Topicality of Linguistic Competence and Performance Teaching at Higher Educational Institutions

Abstract

Highly developed economies of the West are characterized by innovative-orientation, and the modern economy is viewed as the “knowledge economy”.Competitiveness of the higher educational institutions graduates is determined by their “global thinking” based on the human values, principles of citizenship, ability to further education and development as well as self-upbringing.It is stated in research papers that nowadays EFL competence is not a trait of a person from the elicit community but a necessary skill of all the employees as well as in the past literacy was the characteristic of upper class and at present it is important for any average person.It is evident that good knowledge of English language provides export and import of intellectual capital, that is, academic mobility of lecturers and students, their participation in the international conferences and involvement into the international projects, mutual programs and developments.Writing became very important only after competence-oriented approach of Bachelors’ and Masters’ instruction was introduced in the Russian Federation because creative writing became necessary for the new educational standards. Significance of writings is determined by the shift of the higher educational institutions to the grant earning activity, connected with writing lots of documents such as application letters, reports, blogs, e-mails, forms, working papers and papers in the international repositories. Moreover qualification demands to the international exams’ results comprise writing skills at least at the Intermediate level. It is important to understand that writing teaching is not a linear process. It is a complex and multi-hierarchical process, the result of which is a shift to communicative variant of texts, that are not adapted to the learning process and are closely connected with actual situations of life. Creative writing is a very complex, time-consuming and slow process, but it is one of the challenges of the modern linguo-didactics. Interdisciplinary approach is applied for both learning fiction and for creating one’s own texts. Reading works of fiction, their discussion, analysis and composing one’s own texts is the affective and cognitive process. Reflexive work stimulates emotional feedback of the students, and improves the teaching effect. It is important that specialists in linguo didactics consider learning fiction as the second best way to understand the foreign language environment, the first being staying among the native speakers in their own country. This fact proves that learning fiction is very useful for formation of the EFL competence at the high level.