Психолого-педагогические условия формирования прагматической компетенции студентов на основе корпусных технологий

Abstract

We present an analysis of the concept of “pedagogical conditions”. On the basis of a comparative multi-aspect analysis of the concept of “conditions”, we determine the concept of “pedagogical conditions” and the main characteristic features are identified. We analyze pedagogical conditions in the work as an integral part of the pedagogical system; they reflect environmental opportunities that affect the personal and technological aspects of the system, contributing to its successful functioning. We consider various groups of conditions that ensure the effective functioning of the pedagogical system. We reveal the features of three groups of pedagogical conditions (organizational and pedagogical, psychological and pedagogical, didactic). Further, we propose psychological and pedagogical conditions aimed at the development of pragmatic competence based on corpus technologies. The first proposed psychological and pedagogical condition is the motivation of students to develop pragmatic competence based on corpus technologies. The second psychological and pedagogical condition is the development of foreign communicative competence in students not lower than level B1. The third psychological and pedagogical condition for the formation of pragmatic competence based on corpus technology should include the development of information and communications technologies competency in students. The following psychological and pedagogical condition for the development of pragmatic competence based on corpus technology is the formation of information and communications technologies competency in the teacher. And the last psychological and pedagogical condition for the development of pragmatic competence based on corpus technologies should be considered as following by students the designated algorithm for the development of pragmatic competence based on corpus technologies.