*2.2.3 Language competence management*

Forgetting information is fast enough, but electronic Acquiring Management System will ensure the formation of a logarithmic dependence of the learning curve, will avoid the "barrier to overcome" and prevent the transition of training in the mode of retraining (**Figure 7**).

The proposed e-AMS is primarily aimed at developing listening and speaking skills, which are fundamental [11–13] and account for about 75% of the total required competencies (**Figure 8**). As we can see, written speech accounts for less than 10% of the total language competence, so it is not taken into account in our system. In addition, there are several variants of perfectly functioning Internet systems that are specifically designed for learning grammar in writing and can easily be added to e-AMS.

**Figure 7.** *Comparison of guided and unguided learning processes.*

**Figure 8.** *Distribution of language competences.*

In fact, the description of the process of obtaining the necessary result i.e. achieving the level of "spontaneous speaking" is reduced to a mathematical dependence:

$$\text{Rez} = \text{F}\_{\text{minmax}}\left(Li, \text{Sp}, \text{ Re, } Wr\right) \approx \text{350 hours},$$

where: Li – listening, Sp – speaking, Re – reading, Wr – writing.

Moreover, particular importance attaches to the correlation between R*Li Sp* <sup>+</sup> , R*Li*+Re and R*Li Wr* <sup>+</sup> , because the process of forming language skills is not determined by simple listening, but works only if the learner strives to imitate the sounds of new speech as accurately as possible and understands the structure of the language at an accessible level.

Therefore, regular lessons (**Figure 9**) in e-AMS of 25–30 minutes each should consist of:

pre-recorded introductory part (3–5 minutes) in which the teacher explains the meaning of the lesson, and only in this part of the lesson explanations in the student's native language are allowed, if the visualization mechanisms are not enough to convey the meaning;

main part (about 20 minutes) can be spent in a virtual classroom for the chosen profession, this part of the lesson uses the main components of SVM, which are Visual Models and Visual Dictionary;

final part (5–7 minutes) is a grammatical training based on maps-tables, fixing the language skills at the appropriate level.

Successful conscious training requires two modes: linear demonstration of patterns to implement them, and random training to fully automate the skill. The first mode shows the linear change of one parameter with fixed other variables. When using the second mode, you can combine linear and random changes to these parameters to create unpredictable situations that require real thinking using language to complete the task.

A video example that briefly explains the meaning of such lessons is provided at the link Video 2.

Currently, the first prototypes of interactive trainers using visual models are created. To implement the full functioning of the e-AMS, 3–7 standard simulators are required at each of the increasing levels of language proficiency in accordance with the program of formation of professional skills of the student. The total number of trainers is about 25.

It should be well understood that the main contradiction that prevents the creation of effective tools for rapid mastery of another language is the logical closure between the language as a tool for managing activities and the language as a subject of activity. The essence of this problem is that if the student does not know how to make a proposal that conveys the desired meaning, then he will not be able to do it. But if he knows the rule of how to do it, then he still can not do it, since the area of the brain responsible for speaking is busy thinking about this rule.

However, one of the most effective ways to teach a language is to learn through the simultaneous formation of professional skills. The proposed approach allows you to form a speech zone based on the study of not individual words and grammar, but the use of typical situations, working dialogues, short sentences, phrases, speech patterns, and even slang. The general view of the process of forming a new speech zone is shown in **Figure 10**.

Teaching materials should be presented in about 90 video tutorials and about 60 training exercises. The corresponding Common European Framework of Reference (CEFR) [14] test system is quite suitable as a control test for the transition from one level to another with one reservation the system must be adapted to the planned

**Figure 9.** *Schematic drawing of a typical lesson structure in e-AMS.*

#### **Figure 10.**

*General view of the process of forming a new speech zone using e-AMS.*


#### **Figure 11.**

*Approximate order of using Visual Models according to the learning curve.*

professional activity of the student and implemented in two stages at each level (**Figure 11**).

Thus, the development of a new language is a transition to a new way of thinking, causing speech production in accordance with the grammatical schemes and semantic connections of the system of the studied language It is here that the gnoseological roots of SVM are found, which is used in the proposed e-AMS.

*Concept of a Management System for the Formation of Adult Language Skills on the Example… DOI: http://dx.doi.org/10.5772/intechopen.96926*
