How to Use Media in the Language Training of Communicative Competence (Language Teaching of Spanish for Professional Purpose at MGIMO University)

In the present article we analyze the place and role of media resources during language training at the university that is not linguistic, as well as their application to increase a level of the communicative competence in professional training of its graduates. In the focus of our article there are some methodical approaches to use media as source of a didactic material in the language training of professional Spanish at MGIMO University (Moscow). Thanks to the wide spread of the Internet and its focusing on information and communication in social networks, media resources are becoming very important in creating a dynamic and integral part of communication processes. For educational purposes, the Internet is an indispensable support because it is characterized by greater opportunities compared to traditional didactic material. Multimedia and social media dominate other ways of communication, and therefore reflect all dynamic processes that are inherent for a language that must be considered in the practice of foreign languages teaching. We consider media sources of information as a special kind of text, transmitted by such channels as the Internet, the press, the television, which can be used in oral or writing/printed forms. These texts cover a wide range of interests in the field of economics, politics, culture, sports and other topics reflecting the linguistic and cultural specificity of communication of the community whose language is studied. The great advantage of using media sources is the fact that linguistic, extra-linguistic, cultural, social and other aspects of the language are trained simultaneously, at the act of study. At the MGIMO University, the choice of media sources used in the process of teaching Spanish and foreign languages in general depends on the level and professional specialization of students. It is purposed to acquiring and developing communication skills of students. The use of audiovisual sources permits to increase the motivation of the students by involving them in the active process of creating communication in a foreign language, motivates them to participate actively in the educational process: students start working in a team or in a pair, the lesson contains an element of spontaneity, active reaction, immersion in a natural live situation. With this active role of the student in the process of training, the role of the teacher has also changed. From the only source of knowledge, the teacher has turned into a moderator of the educational process, directing the work of the student, organizing the kinds and ways of forming skills and competencies, preparing students for the challenges of their professional activity. The methodology, form and way of foreign language training has changed: instead of the traditional one, in which the student was the recipient of information, a transition to such a form in which the student is a participant in the creation of a media text, and this creative process occurs with the cooperation of the whole group. Thus, the lesson becomes more dynamic, and the knowledge gained in this interactive form is learned more effectively. In the course of teaching, media resources can be a ready-made product in the form of publicistic or other texts, reference materials, videos, and also as a support for creating and maintaining communication. Than if in the case of publicistic text the product is of interest in terms of its structure and way of supply information, with the active participation of the student in the process of communication, the practical realization of the learned skills by students is of particular value.