FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY

Summary The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future interpreters in the field of ensuring state security. The goals of training and the professional sphere of communication of such specialists are determined, where the following functional types of dialogues are mainly used: dialogue-questioning, dialogue-arrangement, dialogue-discussion. The content of modules is described: International partnership and state policy of Ukraine in the sphere of safeguarding of state security, Ensuring the protection of human rights and freedoms, interests of society and the state, Intelligence and information protection, Combating terrorism, Protection of national statehood and national interests, Pre-trial investigations. The work of the cadets is planned, divided into classroom and independent work. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.


Introduction
The implementation of the method of formation of Persian language competence in dialogic speech among future interpreters in the sphere of safeguarding of state security involves the creation of a model of the organization of the educational process. Following I. P. Zadorozhna, we consider the linguodidactic model as an artificially created object of a signsymbolic form, which reflects in a simpler form the structure, properties of a certain pedagogical process, interconnections and relations between its elements (Zadorozhna, 2012: 67). The purpose is to outline the organizational model of the process of formation of Persian language competence in dialogic speech among future interpreters in the sphere of safeguarding of state security.
The purpose of creating a linguistic didactic model is to outline the logical sequence of educational actions of the teacher and cadets that correspond to the developed system of exercises (Osadcha, 2018: 160). We develop a language-didactic model based on the principles of cyclicality (each of the 6 developed content modules is a cycle of typical work methods and the sequence of their implementation -performing preparatory exercises, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the roleplay method; each cycle is dedicated to learning one type of dialogue -questioning, agreement, discussion); systematicity (implementation of a system of exercises in a certain sequence aimed at forming a number of knowledge and skills is expected); stages (gradual formation of knowledge and skills that are integrated into the ability of dialogic speech) (Krapchatova, 2014: p. 106;Ignatenko, 2017: 128). The component composition of the linguistic didactic model consists of the following components: learning goals and expected result, object of learning; subjects of study; academic discipline within which the author's methodology is implemented; content of education; teaching methods, forms of teaching organization, teaching tools; forms of control (Druzhchenko, 2018;Boyko, 2020;Semʺyan, 2019;Romanov, 2019). So, let's focus on the components of the author's methodology model.

Purpose and training
Purpose and training : enrichment of the vocabulary of cadets with specialized vocabulary, formation of grammatical knowledge and skills, formation of extralingual knowledge in the sphere of state security, formation of a system of referents of the specified sphere and means of their verbalization, formation of dialogic speech skills, dialogic speech strategies, knowledge and skills of non-verbal behaviour in business communication with Iranians; formation of translation skills of dialogical speech.
Expected result: the cadet possesses extralingual knowledge of the professional sphere, as well as means of verbalizing the referents of the specified sphere; possesses the skills and strategies of dialogic speech at the B2 level, adequately possesses non-verbal behaviour in the field of business communication with Iranians; can translate dialogic speech, reproducing its content, style, strategies.
Learning objects: extralingual knowledge in the sphere of ensuring state security, which make up the subject of dialogic speech, dialogue-interrogation, dialogue-agreement, dialoguediscussion, business conversation, business telephone conversation, business discussion, non-verbal means of communication and non-verbal behaviour in the field of official Iranian communication.
Study subjects: cadets of the 3rd year of the "Philology" specialty, of the "Translation in the sphere of safeguarding of state security " educational program.
Educational discipline, within which the author's method is implemented: "Practical course of the first foreign language (Persian)".
Content of training: knowledge of concepts, realities, processes in the sphere of ensuring state security and the main directions of cooperation in the sphere of safeguarding of state security of Ukraine and the Islamic Republic of Iran; linguistic, sociocultural knowledge, and their reflection in linguistic means, elements of non-verbal behaviour characteristic of Iranians and the ability to observe them; the ability to speak dialogically (according to the types of dialogues and genres of business conversation, telephone conversation, discussion); strategies and tactics of dialogical speech, language means of their implementation.
Teaching methods: exercises, case studies, role play. Forms of training organization: practical classes, independent work of cadets.
Teaching aids: texts for reading, audio -video phonograms.
Forms of control: mutual control, control by the teacher of cadet dialogues. The ratio of classroom and independent work: 60% classroom (6 hours in each modulefor dialogic speech), 40% independent (4 hours in each module for dialogic speech).
Number of content modules: 6. The number of credits is 12 (360 hours). The teaching of dialogic speech is integrated with the teaching of grammar, listening, reading, writing, and monologue speech, and therefore makes up 1/6 of the time allocated for studying the discipline. Therefore, the share of dialogic speech within the developed modules is 60 academic hours: 36 classroom hours, 24 hours of independent work. Content module 2. On ensuring the protection of human rights and freedoms, the interests of society and the state. Prevention of crime, maintenance of public safety and law and order, provision of services of state security agencies (in Ukraine and the Islamic Republic of Iran). Fight against corruption. System of protection of the population and territories from emergency situations and their prevention, liquidation of emergency situations, rescue work, fire extinguishing, fire and man-made safety, activities of emergency and rescue services, as well as hydrometeorological activities.

Filling content modules
Content module 3. Intelligence and information protection. The foreign intelligence service of Ukraine / Iran, its functions, powers, legal framework. Countering counterintelligence activities in Ukraine / Islamic Republic of Iran. Normative documents regulating information protection in Ukraine / Iran. Technical regulation of information protection. Activities of law enforcement agencies in the field of information protection. State secret and its protection. Cyber security.
Content module 4. Combating terrorism. The regulatory and legal framework that regulates anti-terrorist activities. The system of anti-terrorist activities in Ukraine, Iran, and in the world. Types of terrorism, international terrorism, terrorism in Ukraine and Iran, measures against terrorism, measures to prevent terrorist acts. 7th semester Content module 5. Protection of national statehood and national interests. The system of security at the state border of Ukraine / Islamic Republic of Iran, the constitutional system, defence and scientific and technical potential, infrastructure facilities, economic security, protection of sovereign rights in the economic zone of both countries. Prevention of illegal migration, citizenship, registration of natural persons, in particular refugees and other legally defined categories of migrants.

Content module 6. Pre-trial investigations.
Investigative units of the security services of Ukraine and Iran, their activities and powers. Forms of pre-trial investigations. But the order of their implementation.
Planning the work of cadets (Table 1).

individual work
Preparation for dialogue (Case study): study of actual materials, tasks in reading; without cooperation of cadets in preparation for dialogic speech.
2 auditorium -dialogue-discussion (genre -discussion): Instruction: DISCUSS with your colleagues from Iran the legality of actions regarding the detained person (citizen whose country you represent). Your goal is to convince the party to recognize the legality / illegality of actions; use an argument strategy and a discredit strategy. * Learning objectives are the same for each cycle (the cycle is a dialogue type with all exercises and tasks).

Conclusions
Therefore, the developed model of the methodology for the formation of Persian language competence in dialogic speech among future interpreters in the sphere of safeguarding of state security covers 6 content modules, each of which has 3 cycles: each cycle contains exercises and tasks for teaching different types of dialogues -dialogue-interrogation, dialogueagreements, dialogue-discussion. The time reserve for mastering the specified modules is 12 credits, the share of dialogic speech is 1/6 of the time allocated for studying the discipline. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.