural and social sciences even in the conditions of kindergarten or immediately after admission to school, the chances of them for the STEM success in the secondary school can be much greater" [19].

Of special researchers' attention is the fact that the STEM method supports the study of technology within each of the subjects of engineering, beginning with the junior classes of primary school. This allows all the students, and not just gifted ones, to study under the STEM program.

The developers and supporters of this approach emphasize that its realization often uses new technologies, such as 3D printers, which greatly stimulate interest in learning" [19]. It is

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important to note that in 2006, the Committee on Science, Technology and Social Policy in the US, being concerned about the reduction in the staff of the STEM-education, developed three main recommendations for strengthening the STEM-education:

-an increase in the American personnel reserve due to the improvement of scientific and mathematical education;

-improving the skills of teachers through the additional training in the field of science, mathematics and technology;

-an increase in the stream of students who plan to enter a college and receive education for the STEM degree.

The countries where the STEM-education is accepted are: China, Canada, the USA, Australia, Turkey" [19].

Thus, the STEM-education is an association of sciences aimed at the development of new technologies, innovative thinking, and at the provision of well-trained engineering personnel [20].

In our country, as follows from the Internet sources, the STEM-education is also given considerable attention. It is assumed that the introduction of the STEM education into school can further promote the solution of the problem of training good engineers. It is noted that in Moscow region, there is a significant number of sets of robotics and mini-laboratories of the natural-and-scientific cycle [20]. In our country, the project of the STEM-centers, according to the developers, should motivate schoolchildren to build a career in the scientific-and-technical sphere. At the moment, as stressed in the research sources, there are 78 STEM-centers in Moscow, in Moscow region and in the Volga Federal District. "And anyone can give an application for the registration as a STEM-center. But what will be if the concept "the STEM-education" is included in the vocabulary of the school teacher at the legislative level? Maybe the STEM is one of the directions for the realization of the project and training-and-research activities at school? [20].

As emphasized in the Internet sources, the priority of the STEM-education in many countries of the world is motivated by the following reasons: in the immediate future in the world and, naturally, in Russia, there will be a sharp shortage: of IT-specialists, programmers, engineers, and specialists in high technological production, etc. Scientists predict that "in the distant future there will be professions that ... will be associated with technology and highly technological production at the interface with the natural sciences. Specialists of bioand nanotechnologies will be particularly in demand. Specialists of the future require comprehensive training and knowledge in a wide range of educational fields in natural sciences, engineering and technology" [20].

Among the new educational technologies in the digital world, the actualization of the

problem of p e r s o n a l l e a r n i n g e n v i r o n m e n t is topical.

The personal learning environment (PLE) is defined in the Internet sources as a set of tools, resources and links that allow the learner to set and solve training goals and tasks related to gaining knowledge, forming techniques and developing skills [21].

E.Yu. Stryukova speaks about the need to learn how to create the PLE, teach learners (to combine traditional learning with the PLE), create the elements of the PLE (learning societies) within their training courses. In addition, the author gives detailed information on how the teacher can create a personal learning environment [21].

In conclusion, it seems to us important to focus on one of the global objectives of education - on the role and importance of education FOR SUSTAINABLE LEARNING AND DEVELOPMENT.

Sustainability is a concept that is used to describe an approach to studying the outside world in order to obtain information about the future. Sustainability involves the study of com-

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plex relationships that characterize the world of nature and the impact of human activities both on the world of nature itself and on humanity as a whole [22].

Among the most important strategies for achieving sustainability in the 21st century, highlighted at the Summit (Rio de Janeiro in 1992), one of the key roles, as Yu. Mazurov stresses in his article, has been assigned to education. The acceptance of the global project on education for sustainable development of society (ESD) by humanity is

"a unique opportunity to raise the status of education as a civilized institution, ... this is a real chance to demonstrate the potential of science to modern society and a broad introduction of ecological culture in it as an essential element of the system of knowledge and skills that ensure a true sustainability and well-being of the society" [22].

Yu. Mazurov accurately inserts the words of the great scientist and humanist academician V. Vernadsky: "The salvation of Russia consists in the expansion of education and knowledge" [22] in the context of his arguments on the importance of education for sustainable development,

While speaking on the subject of education as a condition necessary for sustainable development, Professor A.D. Ursul and Professor T.A. Ursul emphasize that the main thing in the transition to the sustainable development is not only the solution of environmental problems that have now become global, but also the consideration of the global problems and negative general-planetary processes that must be solved on the way of the transition to global sustainability" [23].

In addition, the authors consider it necessary to introduce the concept “t h e p r i n c i p l e o f " t e m p o r a l r e s e a r c h " in any field of scientific and educational activities. This is the principle that connects not only the past and the present, but also the future into the one sys- tem-global temporal whole. By so doing, the interconnection of the tempore worlds is formed as an integral temporal system, where not only the linear connection, but mainly the nonlinear interaction of the time periods are manifested themselves [23].

Conclusion. Thus, all the basic problems of education in the digital community, presented for the discussion in the EDULEARN 2017 conference, are relevant for modern Russian education. Among them, first of all, we can name the following: the problem of openness of education (education for all); critical thinking, critical literacy, the creation and development of the new forms of education in the conditions of digital society (electronic, remote, blended learning, flipped learning, special education, TED-learning, STEM-learning, MOOCs-learning (Mass Open Online-Courses), sustainable education (with a basic environmental component), intercultural education, including museums and the study of cultural heritage, and European linguistic examinations), etc.

A special body of the characteristic realias in the field of the modern educational process in the digital world of the 21st century is as follows: 1) information-and-computer technologies and their use in education, in particular, the development of online courses, web-technologies, the use of 3 D, etc.; 2) workplace training; 3) architecture and design of educational experiences; 4) vocational education of a teacher/educator of the 21st century; 5) learning management systems; 6) links between education and research; 7) cooperation between universities and production; 8) exchange and international programs vs. international projects, etc. Among the dominant realias of a general nature that determine modern education, it is necessary to single out the following: the analytics in the field of education, quality assurance and evaluation in higher education, the importance of student support in education, gender relations, etc.

A separate place in the educational process is occupied by f o r e i g n l a n g u a g e s and, accordingly, the problems of innovation, new technologies and approaches to the study of foreign languages in the conditions of the digital community. Foreign languages should become an

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integral part of any profession of future graduates of universities in the modern society of the 21st century. Foreign languages in the modern world can and should be the instruments (means) of the assimilation of other educational disciplines (or a part of them), since in this case, two global tasks are realized: on the one hand, students improve their language competencies, and on the other hand, form a broad basis for profound knowledge in their professional field. This is explained by the fact that knowledge of foreign languages by a specialist in any educational field significantly expands his opportunities in the labor market, ensures reliability and perspective in employment in any country of the world, allows one to get acquainted with special profile literature, successfully engage in entrepreneur activities, business, regardless of the country of residence, negotiate independently with their foreign partners, carry out business correspondence, and many others. In other words, knowledge of foreign languages by a specialist of the 21st century makes him free. In addition, teaching in foreign languages, in particular, by the CLIL method, makes it possible to achieve a third, the most important goal, - mastering the peculiarities of intercultural communication, knowledge of its specific character will allow a young specialist to work in any other cultural environment.

The list of the problems, posed and discussed at the forum, confirms their conditionality by the challenges of the global world, general many-sided coherence of the entire world educational process, by the rapid growth of scientific-and-technological progress and information- and-computer technologies, by the need to integrate education and high technologies of the digital civilization of the 21st century.

Solving these problems in the sphere of world and Russian education is inevitably connected with the problem of introducing new digital technologies. Among the advanced modern educational technologies both in native and foreign universities, a special place is occupied by: 1) the CLIL method (teaching other educational disciplines in foreign languages); 2) the method of game-based learning and gamification; 3) the PLAYDATE method, the method of "Courageous Adventures"; 4) teaching through the STEM method (Science, Technology, Engineering, Mathematics); 5) training through the TED method (Technology, Entertainment, Design); 6) method of animation; 7) the method of mini-robots; 8) the video method; 9) the MOOC methods (Mass Open Online-Courses); 10) the methods of "blended" learning; 11) the technique of "flipped" learning; 12) the methods of e-learning; 13) the methods of distance learning. An important role in modern education of the digital community is assigned to such concepts as: personal learning environment, collaborative learning environments, teacher's electronic portfolio, student's electronic portfolio, etc.

The dominant conceptual phenomena that determine the world educational process and represent innovation technologies in the field of education include, first of all, the concepts with the basic component "d i g i t a l ": digital pedagogy, digital rhetoric, digital citizens, digital reality, digital training, digital security, digital health, digital access, digital economy, and many others.

So, modern pedagogy should understand that it deals with the digital generation of people of the 21st century, the generation of the computer age and the new, rapidly developing infor- mation-and-computer technologies. Teachers must take into account these new technological challenges, this new scientific-and-technological breakthrough in education, which will mean keeping step not only with the times, but, above all, with those whom they are called to teach.

Bibliographic list

[1]EDULEARN17. Keynote Speakers - IATED. URL: https://iated.org/edulearn/keynote (vremja obrashhenija - 7.08.17)

[2]Massovyj otkrytyj onlajn-kurs — Vikipedija. URL: https: //ru. wikipedia. org/ wiki / Massovyj _otkrytyj_onlajn-kurs (vremja obrashhenija - 2.07.2017).

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[3]Mirovoj student - Chto takoe MOOK? URL: www.mirovoystudent.ru/what-is- mooc.html (vremja obrashhenija - 2.08.2017).

[4]Blended learning, ili Pochemu tradicionnaja sistema izuchenija jazyka bol'she ne rabotaet URL: https: / / lifehacker.ru/ 2016/ 09/ 15/ blended-learning / (vremja obrashhenija - 2.

07.2017).

[5]7 veshhej, kotorye neobhodimo znat' o «perevjornutom obuchenii».URL: http:// www. educause .edu / library / resources / 7 - things – you – should – know – about -flipped- classrooms (vremja obrashhenija - 2.08.2017).

[6]TED (konferencija) — Vikipedija. URL: https: // ru. wikipedia. org/ wiki / TED _ (konferencija) (vremja obrashhenija - 2.08.2017).

[7]Cifrovaja pedagogika na portale «Obrazovanie na russkom». URL: http:/ /www .ug. ru /archive/62358 (vremja obrashhenija - 2.08.2017).

[8]Novaja onlajn pedagogika SlideShare. URL: https:/ /www .slideshare .net/ Valeriy Platonov /ss-47068698 (Vremja obrashhenija - 2.08.2017).

[9]WEB-zhurnal "Cifrovaja pedagogika - ITSoobshhestvo "Proryv" URL: https :/ /sites

.google. com /site /klubitprodvizenie/ home /web –zurnal -cifrovaa- pedagogika (Vremja obrashhenija - 2.08.2017).

[10]Manifest o cifrovoj obrazovatel'noj srede. URL: http://manifesto.edutainme.ru/ (Vremja obrashhenija - 2.08.2017).

[11]Cifrovaja ritorika — Vikipedija. URL: https: //ru. Wikipedia .org /wiki/ Cifrovaja _ ritorika (Vremja obrashhenija - 2.08.2017).

[12]What is Digital Citizenship? . URL:https://edtechdigest.wordpress.com/.../what-is- digital-citizens... ( Data obrashhenija - 2.08.2017 g.).

[13]Chto takoe CLIL ili poznaem mir cherez anglijskij | Pro English URL: proenglish- blog .ru /metody-i... /chto -takoe- clilili- poznaem -mir- cherezanglijskij. html (Vremja obrashhenija - 2.08.2017).

[14]Chto oznachajut abbreviatury EFL, ESL i EIC | EnglishZoom URL: https: //www

.englishzoom .ru/raznoe/chto-oznachayut-abbreviatury-efl-esl-i-eic.html Zichermann (Vremja obrashhenija - 2.08.2017).

[15]Gejmifikacija. URL: http: // www .trainings .ru/ library /dictionary /c a8ef1 54 03 61 a3 4 0 4fe24270c9192fd/(Vremja obrashhenija - 2.08.2017).

[16]Igrofikacija. URL: https:// ru. Wikipedia .org/ wiki/% D0%9 8%D0 %B3% D1%8 0%D0 %BE %D1 %84 %D0 %B8% D0%B A%D0% B0%D1% 86%D0%B 8%D1%8F#ci te_ note -gd- 2 Vremja obrashhenija - 2.08.2017).

[17]Chto takoe gejmifikacija? URL: http: // gamification -now. ru/ wtf / (Vremja obrashhenija - 2.08.2017).

[18]Play date - Wikipedia. URL: https:/ /en .wikipedia .org/ wiki/ Play_ date (Vremja obrashhenija - 2.08.2017).

[19]STEMobrazovanie. URL: http: //www. robo. house/ ru/ stemosvita -copy/ (Vremja obrashhenija - 2.08.2017).

[20]STEMobrazovanie ili "vsjo novoe - jeto horosho zabytoe staroe"? URL: induc .ru/ news /events /?ELEMENT _ID=4720 (Vremja obrashhenija - 2.08.2017).

[21]Personal'naja uchebnaja sreda (Personal learning environment). URL: https: //www

.slideshare. net/ssuser23b69b/personal-learning-environment-42513203. Avtor: Elena Jur'evna Strjukova) (Vremja obrashhenija - 2.08.2017).

[22]What is Sustainability? - Learning Sustainability URL: www. Learningsustainability

.com/what -is-sustainability. html (Vremja obrashhenija - 2.08.2017).

[23]Obrazovanie v interesah ustojchivogo razvitija: pervye rezul'taty, problemy i perspektivy. URL: http: // e-notabene .ru /pr /article _14001 .html (Vremja obrashhenija - 2.08.2017).

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UDC 371.3:378

INTERACTIVE METHODS OF TEACHING STRATEGIES OF ARGUMENTATION FOR STUDENTS OF JOURNALISM IN FOREIGN LANGUAGE

J.V. Petrova, G.V. Sorokovykh

__________________________________________________________________________

Moscow State Pedagogical University,

journalist, specialist of the Department of Cultural and Mass Work of the SRNU MEPI post-graduate student of the Department of Foreign Languages

teacher of English language, Julia Valentinovna Petrova e-mail: puv.eng@yandex.ru

Moscow City University

Professor, PhD (doctor of pedagogics), the French Language and Linguodidactics department, Institute of Foreign Languages, Moscow City University

Galina Viktorovna Sorokovykh e-mail: sorokovykh@mail.ru

__________________________________________________________________________

Statement of the problem. This article presents linguodidactic characteristics of interactive methods of teaching foreign-language communication.

Results. This article contains basic principles of interactive methods of teaching the argumentative communication techniques: the cooperation of trainees and students, developing individual learning strategies, proposed trajectories of learning, the variability of interactive teaching methods, creativity and originality, consistency of implementation, value orientation of individual learning. It also presents the essential characteristics of interactive methods used in the process of training future journalists for argumentative communication techniques.

Conclusion.The article concludes that interactive technologies are a meaningful technique for realizing the teaching of argumentative communication of students-journalists and represents personalization of didactic interaction, realizing the possibility of choosing methods, forms and methods of personal development, and also supports the various educational interests of students with a certain level of language skills. It is argued that interactive activities provide not only an increase in knowledge, skills, methods of communication, but also the disclosure of new opportunities for students.

Key words: linguodidactic characteristics of interactive methods, principles of using interactive methods, characteristics of interactive teaching methods.

Introduction. In the context of intercultural controversy, the issue of purposeful teaching of argumentative activities arises in lessons of English language. The importance of resolving this issue is also reflected in normative documents of higher education, which indicates the need for graduates to have the skills that constitute the essence of the ability to reason. This is especially important in the modern world, where there is a fierce struggle of opinions both in Russian and foreign media and on the Internet. Learning a reasoned statement is an integral part of the process of forming a bachelor's degree in communicative competence in journalism.

_________________________________

© Petrova J.V., Sorokovykh G.V., 2017

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The experience of teaching in a non-linguistic university shows that interactive technologies such as educational dialogue, interviewing, discussion, debate, role-playing games, case studies, and a variety of Internet technologies make it possible to significantly improve the effectiveness of professional foreign language education.

In this article, we set ourselves the goal to examine the essential characteristics of the concept of "interactive methods", to disclose the specificity of the training of future bachelors of journalism on the basis of a variety of interaction strategies.

Methodology. The concept of "interactive method" is closely related to the individual approach to learning, based on effective feedback, on continuous free and open communication. Interactive learning is "learning immersed in communication" [1, p. 42].

Interactive teaching of speech interaction in the process of foreign language vocational education is built on the interaction of all students, including a teacher of a foreign language. Within the framework of such training, the nature of interaction changes: the activity of the teacher gives way to the activity of students. Interactive teaching of the students' argumentative strategies of communication allows simultaneously to solve a number of problems: to develop the communicative skills and abilities of the students, to establish emotional contact in the group of students; to solve information problems ensuring the obtaining of information necessary for joint activity, to develop general educational skills and skills (synthesis, analysis, setting goals, etc.), that is, to ensure the formation of professional, general cultural and personal competencies, since it allows you to actively work in team, teaches you to listen to someone else's opinion, promotes the exchange of values, allows you to remove the psychological barrier in the course of communication.

Interactive training in argumentative communication techniques determines the use of special forms of organizing cognitive activity of students and sets very specific, predictable goals, such as creating comfortable learning conditions, the inclusion of students in the learning interaction. All this makes the communication process more productive.

We believe that the complex of educational and methodological support of the interactive strategy leads to the fact that the role of the teacher changes radically: it ceases to be central. The teacher only regulates the teaching and upbringing process, deals with his general organization, determines the direction (prepares the necessary tasks in advance, formulates questions, topics for discussion), controls the order and time of the planned work plan, advises, clarifies complex concepts and terms, helps in case of serious difficulties, which corresponds to the new standards.

Results. The interactive method of teaching strategies of argumentation is based on the personalization of pedagogical interaction, which requires an adequate inclusion of the personal experience of the students (their experiences, feelings, emotions, and corresponding actions) in the process. Therefore, the teaching of argumentative techniques and methods of communication must be carried out on the basis of an individual approach, using i n d i v i d u a l l e a r n i n g s t r a t e g i e s for teaching a foreign language, which is a set of educational and cognitive actions chosen by students and leading to the achievement of the task of education and upbringing [2].

The use of argumentative strategies implies such organizational and methodological conditions that realize the possibility of choosing the ways, forms and methods of personal development of the learner, and also support its various educational interests, readiness for foreign language communication, a certain level of language proficiency and its improvement.

Training in argumentation strategies allows undergraduate students to acquire knowledge, formulate lexical and grammatical skills, and develop speech skills at the pace and volume in which students are comfortable and therefore accessible.

In a non-linguistic university, it is important to use different interactive methods in teaching strategies of argumentation in a foreign language.

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We will give examples of the use of interactive technologies in t e a c h i n g r e a s o n e d c o m m u n i c a t i o n o f j o u r n a l i s t s .

For example, a role-playing game on the topic "Does processed meet cause cancer?"

The aim of the game is to teach students to defend their position, to develop the skill of critical thinking and the ability to defend their point of view. The behavioral skill of constructing the process of argumentation (persuasiveness, ability to criticize ideas and come to a compromise) [3] is worked out.

"Role play with presenting different views on the problem on the topics".

Giving a strong opinion. (R o l e - p l a y i n g g a m e : D e f e n d i n g a s t r o n g p o s i - t i o n ).

Students are divided into two groups A and B. (Students A group and students B group).

Students A group strongly believe we should all be vegetarians (Group A students are convinced that everyone should be vegetarian);

Students B group strongly believe not (Students of group B versus vegetarianism). Both sides give convincing reasons, defending their opinion using the appropriate language. For example:

Giving a strong opinion:

"I'm absolutely convinced that ..."

"I'm sure that ..."

"I have no doubt that ..."

"I strongly believe that ..."

"There's no doubt in my mind that ..."

The next stage is the presentation of beliefs (Giving reasons). Students at this stage are divided into 3 groups and in turn express their beliefs justifying their position, while others ask questions.

1st group of students: R o l e A - R e d m e a t ( R o l e g a m e - " R e d m e a t " )

Students of the 1st group tell the other three reasons why. Also, tell the others, which is the least harmful of these (and why): pizza, cola or popcorn. (The students of group 1 believe that the worst of the products is that we eat this red meat and convince others of this by giving their arguments).

Examples of expressing a convincing position (students of group 1) and questions (groups 2, 3):

-There is no doubt in my mind that the red meat is the worst.

-Why do you say that?

-I say that because it is processed food and harmful for health.

-How come you think so?

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- From what I can see the latest research shows that red meat has a great amount of antibiotics.

2nd group of students: R o l e B - P i z z a ( R o l e g a m e " P i z z a " )

The 2nd group think pizza is the worst thing we can eat. They tell the other three reasons why. Also, tell the others, which is the least harmful of these and why: red meat, cola.

Examples of expressing a convincing position (students of group 2) and questions (groups 1, 3):

-There is no doubt in my mind that pizza is the worst thing we can eat.

-Why do you say that?

-I say that because it is full of calories and harmful for health.

-How come you think so?

-From what I can see the latest research shows that the pizza has a great amount of unhealthy ingredients in it.

3rd group of students: R o l e C - C o l a ( R o l e g a m e " C o l a " )

The students of 3rd group think of the worst thing we can drink is cola. They tell the other three reasons why. Also, tell the others, which is the least harmful of these (and why): pizza, red meat.

Examples of expressing a convincing position (students of group 3) and questions (groups 1, 2):

-There is no doubt in my mind that cola is the worst thing we can drink.

-Why do you say that?

-I say that because it is very harmful for health.

-How come you think so?

-Well in my experience from what I can see the latest research shows that cola affects the liver, stomach and teeth

In teaching the argumentative strategies of communication, the teacher also uses such forms of work as discussion, debate, round table. Students learn on the models how to open the debate, convince the interlocutor, draw conclusions and summarize the results.

It is important, on the basis of such a method as i n t e r v i e w i n g , to develop in students the ability to creatively design a discourse that is formed on the basis of the possession of linguistic means used for interviewing and applied in the context of different social registers of interaction.

Students learn to use speech cliches to represent their point of view, expressing their position with different force of persuasion (G i v i n g a n o p i n i o n n e u t r a l l y, G i v i n g a s t r o n g o p i n i o n ):

a)synthesis and analysis of the discussion process;

b)determining the conditions under which the opinion could be fully or partially accepted by the opponent;

c)formulating an opinion that satisfies all participants in the communication; this opinion is discussed, supplemented, adjusted by all communication partners;

d)expressing gratitude for communication.

Examples of phrases for completing the dialog: 62

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Thank you for the insight.

I am very satisfied ...

It was a breakthrough for me.

The talk has opened my eyes on this issue.

Thus, strategies of argumentation can be considered as the ability to bring logical arguments, and tactics - as the ability to choose from them psychologically the most effective.

In this regard, we are interested in the following m e t h o d s o f i n f l u e n c i n g t h e i n - t e r l o c u t o r i n t h e c o u r s e o f c o m m u n i c a t i o n :

1. "p e r e l i t s o v k a " - gradual bringing the partner to the opposite conclusion by a joint analysis of each stage of the proposed decision procedure.

For example:

So, you are in line with ..., You would like to say that ...;

2. "o b t a i n i n g o f p r i n c i p l e c o n s e n t " on the issue under discussion:

I totally agree with you,

I am 100% with you on this issue;

3. "d i s m e m b e r m e n t " of the arguments of the interlocutor ":

How do you stay about this offer?

How do you think, can we solve this problem? You are right;

4. "p o s i t i v e a n s w e r ", the essence of which is to build a discussion in such a way that the interlocutor positively answers simple questions, which ensures his agreement with more complex arguments:

Yes, sure; Certainly, yes; Absolutely;

5. "e x p l o s i o n " , creating an environment that forces the interlocutor to change his point of view:

It can not be true!

Really?

I can not believe it!

In this connection it is necessary to know the linguistic forms of expression of speech interaction.

The process of learning the dialogue interaction will be most productive if it: first, will rely on knowledge of the nature of the factors that generate the production of the dialogical act; second, it will take into account the peculiarities of the structure of dialogical speech; thirdly, methodically organizes the educational material in accordance with the scientifically grounded concept of the assimilation of speech in the form of a correlative set of exercises.

Interview is an interactive method of gathering, exchanging, logical alignment and analysis of information, because "interactivity" enables you to interact, to be in a dialogue mode.

We believe that the interview as an interactive method of teaching the argumentative techniques of influence in the communication of a journalist is characterized by the target setting: first, to receive certain information; secondly, to identify the position of the interlocutor with respect to the issue under discussion, debates, dialogues, such signs that ensure the active influence of the journalist on the interlocutor and the adequate response of the main address (reader, listener) [4].

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