Methods of Teaching English Dialogic Speaking to Security Sector Professionals

Abstract

Abstract: Purpose. The article is devoted to a comprehensive study and scientific substantiation of the most effective methods of teaching English dialogic speaking to security sector professionals in the context of intensifying international military and law enforcement cooperation. The main focus is on the transformation of traditional linguistic approaches into function-oriented methodologies that meet NATO standards (STANAG 6001). The purpose of the work is to systematize pedagogical tools that allow forming extreme communicative competence in military personnel, police officers, and rescuers for performing professional tasks in a foreign language environment. Methods. The study used a set of scientific methods: theoretical analysis of recent publications, the method of system modeling of educational scenarios, as well as a comparative analysis of the effectiveness of traditional role-playing games and innovative virtual reality technologies. There have been analyzed more than ten modern sources over the last five years, which made it possible to identify gaps in the methodology of preparing specialists for dialogue under high stress. The method of deduction was applied to adapt general language standards to the specific needs of the security sector. Results. During the study, it was found that the most effective approach is a combination of the "Scenario-Based Learning" methodology with the implementation of standardized radiotelephone phraseology (Voice Procedure). The algorithms for transforming everyday English into professional "Radio Speak" are described in detail, ensuring conciseness and accuracy of communication. Practical exercises such as "Radio Filter" and "The Blind Navigator," which automate the speech reactions of specialists, are described. Special attention is paid to virtual reality technologies, which allow simulating combat situations where dialogue acts as a tool for conflict de-escalation or coordination of actions. It is proven that the use of "branching scenarios" contributes to the development of cadets' speech adaptability. Conclusions. It has been concluded that teaching dialogic speech in the security sector should be based on pragmatism and the operational value of each language unit. The implementation of immersive technologies and approaches allows for a reduction in specialist training time and increases interoperability with foreign partners. The integration of artificial intelligence into dialogue simulators for creating nonlinear stressful communication scenarios is identified as a promising direction. The results of the research can be implemented in the educational process of higher military and law enforcement educational institutions.