THE SPECIFICS OF TASKS AND EXERCISES FOR LAW STUDENTS IN THE PROCESS OF LEARNING GERMAN FOR PROFESSIONAL PURPOSES
Optimization of the format of the organization of classroom and extracurricular activities as a search for various options for achieving the stated goals and objectives in the process of learning a foreign language for professional purposes is an objective need for the modern process of learning at a university. The main types of classroom studies for future experts in the field of jurisprudence are lectures, seminars and practical classes, consultations, which are mandatory for visits and are strictly regulated by the semester schedule. The process of studying a foreign language by students of the Department of Foreign Languages of the Law Institute of the Peoples' Friendship University of Russia consists primarily of practical classes, the thematic content of which corresponds to the curriculum, and the content of tasks and exercises practiced during the educational process is focused on the topics of the classes themselves. This is the methodological basis for the development of diverse didactic tasks and the selection of exercises for practical exercises, the main purpose of which is aimed at improving foreign language communicative competence, as the goal of the discipline "foreign language for professional purposes". The aim of the study of the authors of this article is the specificity of the wording of written and oral instructions (assignments) for the development of educational material of a legal orientation and their impact on the effectiveness of various types of exercises in the process of learning the German language for professional purposes by undergraduate students. The basis of the study was an analysis of the educational complexes of Russian and foreign authors for teaching the German language to future lawyers, methodological and didactic collections developed by the teachers of the department and survey data from both Russian and foreign students studying undergraduate programs. In the course of the study, methods of quantitative and qualitative analysis, synthesis, sociological observation, questioning, generalization, as well as the method of diagnosing verification work were used. The research methodology included questionnaires and statistical data processing. The authors of the article paid special attention to compliance with the requirements necessary for the implementation of any training task: understanding the rules for performing given actions, taking into account and monitoring the conditions under which the task is carried out, and tracking and analysis of the results achieved. The results of the study obtained by the authors can be used as recommendations on the adjustment of curricula and didactic materials in foreign languages for undergraduate students in the field of jurisprudence.