Formation of language and speech skills for conducting the “doctor − patient” dialogue at lessons on Ukrainian as a foreign language

Abstract

The author clarifies the importance of mastering the skills of professional doctor − patient dialogue for foreign students of medical universities as one of the main types of speech activity in their future profession. The article also presents a list of results expected after the completion of the “Professional speech” course. The author analyzes the methodological literature dedicated to the above problem, defines such concepts as “professional language”, “special language”, “professional readiness”, “medical spoken language” needed to understand the requirements for linguistic knowledge, speech skills of future doctors. The structure, content, and tasks of the professional dialogue “doctor − patient” are also determined. The professional dialogue has introductory, main and final parts, each with its peculiarities that concern grammar and vocabulary aspects. All three parts have different purposes. The task of the introductory part is to establish contact with the patient; that of the basic one is to get the information you need from the patient for successful further treatment; and the final one is to provide clear and coherent recommendations and to reach an agreement on the next steps. The author outlines the basic educational material which should be mastered by foreign students during the “Professional speech” course and suggests appropriate types of work for the development of professional speech culture. Formation of communicative tasks, understanding ways of their implementation through communicative strategies and tactics are found to be essential skills for future healthcare professionals. Each of the structural parts of the professional dialogue contains label units, and therefore students are required to know such traditional tokens to be able to use them correctly, and to understand the impact of these units on the interlocutor’s consciousness. The paper mentions basic principles of semantization of the new vocabulary, i.e. translation, clarity, suggestion of synonyms, antonyms or common root words, presentation of the context, etc. An emphasis is placed on the importance of students’ acquisition of certain speech genres for their successful future practice in medical institutions: invitation, order, request, recommendation, remarks, etc.