Creating an Effective Form of Communication Strategy in Foreign Language Learning

Oksana V Shemshurenko,Gérard Broussois,Liliya R Nizamieva,Gulnara I Nazarova

doi:10.13189/ujer.2019.071801

Oksana V Shemshurenko, Gérard Broussois + Show 2 more

Open Access

https://doi.org/10.13189/ujer.2019.071801

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Abstract

The present article is devoted to creating an effective form of communication strategy within the process of teaching a foreign language (FL) and providing a means of stimulating cognitive interest, motivation, as well as cognitive-practical independence among students in the process of mastering an FL. On the basis of the given analysis, it is concluded that communicative learning strategies can develop critical thinking in students by reason of the problematic nature of educational tasks and consequently create a basis for their linguistic self-organization and creativity. Thus, effective communication can meet established trends in modern education in order to strengthen the practical component of learning process for a more effective form of professional and professional-applied competencies of future graduates of higher education institutions. Within the framework of FL teaching, it also allows students to develop abilities to adapt to different linguistic situations, both domestic and professional, and have great prospects for their applications in the field of education due to their focus on further creative development and self-education in students.

Highlights

Communicative teaching methods are increasingly becoming important in the practice of teaching a foreign language (FL) in higher education institutions, ensuring the formation of professional and professional-applied competencies of future graduates
The contrast between deductive and communicative approaches in FL teaching can be assumed as a significant methodological aspect of content of education
With regard to FL, communicative pedagogy suggests starting with exercises or, more broadly, with practical activities in a controlled educational process in order to further theorize experience or conceptual objectification of knowledge built on this basis

Summary

Introduction

Communicative teaching methods are increasingly becoming important in the practice of teaching a foreign language (FL) in higher education institutions, ensuring the formation of professional and professional-applied competencies of future graduates. The contrast between deductive and communicative approaches in FL teaching can be assumed as a significant methodological aspect of content of education. Preference has been given to deductive teaching methods in this area, in which students could primarily receive theoretical information about certain specific aspects of a language in the form of rules and recommendations, and only applied them in direct language practices. With regard to communicative FL teaching, theoretical knowledge is based on linguistic experience accompanied by more emphasis on active use of language rather than providing information about it [Mourlhon-Dallies, 2006]

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