Communication In Professional Activity Research Articles

Formation of communicative culture of future service sector specialists: Theoretical analysis and practical perspectives

This article highlights the importance of studying the communicative culture of future service sector specialists from theoretical and practical perspectives. The main objective of the work was to analyze and summarize the essence of communicative culture in the context of professional development of future professionals, which ensures their social activity and contributes to the formation of positive communicative skills and qualities. Analytical and comparative methods of studying communicative culture are used in the article, as well as an analysis of modern approaches to forming communicative competence in future service professionals. It is emphasized that the development of the communicative culture of future service professionals is inextricably linked to their professional and personal growth, which is manifested in a creative approach to mastering the techniques and methods of effective communication. It is noted that at the same time, communication culture plays an important role in shaping the social activity of a specialist, determines the norms of behavior and teaches to use appropriate means of communication. It is proved that thanks to the knowledge and ability to use the adaptive capabilities of communication culture, specialists can successfully establish communication with colleagues and clients, as well as build their careers. Additionally, the article includes an analysis of the professional qualities that a tourism professional should possess. The research results demonstrated that studying communicative culture has great potential for improving the quality of service and increasing professional competence. The practical significance of the work lies in the possibility of using its results in the service sector of foreign language professional training of future service professionals to improve communicative skills and increase the efficiency of communication in professional activities

Patient-oriented linguo-professional training of medical students

Introduction. Patient-oriented communicative interaction in medicine is studied in various sciences, however, teaching appropriate communication in a medical university is impossible without taking into account its verbal specifics due to the high linguistic activity of the medical profession. Patient-oriented communication skills should be systematically formed in linguo-professional training, which disciplines and topics require clarification. The purpose of the study: to determine a set of disciplines and topics for patient-oriented linguo-professional training of medical students and to identify their demand among students and teachers of higher medical education (HME). Research methods: study of scientific and educational literature, reflecting the communicative aspects of the professional activities of physicians; questionnaire survey (174 teachers and 766 students of the Siberian State Medical University (Russia, Tomsk), ranking the subjects of patient-oriented linguoprofessional training according to their demand among students and teachers of the HME, summarizing the results of the study Research results. It is substantiated that the patient-oriented linguo-professional training of physicians should: 1) act as a significant component of their university training; 2) promote the development of professional and communicative (linguo-professional) competence for the implementation of effective verbal communication in professional activities in the dyad “doctor – patient”; 3) be based on the principles of the anthropological approach, the ideology of patient-orientation in medicine. The 16 most relevant topics for this training were identified, among which the topics related to speech etiquette in the communication of a doctor, his communication tasks, rules and techniques of conflict-free communication are especially in demand among students and teachers of the HME. Priority methods and technologies for teaching communication with patients have been identified: conversations, situational tasks, active listening, dialogue communication, giving examples, simulation technologies. Conclusion. The achievements of linguistic research in medical communication and the principles of a patient-oriented approach should be taken into account in the linguo-professional training of physicians. Its implementation is possible through the complementarity of the content of linguistic and non-linguistic disciplines or a single discipline for teaching patient-oriented communication.

FORMING OF READINESS OF FUTURE TEACHERS OF FOREIGN LANGUAGES TO DIALOGUE COMMUNICATION IN PROFESSIONAL ACTIVITY

The pedagogical conditions of formation of readiness of future teachers of foreign languages to dialogue communication in professional activity are determined and described in the article. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (future teacher of foreign language), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of the future teachers of foreign languages highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future teachers of foreign languages. On the basis of theoretical analysis of the researched problem, the system of pedagogical conditions of professional formation of future teachers of foreign languages in the establishments of higher education is determined: integration of modern educational technologies in the educational process of future teachers of foreign languages (interactive, information, project, problematic) teaching methods, appreciating of students’ academic achievements and readiness of teachers to implement of competent and student-centered approaches; comprehensive motivation of future teachers of foreign languages educational activity in the process of studying as a special and choice disciplines; taking into account by future teachers of foreign languages the level of development of the psychological components of professional competence and formation of professional important qualities in the future teachers of foreign languages already at the stage of study in the establishments higher education (personality-oriented educational activity of the future specialist. The combinations of different activities of future teachers of foreign languages are the integration such kinds of activities as educational-speech, communicative, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication. The educational process needs constant generation and implementation of new ideas of forms into practice, forms, and means of teaching in higher education establishments that provide of effective of forming readiness of future teachers languages to dialogue communication.

Умение выражать косвенное несогласие в рамках обучения предметам социально-гуманитарного цикла как составляющая коммуникативной компетентности студентов

The purpose of the research is to determine the possibility of forming the ability to express disagreement by means of indirect communication in university students when teaching subjects of the humanities and social sciences. The paper addresses the prospect of formation of some components of communicative competence in university students using a set of training exercises. The set of exercises has been developed for students to master the techniques of expressing indirect disagreement in a number of disciplines of the humanities and social sciences, such as “Conflict Resolution Studies”, “Business Communication”, “Speech Culture”, “Communication in Professional Activities”, “Business Relations”, “Psychology of Business Communication”. The work is novel in that it represents the first attempt to use such interactive teaching methods as interview, round table, role-playing and the case method to develop students’ ability to express disagreement by means of indirect communication. As a result, it has been found that the use of the above-mentioned set of training exercises in the course of teaching subjects of the humanities and social sciences contributes to the development of students’ ability to maintain communicative balance, avoid negative manifestations of disagreement with an opponent.

To the issue of training future Army officers for intercultural communication in professional activity

To the issue of training future Army officers for intercultural communication in professional activity

PROFESSIONAL SOCIALIZATION OF STUDENTS IN THE STUDY OF HUMANITIES AT A TECHNICAL UNIVERSITY

This article substantiates the importance of professional socialization of students of a technical university. It is the student age, due to its age-related mental and personal characteristics, that all types of socialization occur intensively. Consequently, students are considered as the most favorable period for professional socialization. In addition, the article analyzes the scientific sources of literature in terms of the definition of the concept of "professional socialization". A huge role in the training of qualified personnel is played by higher education, which lays the basic foundation for the personal and professional development of the younger generation, in whose hands is the future of society and the country as a whole. It should be noted that thanks to the study of humanities at a technical university, it is possible to implement such methods of working with students that will ensure successful professional socialization of junior students at the training stage, form personal qualities and increase the level of professional training. Using the example of specific humanities disciplines, such as "Communication in professional activity", "Business communication" and "Psychology of professional activity", the article presents work with junior students, which forms the social formation of a student's personality and is part of the process of professional socialization.

STRUCTURE AND CONTENT OF THE DISCIPLINE «SCIENTIFIC COMMUNICATION: METHODS OF THE RESEARCH RESULTS PROCLAMATION IN THE FIELD OF EDUCATION»

The article is devoted to the structure and content descriptionof the professional cycle training discipline of the future doctorof philosophy in the field of 01 Education / Pedagogy, specialty011 Educational, pedagogical sciences. In particular, the needto teach this discipline to graduate students studying in thisspecialty is justified. It is recommended to include it in thecurriculum of the first year of study. The goals of teaching thisdiscipline and the competencies that future doctors of philosophyin the field of education should master are defined: integral,general and professional. The main goals are formulated asawareness of graduate students of the need and importance ofscientific communication in professional activities, systematizationof knowledge about the possibilities of scientific communicationin the modern world, the formation of skills to publish researchresults in various forms and genres, preparing graduate studentsto write and defend dissertations. The expected results ofpostgraduate training in this discipline are specified. There aretwo content modules of the discipline, consisting of lectures andpractical classes, as well as independent extracurricular workof applicants for higher education.

L’approche par competences dans l’enseignement du Français de specialite (le cas des specialites droit international et relations internationales)

In this article we make a brief review of the literature in the field of teaching French as a foreign language (FLE) and try to give an outline of concepts such as: “French language for specific purposes” (FOS), “French language of specialty” (FS), “French as a professional language” (FLP) and «Competency-based approach». Currently, there is a difficulty in the differentiation of “French language of specialty” (FS) and “General French language” (FG) in terms of purposes, content and the role of the teacher. Moreover, in the light of concepts of the scholars, we try to define the approach of teaching French as a foreign language suggested by Kazakhstani high educational institutions. Last years, the implementation of the “French language of specialty” (FS) to educational process for the non-linguistic specialties has taken special role due to the increasing role of foreign language communication in professional activity. Thus, the implementation of teaching French language of specialty in high educational institutions of Kazakhstan is intended to the integration of students in the professional environment as well as to the enhancement of the competitiveness of Kazakhstani universities. Key words: French as a foreign language, French language of specialty, French language for specific purposes, professionalization of teaching, competency-based approach, non-linguistic specialties.

Pedagogical conditions of readiness of future specialists of service sector to dialogue communication in professional activity

Pedagogical conditions of readiness of future specialists of service sector to dialogue communication in professional activity

ВЫРАЗИТЕЛЬНОСТЬ РЕЧИ КАК СУЩЕСТВЕННЫЙ ПРИЗНАК КОММУНИКАТИВНОЙ КУЛЬТУРЫ ЮРИСТОВ

In the conditions of intensification of various aspects of human life, the training of specialists who meet the needs of society and the state is of particular importance. The professional profile of a lawyer, according to the normative documents, assumes as an obligatory component of le-gal competence the ability to reasonably and clearly construct oral and written speech, as well as to carry out written and oral communication in Russian. Expressiveness of speech is an inte-gral element of these competencies. However, as practice shows, the culture of speech of specialists in the field of law cannot be considered sufficient, which clearly indicates a contradic-tion between the official requirements for specialists in this field and the real state of affairs. It occurs mainly due to the relatively low level of knowledge on the issues of achieving expressive-ness of speech, as well as due to ignoring this requirement as a component of the communicative culture of a lawyer. The revealed discrepancy determined the purpose of the work, the essence of which is to consider expressiveness as the quality of speech of lawyers, from the standpoint of its essential characteristics, as well as methods and conditions of implementation. To achieve this goal, an analysis of the current definitions of the concept of “expressiveness of speech” was carried out, which made it possible to substantiate the following: the expressive speech, subject to the condi-tions imposed on it, is definite, consistent, substantiated, understandable and expressive. To achieve expressiveness in a public legal environment, various tropes are used (comparison, metaphors, epithets, personifications, and others) and figures of speech (antithesis, anaphora, epiphora, repetitions, inversion, and the like). Theoretical and empirical study of the literature, corresponding to the selected problem, made it possible to conclude that knowledge of the essential features of expressiveness as a quality of speech and mastery of the methods of its implementation, under certain conditions, allow a lawyer to increase the efficiency of communication in professional activities.

COMMUNICATION SKILLS OF A TEACHER

Views on communication in professional activities. The need to exchange information in various spheres of human life, to obtain new results as a result of collective discussion of any problem has led to the emergence of such forms of communication as conferences, seminars, meetings. At present, no serious work is possible without deciding at different levels intermediate results, conclusions, options, solutions, listening to opponents and making appropriate decisions. During this period, the first psychological views appeared in the East.

ФОРМУВАННЯ ТЕХНІКИ МОВЛЕННЯ ЯК УМОВА РОЗВИТКУ МОВЛЕННЄВОЇ МАЙСТЕРНОСТІ СТУДЕНТІВ

The formation of students' speech skills is a very important problem of pedagogical education. This is especially true for students who have a related profession to acting - future teachers. After all, the task of teachers is to positively influence the consciousness of the younger generation for the education of socially active citizens, conscious, responsible individuals, creators of a better future for our society.The technique of the teacher's speech is a basic component of professional skill, which is associated with the formation and manifestation of the pedagogical voice, phonation breathing, clear diction and is a means of pedagogical influence. All elements of speech technique in pedagogical speech as one of the types of professional activity are realized.The dominant element of speech technique is the voice. It provides intonation, the creation of adequate to the design of the tonal characteristics of a particular expression. It is a professional "tool" of the teacher.The pedagogical voice is a professionally formed voice, which fully provides the sound range of pedagogical communication. Its features are: high volume, wide dynamic and pitch range, variety of timbres, melodiousness, adaptability, suggestiveness, volatility, noise resistance, flexibility, stability, endurance, it reveals the specifics of other professional voices and complements a number of professional voices - vocal voice, team voice, stage (acting) voice, narrator's voice.The first condition for the development of speech skills in the process of professional training of students is - the successful functioning of technology, i.e. the intensity of learning speech techniques in order to translate actions-exercises into pedagogical skills.It can be realized on the principle of differentiated selection of theoretical material, as a material "practically working", i.e. "serving" certain skills. Only information is selected that helps to understand the essence of the exercises and the technique of their implementation, and which will help in the independent work of the student.Thus, the theoretical consideration of the components of speech technique and awareness of their features create conditions for the development of the necessary techniques, technologies aimed at the formation of speech skills.The second condition is communicativeness, understood as the inclusion of exercises in the real practice of communication of the teacher in order to obtain constant feedback.Calling speech technique a component of communicativeness, we thus emphasize that all preparatory work should be based on achieving a high level of communication efficiency, when the exchange of information between interlocutors is carried out with minimal effort, and it is clear what, to whom and for what purpose (with what intentions) said.The real functioning of breathing, articulation and voice, in a communicative act, ensuring optimal pedagogical communication at the level of oral (acoustic) interaction; bringing to a professional level: "polishing" the voice, diction, breathing in different pedagogical situations, in direct contact with students, their parents and colleagues. - This is the main task of the teacher-educator, which must be solved and why it is necessary to learn.The third condition for the successful implementation of learning technologies is the organization of independent work on speech technique. Each methodical technique is implemented in specific exercises, which are selected depending on the individual characteristics of the performer.To consolidate the speech skills, the basis of which is laid in the classroom, it is necessary for students to train the language apparatus. Work on daily exercises for the development of combined breathing, clear pronunciation of sounds and sound combinations. Constant control over the sound quality of the voice and the clarity and standardization of speech should become a common process in the structure of professional training of speech skills of future teachers.For a professional, harmonious, meaningful interaction of the teacher with the audience, it is necessary to know and master the technique of speech action, this is the fourth condition.There is an important connection - if the teacher speaks well, diction is clear, expressive, voice, speech are melodious - then the listeners hear him/her well. If he/she has a beautiful timbre range, "paints with the voice of thought" - teacher is well understood. If the teacher is inspired, clearly intones, using the bright subtext of a living word empathizing with what is said, then the listeners feel the speaker, worried with him/her.Accordingly, the external technique of speech action provides the opportunity to hear the word, understand and feel. Namely, this is the basis of the art of speech - the speech skills of the teacher, a manifestation of intelligence, education and respect for students.Thus, the formation of speech technique in students, future teachers is a leading condition for the development of speech skills, communication in professional activities.

Комунікативна самоефективність майбутніх судноводіїв

The article deals with the problem of improving the quality of training future navigators according to the strategic goals of the modernization of the educational process in Ukraine’s marine higher educational institutions, based on the humanistic paradigm, which requires special attention to the formation of future navigators’ communicative self-efficiency. The study of this problem is of particular relevance, since it is one of the main professional characteristics for representatives of the senior command navigators that enables them to carry out professional activities productively, adequately and at a high level: to organize the coordinated work of the crew, especially consisting of specialists of different nationalities, religious denominations, mentalities; competently and skilfully communicate with seaport employees, representatives of foreign companies, etc. The paper presents the conceptual provisions of A. Bandura, the founder of the theory of self-efficiency, its role and importance in person’s life as well as those of J. Caprari and D. Servon, D. Matsumoto (communication), educators (self-efficiency), (communicative self-efficiency) in the context of importance and the need to develop and form these phenomena for improving the quality of the training aimed at future navigators in higher education institutions of maritime profile. The phenomenon “communicative self-efficiency of the future navigators” has been defined; its essence and structure have been considered, the latter consisting of three components: reflexive (self-identification with navigators as model professionals, the presence of adequate self-assessment of their own actions in the field of professional communication, a stable reflexive position), cognitive-operational (awareness of the communicative sphere of maritime professional activity, skills, professional communication abilities); affective-behavioural (confidence in the possibility of productive communication in professional activities, emotionality, activity, responsibility, ability to self-regulate and self-sustain). The forms and methods for the formation of communicative self-efficiency of cadets of marine universities involved into the experiment have been presented: reflective workshop, keeping a reflective diary, which gave the cadet the opportunity to conduct self-analysis of their own professional actions and enhance self-understanding regarding the presence of the necessary professional personal qualities for performing their future professional activities effectively and building a positive Self-concept of the future navigator; the organizing dialogue “The role of the reflective component in developing future navigators’ communicative self-efficiency”, the technology “Developing confidence in self-efficiency and productive communication of future navigators in their future independent professional activities”, the training module “Communication skills”, etc. Keywords: communication, self-efficiency, communicative self-efficiency, future navigator, marine higher educational institution.

ИНОЯЗЫЧНОЕ ДЕЛОВОЕ ОБЩЕНИЕ КАК КЛЮЧЕВОЙ КОМПОНЕНТ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ БУДУЩИХ ЮРИСТОВ

Awareness of the need for future lawyers to master a foreign language as the means of intercultural communication in professional activities in the conditions of numerous political, cultural and sports' events recently held in our country actualizes the problem of developing students' skills of foreign language business communication in the educational process. The application of theoretical and empirical research methods contributed to the solution of the problem. Conceptual and terminological analysis was used to describe the terminological field of the problem. The article proposes the author's definition of the concept “preparation for foreign language business communication of future lawyers”, which allowed to bring together different points of view of scientists taking into account the modern requirements for professional training of future lawyers and the peculiarities of the educational process for the study of foreign languages in a law school. Three components characterizing foreign-language business communication of the future lawyer are revealed: linguistic, legal and sociocultural. Research analysis of pedagogical conditions conducive to the solution of educational tasks and practical experience allowed the authors to identify the complex of pedagogical conditions of successful mastering the skills of foreign language business communication: to include the most typical speech professional situations into the study content, to provide subject-subject interaction in the educational process, to consider the interdisciplinary relations. The novelty and significance of the results lies in the fact that the identified set of pedagogical conditions is considered as a guide to clarify the content and structure of foreign language education at a law school, and contributes to the disclosure of internal reserves of future lawyers to achieve this goal.

Psychological peculiarities of the professional self-determination of social orphans in senior adolescence

The purpose of this study was to investigate the psychological peculiarities of the professional self-determination of social orphans in senior adolescence. Two hundred sixty orphans aged 14–16, residing in Central Kazakhstan, were examined to determine the aptitude of orphan asylum adolescents to certain professions. Statistical analysis of male and female groups (p ≤ 0.002) found differences in the following characteristics. The typical spheres for girls were ‘individual-individual’ and ‘individual-imagery’. They focused on communication in professional activity and creativity. The typical spheres for girls were ‘individual-machinery’ and ‘individual – semiotic system’. Statistical differences were found in such professional spheres as law, transport, pedagogy, service sector, engineering, and electric engineering. The results of this study can be used in professional consultations and trainings for successful employment of social orphans.

Тренинг рефлексии как метод повышения эффективности межкультурной коммуникации

The article deals with one of the leading methods of training
 future experts for intercultural communication. Special attention is
 paid to the psychological-pedagogical research of reflection as the
 ability to improve the communicative competence.
 The purpose of the training for each participant is to learn to solve
 problems of intercultural communication in professional activity and
 interpersonal communication. Be aware of how cultural stereotypes
 affect the perception and behavior of the subjects of the multiethnic
 educational environment due to the emergence of a situation of psychologic
 uncertainty.
 In the article approaches to the study of the phenomenon of reflection
 in the context of overcoming uncertainty and increasing the effectiveness
 of intercultural communication in terms of training are disclosed.
 Particular attention is paid to cognitive-emotive technology to overcome
 the negative emotions of the person adaptation to the representatives
 of other culture through the prism of the reflective skills of participants
 in intercultural communication.
 Relevance the article presents the contents of the study is determined
 by the importance of studying this aspect in connection with necessity
 of definition of the status of the training reflection as a method of
 increasing the efficiency of intercultural communication.

Development Dynamics Study of Professional and Pedagogical Culture of Communication in Professional Activities of Teachers

Teachers and students entities interaction implementation in the educational environment of the school requires the high level of professional and pedagogical communication culture formation of modern teachers. In this regard, this article is focused on the dynamics study of teachers professional and pedagogical communication culture development. The results of the experiment presented in the paper show the dependence of psychological and pedagogical components development level of teachers professional and pedagogical culture of communication on external factors - their professional activities experience. The article can be used in the process of professional training and retraining of teachers to form the high level of professional and pedagogical culture of their communication. DOI: 10.5901/mjss.2015.v6n2s3p216