Abstract
This article discusses psychological characteristics of communicative and speech competence of the agriculture faculty students. The authors pay attention to the study of students communication skills in the process of interaction, their ability to translate meaning, skills of information interpretation and effective meaning transfer. The study involved 120 students aged 17 to 23 years (M=20.75, SD=2.25 (37% men). Methods were used: a survey – “Communicative competence” of L. Michelson in the modification of Yu.Z. Gilbukh; testing – subtest No. 6 of the Wechsler test; analytic tasks – a method of supplementing / completing / restoring a speech utterance, a classification method; statistical methods (descriptive statistics , Mann Whitney U test, Kruskal-Wallis test). The study found that first-year students differ from senior students in communicative competence. The speech competence of graduate students in a qualitative aspect is better developed, however, it is distorted by the influence of personal characteristics and the situation. The research prospects are aimed at studying the differences in speech and communicative competence of students who completed training courses on the development of these abilities. It is also promising to study the characteristics of the process of meaning, as variables in the formation of speech and communicative competence.
Highlights
In the process of communication, an exchange of meanings takes place between students: during a speech impact, the communicator broadcasts its own meanings, values, relationships, which are either perceived by the recipient in tune, or are transformed in his mind
A theoretical analysis of the problem of speech and communicative competence allowed us to establish that today there are a large number of interpretations of these concepts
At the beginning of the study, communication skills were presented to a statistical analysis
Summary
In the process of communication, an exchange of meanings takes place between students: during a speech impact, the communicator broadcasts its own meanings, values, relationships, which are either perceived by the recipient in tune, or are transformed in his mind. The following factors largely determine how communication will develop: how competently and fully the sender of the message is able to convey information; how the recipient will understand the sender, which will show the reaction; the extent to which communication participants are able to correctly identify personal boundaries, show empathy, contact, take initiative in communication, demonstrate general awareness of the subject of conversation. Leontiev D.A. noted, it is impossible to organize long-term productive work of a team without the coordination of group members at the level of meanings, i.e. without the formation and development of communicative and speech competence [1]. In the works of Minaeva S.V. and her colleagues are offered an author's interpretation of the concepts of social and professional communication and social and professional communicative competence. The authors propose to understand by socio-professional communicative competence the totality of knowledge and skills necessary for the exchange of information between people and groups in the field of professional activity [2]. Mustukhanova R.M. highlights the following structural elements of speech competence: the ability to create and understand the various types and genres of stylistically differentiated texts; fluency in oral and written vocabulary and speech in native language; the ability to speak correctly, expressively, fluently both in dialogues and in monologist speech, to be able to understand sounding and written speech; ability to produce speech [5]
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