Socio-Pragmatic Vectors of Scenario-Based Behavior in Teaching English to Future Linguists

This article describes the study of scenario-based teaching aimed at developing socio-pragmatic competence of future linguists. Possession of sociopragmatic competence is crucial to communicative effectiveness, since it allows a future linguist to successfully interact with other people in everyday and corporate communication, understand social expectations and norms, establish and maintain relationships with people. Using scenarios appeals to authenticity, allowing students to get a sense of the situations they might face in the real world upon graduation. The authors propose using in the learning process an effective linguodidactic tool – vectors of scenario-based behavior. Each vector brings a set of simulated scenarios of professional communication, which take into account various socio-pragmatic aspects of interaction. Every vector consists of several components: topic of communication → frame of communication: communication situations, communicative tasks and intentions, communicative roles → behavior scenarios: scenario prescriptions, behavioral tracks and effective communication tactics. The technology of teaching English, using socio-pragmatic vectors of scenario-based behavior, includes four stages: cognitive-analytical, emotional-operative, scenario-operative and the stage of reflection and self-assessment. The article presents experimental data proving the productivity of using this teaching tool. The effectiveness of the presented model was proved by the results of two experimental studies, performed between September 2023 and December 2023.