Technology "Debate" as a tool for communicative competence development

Olga I Vaganova,Elena A Chelnokova,Lyudmila A Turchina,Anna V Lapshova,Larisa V Tsyganova

doi:10.34069/ai/2020.27.03.40

Abstract

The task of a modern university is to produce a highly qualified and competent specialist, ready for independent implementation of professional activities. Communicative competence is one of the fundamental in such preparation. The purpose of the article is to review the experience of implementing the Debate technology as an effective means of developing communicative competence of future vocational training teachers. The article focuses on the specifics of their future activities, its features and conditions, as well as their role in the field of professional education. The teacher of vocational training carries out pedagogical, educational-production and organizational-methodological activities in students training in secondary vocational schools. The basis for the implementation of his professional activity is the construction of effective interaction in the classroom between the teacher and students. For this, future teachers of vocational training must master communicative competence which is one of the main components of their future activities success. The article reveals features of the "Debate" and their capabilities in students’ training. The study allowed us to check the level of communicative competence development in dynamics, as well as to identify the level of students' motivation before using the Debate technology and after. Based on the data obtained, we can talk about the effectiveness of technology implementation. "Debate" provides ample opportunities for students to develop interaction skills, conduct constructive dialogue, select arguments, effective interaction strategies, the ability to balance emotional stress during the discussion, the ability to speak in public and other skills that contribute to the development of communicative competence and provide highly qualified specialist training.

Highlights

The main strategic goal of modern higher schools is to train highly qualified specialists capable of performing productive independent professional activities (Abramova et al, 2019)
The development of communicative competence was determined by the following indicators: the degree of conflict; the adequacy of the perception of others' opinions; correction of one’s own opinion under the influence of arguments; the ability to ask questions and answer them, the implementation of feedback; the ability to balance emotional stress during the discussion; ability to interact effectively with other students, to carry out cooperation; ability to select effective interaction strategies; argumentation of one’s opinion; ability to resolve disputes; ability to speak to the public; involvement in the situation, manifestation of the initiative; effective teamwork
The student is reasoned but defends his point of view; non-conflict; able to smooth out conflict situations in the process of interaction, relieve emotional stress during the discussion; y s an listen to opinion of the opponent; shows leadership qualities, takes responsibility; able to build effective interaction strategies leading to high results; speaks to the public, is maximally involved in the situation

Summary

Introduction

The main strategic goal of modern higher schools is to train highly qualified specialists capable of performing productive independent professional activities (Abramova et al, 2019). Achieving this goal is carried out through complex, multifaceted processes, including implementation of educational technologies in the learning process (Bulaeva et al, 2018). In order to carry out future professional activities at a high level, the student needs to master the process of dialogue (Denysenko et al, 2018). This is a rather lengthy process in which various educational technologies are used (Koshechko et al, 2018). In this article we will consider their functionality, opportunities in the preparation of vocational education teachers and the development of their communicative competence (Markova et al, 2019)

Objectives

Methods

Results

Conclusion