STRUCTURE OF READINESS OF FUTURE BACHELORS OF LAW FOR PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION

The study provides a detailed analysis of recent research and publications on the notion of readiness for professionally oriented foreign language communication and its components, which allowed to establish links with the concept of readiness of future bachelors of law for professionally oriented foreign language communication. At the moment the problem of forming this quality at law schools in Ukraine is rather urgent as their students lack a good command in English which is proved by the results of the single entrance exam in foreign languages for applicant intending to do a master's course, as they are quite disappointing. Thus, it requires a review of approaches to forming the readiness of future bachelors of law for professionally oriented foreign language communication. Through the prism of the peculiarities of the legal profession, the author distinguished the immanent features of this concept such as multilevel, i.e. the presence of a certain structure, built due to the influence of mental processes, personality traits, and showing of foreign language competence, which can be transformed due to proper training and manifested in the future activities of legal professional due to presence of a set of knowledge, skills and abilities to use legal language in the process of professional communication. This allowed to determine the structure of the analyzed category, which contains motivational, cognitive, activity and reflection components. The motivational component includes a combination of such legal students’ qualities as interest in learning a foreign language for professional purposes, as well as relevant needs, motives, values, indicating the desire to constantly develop foreign language competence and ability to communicate in it. The cognitive element of the studied readiness presupposes the presence of linguistic and professional knowledge, an idea of the essence of foreign language communication in the legal sphere, the ability to project the results of one’s studies for future activities. The activity component is interpreted as a set of practical skills and abilities application of which acts as a prerequisite of successful communication on professional topics. The presence of a reflective component presupposes students’ ability to reflection, adequate self-esteem, control of their own foreign language communicative activities and objective assessment of interlocutors’ communicative behaviour.