Communicative Orientation Research Articles

The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students’ personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

The problem of stage anxiety in training Students of Pedagogical Universities in performing activities

The article is devoted to the problem of stage anxiety of future Music teachers during public performance of their repertoire. The purpose of the article is to analyse the phenomenon of stage anxiety, its destructive and constructive manifestation in the process of mastering students’ performing skills. The objectives of the study are to analyse the factors that lead to excessive stage education and to substantiate methods of overcoming its destructive impact in the educational process. The specific manifestation of excessive excitement in typical activities of future Music teachers and higher school teachers in situations of public performance has been considered. The varieties of stage anxiety – destructive and constructive – have been determined. The destructive anxiety is manifested in increased anxiety, nervousness of performers, which leads to disorder of the developed conditioned reflexes, coordination of performance movements, loss of self-control, and it significantly worsens the results demonstrated by them. It is emphasized that repetition of the designated disruptions leads to a “stage barrier” and can transform into student’s non-compliance with professional requirements. The constructive anxiety has a positive effect on the performer’s psychological state by increasing concentration of his / her attention and achieving an elevated state and inspiration while performing. The factors of subjective and personal, situational and objective nature that influence the performer’s state have been identified. The first include person’s individual-typological properties: type of the nervous system, temperament, communicative orientation, special and general abilities, in particular – the development of musical memory, musical thinking, internal auditory ideas. The factors of the second kind include the effectiveness of the formative methodology aimed at strengthening and automatizing technical and performing skills, stimulating students to achieve communicative-suggestive influence in performing, providing students with favourable psychological climate, strengthening their self-confidence, correlating the complexity of the repertoire with the real (cap)abilities of the performer. The methods of overcoming the destructive stage anxiety have been presented; these methods include: trainings, psychological exercises, role-playing games for improving the skills of emotional-volitional self-regulation, imagining a situation and a process of public performing, acquainting students with psychological and pedagogical literature, creating success situations. Keywords: varieties of stage anxiety; Music Arts teacher; higher school teacher; factors and methods of overcoming stage anxiety.

Наукові підходи до формування сольних співацьких навичок в учнів молодших класів

The article presents the issues related to the formation of primary school schoolchildren’s solo singing skills. The purpose of the article is to substantiate scientific approaches and principles, the implementation of which contributes to successful formation of primary school schoolchildren’s solo singing skills. These approaches ae bound to the ideas of humanistic, structural-systemic, anthropological approaches. The principles of their implementation have been grounded ‒ the creation of a psychologically comfortable environment; individual-personal planning of the vocal-forming process; monitoring of the process and results of the classes aimed at mastering junior schoolchildren’s solo vocal skills; artistic and communicative orientation of the vocal and educational process; stimulation of primary schoolchildren’s creative activity in musical and playing forms alongside with the solution of their artistic and performing tasks. Some typical mistakes demonstrated by starting teachers have been analysed, which inhibit the process aimed at the formation of primary schoolchildren’s solo singing skills and their manifestation at three levels: interpretative-communicative, performing-artistic, forming-technological. The importance of mastering propaedeutic competence by university teachers has been substantiated as a way to anticipate professional mistakes typical for teachers-beginners. Keywords: singing skills; primary school pupils; scientific approaches; pedagogical principles; propaedeutics of typical pedagogical mistakes.

A polycultural theory of wisdom based on Habermas’s worldview

Building on Habermas’s worldview, this paper attempts to construct a theory of wisdom that integrates the advantages of Eastern and Western cultures. To this end, we review previous definitions of wisdom and their problems and analyze the importance of worldview for wisdom. A worldview provided by the German philosopher Jürgen Habermas is eminently persuasive. We argue that Habermas’s worldview provides a more suitable basis for a polycultural theory of wisdom. The specific components of the wisdom theory are: (1) a relationalist belief in the universal world; (2) transcendental agency in the subjective world; (3) intersubjective communication orientation in the social world; and (4) integrated principles of certainty and uncertainty in the objective world. Inspired by this theory, people could adopt different principles for their subjective, social, and objective worldviews and coordinate them to deal with the problems of human survival, which would also promote the long-term flourishing of human civilization.

Entrevista a la Doctora Margarita Palacios Sierra

Margarita Palacios Sierra obtuvo los grados de licenciatura y maestría en lengua y literaturas hispánicas en la Facultad de Filosofia y Letras de la Universidad Nacional Autónoma de México, hizo estudios de doctorado en la Universidad de Paris en Análisis del Discurso y es doctora en Ciencias Políticas y Sociales con orientación en Comunicación en la Facultad de Ciencias Políticas de la Universidad Nacional Autónoma de México. Fue investigadora del Instituto de Investigaciones Filológicas y ha sido profesora de tiempo completo en la Facultad de Filosofia y Letras desde hace 48 años donde ha recibido la medalla al Mérito Universitario. Ha sido asesora del Instituto Nacional de Educación para Adultos, Secretaria de Educaci´ón Pública; de la Preparatoria Nacional, del Consejo Nacional de Turismo, del Colegio de Bachilleres y del Colegio de Ciencias y Humanidades. Actualmente es coordinadora del Seminario universitario de Estudios del discurso forense en la UNAM.

Supermarket magazines and foodscape mediation in Australia

ABSTRACTThis empirical study of Australian supermarket magazines examines how the mediatised representations of branded products are used to construct relations to food and (re-)establish its functional and symbolic values. It contends supermarket magazines are corporate-owned and -controlled sites of communication and cultural production that bring to light the shifting (power) relations between consumers, food producers and supermarkets. The first section of the paper highlights the role of mediatised representations, product positioning and differentiation strategies and cultural intermediaries in mediating the functional and symbolic values of branded products. Using data generated from the analysis of Coles and Fresh, the next section outlines the communicative orientations of mediatised representations in supermarket magazines and identifies four types of relations to food practices. A communication model of supermarket foodscape mediation is presented to illustrate the mediatory influence of supermarket magazines on the formation of food practices and food relations.

КОМУНІКАТИВНА СПРЯМОВАНІСТЬ НАВЧАЛЬНОГО ПРОЦЕСУ ЯК НЕОБХІДНА ПЕРЕДУМОВА РОЗВИТКУ У СТУДЕНТІВ МОТИВАЦІЇ ДО ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ

The necessity of organizing the process of teaching foreign languages to students as the process which is oriented towards their communicative skills and knowledge is substantiated in the article. The connection between communicative orientation of the educational process and development of foreign language learning motivation is highlighted. It is determined that a communicative and cognitive need is a “trigger” of speech activity, but its realization can be fulfilled only provided that there is a speech situation. Thus, the importance of creating speech situations in the process of foreign language learning is reasoned in the article as well. Speech situations can be different by the level of complexity: from reading and listening comprehension of advertisements, wording of simple requests and short answers to independent statements about works of arts etc. On the basis of the analysis of theoretical works of domestic and foreign scientists, the essence of the communicative approach, its main principles, and methods that are used within the framework of this approach are considered. According to the communicative approach the educational process serves as a model of natural communication process. Such organization of the learning process involves modeling the following fundamentally important communication parameters: the personal character of the communicative activity of the communication process; relationships and interaction of communication partners; situation as a form of functioning of the society; content basis of communication process etc. In the framework of this approach students learn communication in the process of communication itself. Its most important characteristic is the use of authentic materials that are really used by native speakers. The importance of the communicative approach is due to the fact that it actively contributes to the formation of the individual, since learning/teaching is carried out by discussing actual problems with the consideration of interests, outlook of students; communication conditions, close to the conditions of a natural linguistic environment are created at foreign language lessons that positively affects the development of internal communication motives.

The question of inclusion of blocks of communicative orientation in the content of disciplines in the course of training of cadets of institutes of the Federal Pеnal Service of the Russian Federation

The question of inclusion of blocks of communicative orientation in the content of disciplines in the course of training of cadets of institutes of the Federal Pеnal Service of the Russian Federation

Psycholinguistics of Virtual Communication in the Context of the Dependence on Social Networks

The article deals with the problem of determining psychological peculiarities of virtual communication of people, who in a great degree are characterized by dependence on social networks. The author of the article has done a comparative analysis of the peculiarities of cyber-communication of addicts and other Internet users. There were analyzed gender differences of virtual communication. It was established that in the contemporary society virtual communication had become more widespread especially if to analyze it according to the latest information technologies. In such a way the process of interpersonal communication is gradually supplanted by virtual means of transmitting information. The specificity of virtual communication was especially emphasized when the person used social networks which served to maintain contacts, to find like-minded people, to express emotional states, including those ones which were considered unacceptable by the society. There were determined psycholinguistic features of virtual communication in the Internet environment: psycholinguistic presuppositions, psycholinguistic semantic presuppositions, pragmatic, psycho-linguistically marked presuppositions. It was underlined that psycholinguistic presupposition is a special kind of logical mastering of virtual information, cognitive explication of frames by means of actualization of a common fund of knowledge of participants in communication about the world, its organization, the place of a person in it and others. Also, in the Internet environment psycholinguistic semantic presuppositions often take place. Them we’ll analyze as a certain semantic component of the message (statement, judgment), the inaccuracy of which in a particular situation makes the message abnormal or inappropriate. It was emphasized that in the space of virtual communication, the pragmatic, psycho-linguistically marked presupposition, which are a component of the message, the speech genre, and discourse (or a text), are directly related to subjective factors of Internet communication (orientation in different situations of virtual communication, actualization of social, cognitive, gender, etc., characteristics of people in one communicative act), the absence of which converts a message, speech genre, discourse (or a text), virtual communication in general into inappropriate – such as insincere, unnatural, provocative, that do not conceal positive conditions, which make a success in a whole.

People's sovereignty and human rights in the european co-operation of constitutionalism

The authors of the article carried out a comprehensive analysis of the problems of the relationship between the two basic principles of constitutionalism - national sovereignty and human rights through an integrative approach. This relationship was considered in the context of two basic legal theories, namely, the concept of democratic values and participatory (participatory) democracy. The first concept focuses on legal values, and the second -on the legitimate procedure for their adoption.An inextricable connection between popular sovereignty and human rights due to the very nature of a person who combined in him-herself the inherent, inalienable right to personal freedom with the need to be a part of a natural communication space as a legal environment to ensure his/her vital interests and needs. The key aspect that characterizes the formation of a person is communication. Just communicative orientation of the individual creates natural conditions for the existence of law as a result of inter-subjective interdependent relationship.People's sovereignty is not absolute, it ends where an individual life begins. The observance of civil (personal) human rights is a condition for the functioning of a democratic society. They determine the inviolable boundaries of possible interference from the side of the state and society in the personal space of a person, which can be described as follows.The internal relationship between national sovereignty and human rights is due to the fact that civil rights are intended to guarantee every level the chances of achieving their vital intentions and provide reliable legal protection, while the realization of political rights of citizens through the direct participation in the process of democratic legitimation is an effective mechanism, protection of personal freedom

The competency levels of disabled students who study in university

The article is devoted to the problem of inclusive education of students with disabilities at the university. The article analyses the study of the readiness of students with disabilities to research activities. The success of studying at a university depends on the psychological readiness of disabled students to educational and professional activities. Research activities are the main type of educational and professional activities. We studied the readiness levels of students with disabilities from the Belgorod State National Research University for the research activities. We obtained interesting data on the levels of the disabled students’ readiness to research activities. Most disabled students are not ready for the research activities. Students with disabilities experience difficulties in self-regulation, their goals in research activities are related to internal well-being, the communicative orientation is the leading emotional focus in research activities; the motivation to research activities is reduced. Efforts should be made to improve disabled students' university activities.
 Keywords: Disabled students, inclusive education, readiness for research activities, psychological and pedagogical support.

PRINCIPLES OF SYSTEMATIZATION OF SPEECH MATERIAL WHEN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

The article is devoted to the problem of systematization of speech material in teaching Russian as a foreign language. The purpose of the article is to show the importance of different approaches to the description of speech means and special productivity of their systematization in communicative and pragmatic complexes the idea of which is proposed by the author. It demonstrates the specificity of goals and research programs of the most common paradigms: system-centric, functional, cognitive, communicative, pragmalinguistic. The originality of principles of systematization and description of linguistic units in different linguistic paradigms is shown on the material of means of expression of motivation. It is concluded that at present there is no one, generally accepted, universal strategy of systematization of speech means, the search is conducted by researchers from different sides: the paradigms of language means of different levels, functional and semantic fields, conceptospheres, typical speech models, communicative and pragmatic fields, communicative intentions, speech acts, dialogical unities, etc. Modern methods of teaching Russian as a foreign language is based on an integrated approach to the analysis of speech activity, assessing as a leading communicative approach and the resulting from this approach methodological principles of communicative orientation of learning. The principle of dynamic deployment of speech activity, justified by the author, involves consistent expansion and complexity of educational material, coordinated multiplication of skills and abilities of speech communication. The article traces the gradual increase in the content of speech competences at different levels of Russian as a foreign language in the State standards in this area. The idea of productivity of systematization of speech material in communicative and pragmatic complexes, which are illustrated by the example of means of expression of a number of intentions, is put forward and justified. The features of originality of Russian speech models revealed in comparison with the English and Bulgarian languages are shown.

Conceptuality and communication at the philosophical tradition of Richard Rorty

The article deals with the philosophical achievement of Richard Rorty, a bright representative of the English-American tradition of analytic philosophy, in view of the communicative orientation of his key ideas. The author analyzes the attitude of the philosopher towards his contemporary philosophy, especially to the claim of the metaphilosophical theories comprehensive nature. It is shown that the progress of the mankind development can be ensured only in the presence of such an element as a private sphere, where individuals are given the opportunity to freely analyze, study their own aesthetic creations. The scientist developed the ideas of analytical neopragmatism, considering language as a specific human tool, as an instrument of effective human action in the surrounding world. In today’s changing world circumstances change with incredible speed, a person has to take into account this, which leads to the inevitable transformation of the language, the presence of multivariate discourses, and the provision of communication between them.

Communication's role in overcoming challenges for obesity prevention partnerships.

With obesity rates growing worldwide calls have increased to coordinate efforts in nationwide partnership models. Yet, the necessity for professional partnerships has brought into sharper focus a problem in jointly communicating obesity and its prevention. Following a social representation framework and using episodic interviewing of members from different professions directly or indirectly involved in obesity prevention, this report critically analysed concepts and communicative approaches held by those professional areas. Key findings included different perspectives about communication orientations, namely distribution of responsibility, control and communication goals. This suggests that the profession-specific world-views prevented respondents from communicating with members from other professions. We conclude that health communication experts bring unique skills to bring together professional teams to not only develop a common language and conceptual framework but also facilitate a sense of inclusion and personal accomplishment.

Intonation of Different Types of Statements in English and Chinese

The article has identified the intonation design of different statement types in the Chinese and English languages. Comparative analysis has revealed the presence of both similar and distinctive characteristics in the intonation design of different sentences types in the Chinese and English languages. Prosodic means of contacting languages are considered not only from the point of view of semanticdistinctive tones of a syllable, but also from the point of view of their communicative orientation. Key words: intonation, prosodic means, speech melody, register, stress, rhythm, pausing, tempo.

SUCCESS-ORIENTED EXERCISES FOR DEVELOPMENT OF SPEECH ACTIVITIES OF STUDENTS

The role of successfully oriented exercises on classes in the German language was developed in order to prepare students for foreign communication, the possibilities of their use in the process of studying a foreign language were determined. The author, based on theoretical studies and practical experience, describes the feasibility of using different types of exercises, based on the concepts offered by modern German methodologists, in the formation of students' communication in other languages, provided that they are oriented towards success and become effective. The analysis of methodological literature on this issue made it possible to determine the basic requirements that apply to exercises: communicative orientation; motivation of speech actions of students; creation of educational and communicative situations in the task of the exercise; professional orientation; cultural (sociocultural) orientation. It is determined that the main principle in the foreign language course should not be the principle of deficit, but the principle of focusing on success, which is a part of the professional ethics for each teacher, and is especially important for a stable motivation of students. The author analyzes the typology of exercises and their criteria offered by the German methodists: a) reciprocal, exercises aimed at understanding the content of the listened or read text; b) reproductive, in which students produce sentences or texts on a given condition; c) productive, which involves the implementation of speech communicative actions with the help of already acquired knowledge (this type of exercise, they consider the transition between exercise and tasks); d) reproductive-productive, in which a text sample is given, with the help of which it is necessary to create the text in oral or written form. The second type of exercise: a) communicative (open), which allows you to choose different options for the answer; noncommunicative (closed), in which only one variant of the answer is true; Semi-communicative (semi-open) offer to a large extent the choice and options where there are different solutions. The third type of exercise: a) exercises aimed at understanding the content of oral or written text; b) exercises aimed at studying linguistic means and grammatical forms. The ways and principles of their successful realization are indicated, in particular person-activity and the principle of orientation towards success at the conclusion of such exercises; the preconditions for the effective use of exercise with skipping are established; the importance of the system of exercises as the provision of the organization of the process of assimilation and the organization of the learning process is substantiated; the inexpediency of using exercises with passes in the formation of speech competences, the training of grammar rules, as well as the subject of their direction, types of works and the forms of their execution and verification, the variants of tasks for exercises that are effective in forming foreign language speech activity are determined.

English anthroponyms: their features and usage as a linguistic resource

The article touches upon the teaching a foreign language in secondary schools is a communicative orientation. Knowledge gained in the course of acquaintance with such a narrow topic as “anthroponyms in English” contributes to a more conscious approach to the process of learning English and can help the student to be more interested in the work process. As it is known, anthroponyms have a special place in any culture, including English, so it is imperative to know their use in speech, since it is difficult to imagine communication without proper names. At present, it can be stated that anthroponymics has an interdisciplinary nature, since it unites not only linguistic paradigms, but also a number of other areas of science: cultural studies, history, ethnography, sociology, psychology, and others. This factor is due to the specify of this linguistic concept from the grammatical, semantic, historical, cultural and psychological points of view. This article examines the concept of anthroponym and its main characteristics. In this regard, the use of anthroponyms in classrooms allows not only to motivate students to the language, but also to learn the culture of native speakers. Consequently, anthroponyms are one of the most significant linguistic resources for the development of educational assignments, scientific projects on various linguistic topics of mastering the English language. The practical significance of the study lies in the fact that its results can be applicable both in the practice of using English anthroponymic dictionaries and in their compilation.

Linguistic principles of formation of dialogic competence of elementary school students

The article presents the conceptual foundations of dialogical competence formation in the context of Ukrainian language education of elementary school students. The author emphasizes that the ability to formulate and express their thoughts correctly is the key to success in life. It is proved that broadcasting is the main means of communication, meeting the various personal needs of people in communication. The author argues that in linguistics, language is defined as a kind of sign system that provides human thinking, communication with other people, that is, serves as a means of forming thoughts, perception of the surrounding reality, the exchange of information. Attention is drawn to the fact that since language and speech accompany a person in all activities throughout life, it is appropriate to talk about the interconnection of all activities in speech communication, that is, speech competence, which is a component of communicative. The author notes that the competence approach in education is understood as the orientation of the educational process to the formation and development of basic competencies of the individual. It is specified that competence should be understood as a real requirement for students to acquire a set of knowledge, methods of activity, experience, attitudes in a certain field of knowledge, qualities of the personality acting in society, and competence - as really formed personal qualities of the student and experience. The author emphasizes that the communicative-activity approach is one of the basic principles in the teaching of the mother tongue, under which the process of mastering the mother tongue should be carried out in the course of solving the students' oral tasks, arranged in order of increasing their complexity. It is emphasized that the principles of experimental study construction were: communicative orientation of dialogue teaching; the principle of situationalism in the teaching of first-graders in dialog speech; language training as an activity; the principle of speech and mental activity of students; the principle of individualization; gradual and systematic approach to learning dialogue. The author emphasizes the importance of the principle of communicative orientation, which involves the construction of a language learning process as a process of real communication. The prospects for further research in this area are identified.

Searching for “the golden key” (problems of modern Russian as a foreign language textbooks)

The article generalizes and gives critical analysis of the problems of a modern Russian as foreign language (RFL) textbook. Its essential characteristics and functions are revealed. A textbook on Russian as a foreign language reflects the features of Russian language teaching at a certain stage of science development. The important characteristic of all RFL textbooks is the ability to simulate pedagogical process, simplified and at the same time idealized, and to ensure the interaction between the teacher and students. A textbook on Russian as a foreign language structures foreign language material presentation, organizes gradual formation of speech skills and abilities. The textbook realizes the informational function as well. The motivating function of the textbook can be realized in the unity of its external and internal structure. The interrelation of “visual appeal” (paper, font, colourful illustrations, etc.) and clearly structured material presentation with the necessarily generalized and systematized information is presented in a textbook. Practical (communicative) orientation is the essential characteristic of RFL textbook. RFL textbooks realizes a differentiated approach to control and training, i.e. performs the controlling function. A brief description of different generations of textbooks is given. The analysis of scientific and educational literature allows to confirm methodological necessity of creating an encyclopedia for the authors of RFL textbooks. The encyclopedia could sum up fundamental research in teaching foreign languages and Russian as a foreign language.

INTENTIONAL NETWORKS OF DISCOURSE

The article is devoted to the description and study of special structural formations in the discourse that differ from linear referential structures, intentional networks, the participation of which is necessary for the implementation of author's intentions. The intentional networks deprived of the nucleus serve as representations of the cognitive presentation plan, linking the reference basis of the presentation with the network structure that creates the conditions for regulating the processes of message understanding.
 The material base of intentional networks is formed by language tools with non-descriptive semantics, the functional purpose of which is to pragmatically accentuate the fragments of the presentation that are most significant for the formation of meaning, and to create a field of understanding containing the necessary cognitive and communicative orientations for the participants to communicate.
 The predominant interest in the processes of planning, production and understanding of speech acts in cognitive pragmatics highlights the problem of systematic conceptual knowledge models (individual and conventional), the presence of which is a condition of understanding. Less attention is paid to the systematic nature of language processes, which, in our opinion, is of primary interest to linguistics. The current state of knowledge requires further differentiation and differentiation in the discursive process of rigorous algorithmic procedures and flexible structures, which allow making changes to the strategic program implemented by the author of the text during the creation of the text.
 The study of speech works makes it possible to distinguish structural formations of two types in them, linear and network structures. In contrast to the centralized sequence of propositions, the intentional network is created by many centers, the flexibility of the network elements is due to the multilayered subjective perspective, which has several levels of organization. The grammatical level is represented by the grammatical subject, the semantic (propositional) - by a certain type of agent, the cognitive - by the subject of reflection or perception. The communicative (pragmatic) level allows you to make a choice between the subject of speech (addressee), the addressee and the observer (external participant in communication). The network nodes use various combinations of perspectives, which creates unique opportunities for managing the processes of understanding in the conditions of remote comunication.