Linguodidactic model of development of rhetoric skills of future philologists in the polish language learning process

In modern information society the ability to express well, argumentatively and effectively is the key to success. Vocational training of philologists in institutions of higher education consists of formation of the rhetorical personality who has rhetorical abilities, it means that he is able to create both monological, and dialogical statements, is capable to deliver public speeches, works with the text, and communicates foreign (Polish) language fluently. It is worth to mention that for effective development of rhetorical abilities it is necessary to define structural elements of linguo-didactic model. It is distinguished approaches, principles, pedagogical conditions, stages, methods. It is defined that the main approaches are communicative, competence-based and personally focused. It is distinguished both generally deductive, and specific, in particular the principle of integration of real communication into educational process; dialogical communication; continuity of training and education; individual approach, participativity; professional mobility, textocentrism, approximation. Methods are divided into traditional and interactive. Among pedagogical conditions it is distinguished introduction of stage-by-stage and purposeful development of rhetorical abilities of future philologists in the course of training Polish; creation of favorable communicative environment during studying Polish; usage of interactive methods of training in the course of studying Polish; motivation of students polonist to improve their speech. There are three stages in the technique of development of rhetorical abilities of future philologists in the course of training Polish. They are preparatory, main, control generalizing. Thanks to systematic and purposeful work in classes of foreign (Polish) language and the usage of the linguo-didactic model it is possible to improve rhetorical abilities.