RHETORICAL COMPETENCE OF STUDENTS: STRUCTURAL MODEL AND METHODOLOGICAL APPROACHES TO FORMATION

Abstract

The article attempts to create a structural model of rhetorical competence of students and analyze methodological approaches to its formation. It is stated that rhetorical competence as a complex multi-component formation, conscious and motivated use of rhetorical means in combination with intellectual, spiritual, and moral qualities of personality, requires mastery of public speaking techniques, the ability to analyze communicative situations, the selection of optimal strategies of influence, and the creation of convincing and relevant statements. The theoretical and methodological foundations for the formation of rhetorical competence in students are outlined. Specific didactic principles of communicativeness, activity, personal orientation, cultural relevance, reflexivity, etc. are analyzed, and the structural components of rhetorical competence-cognitive, operational, motivational, and reflexive are generalized. A structural model of rhetorical competence is developed and substantiated, and a comparative characteristic of effective methodological approaches to the formation of rhetorical competence of students and their possibilities is presented. The prospects for integrating various methodological approaches in the process of forming rhetorical competence are envisaged. Promising areas for the development of methods for forming rhetorical competence include the creation of electronic educational resources, the introduction of distance and information and communication technologies in education, and the development of new forms of assessing rhetorical competence. A structural model of rhetorical competence has been developed and substantiated, and a comparative description of effective methodological approaches to the formation of rhetorical competence in students and their capabilities has been presented. The prospect of integrating various methodological approaches in the process of forming rhetorical competence is envisaged. Promising areas for the development of methods for forming rhetorical competence include the creation of electronic educational resources, the introduction of distance and information and communication technologies in education, and the development of new forms of assessing rhetorical achievements, etc.