Communicative Competence Of Students Research Articles

THE FORMATION OF HIGH SCHOOL STUDENTS’ COMPETENCE IN ENGLISH WRITING BY MEANS OF BLOGS ON THE BASIS OF INTERACTIVE TEACHING

The article considers blog and blog technology as a modern effective tool of interactive foreign language teaching and proposes the methodology of forming the English writing competence of high school students with the use of blogs. The content of the concepts “interactive learning of foreign languages”, “technology of interactive learning of foreign languages” is determined, the main characteristics of interactive foreign language teaching and the importance of critical thinking as its key components are outlined. The technology of forming the English written communication competence of high school students with the use of blogs on the basis of interactive foreign language teaching is substantiated: the methodological potential of blogs as a means of forming the English written communication competence of high school students on the basis of interactive teaching is considered, the appropriate methodological typology of blogs is proposed, the stages of developing the English writing skills with the use of blogs are characterized in correlation with the stages of interactive foreign language teaching. The subsystem of exercises for forming the English written communication competence of high school students with the use of blogs on the basis of interactive teaching is proposed, examples of exercises and illustrative materials are presented.

DEVELOPING CHINESE STUDENTS’ COMMUNICATION SKILLS THROUGH SYNCHRONOUS DISTANCE INTERPRETING COURSE

Future of higher education is closely connected with degree programs in distance mode as it guarantees security and convenience for overseas students. With Chinese-Russian relations becoming closer, more Chinese students are majoring in translation and interpreting studies at Russian universities while staying in China, so universities should provide well-organized online interpreting classes to build professional interpreting competences.
 Purpose. This paper aims to assess possibility of developing basic communication competence of future interpreters from China through all-digital synchronous interpreting course in Russian educational environment.
 Methodology. The research was carried out among Master’s degree Chinese students and their trainers at Lomonosov Moscow State University, overall number of participants was 58. The set of tools included role playing performance evaluation, open discussion, assessment scales, questionnaires and interviews.
 Results. The study showed that communication skills of future Chinese interpreters can be sufficiently developed in synchronous all-digital interpreting course if good educational environment is provided. The results of the cross-semester examination as well as the questionnaire data confirm that interpreting classes in distance synchronous mode at Moscow State University promote developing of communication competence of Chinese major degree students. For this purpose, pedagogical technologies of the course should include online interactive tasks, role play activities, small-size group rooms, chats via video platforms as well as use of various digital translation technologies. The results of the survey also showed that open online discussions with Russian students have a positive impact on the development of Chinese students’ communication skills. The study also reveals that synchronous distance learning is preferable for Chinese students in turbulent periods of world history (epidemics, wars) as it guarantees sustainability and continuality of educational process.
 Practical implications. The results of the study can be applied in optimizing the organization process in professional higher education both in Russia and abroad. Under certain circumstances synchronous distance training can be the only choice for international higher education programs.

Intercultural sensitivity as a mediator in the relationship between implicit intercultural identification and emotional disturbance-An exploratory study of international high school students.

Intercultural adaptation is always associated with emotional disturbances. Intercultural communication competence, as an important competence of intercultural adaptation, involves implicit intercultural identification and intercultural sensitivity. Competence in these areas promotes the process of intercultural adaptation. Little is known about the relationship between intercultural communication competence and emotional disturbances in new students attending international high schools. The intercultural adaptation process of this population requires attention because of the increasing number of high school students attending international schools, and the fact that most of these teenagers are immersed in intercultural contexts for the first time. This study aimed to investigate the prevalence of emotional disturbance in new students in an international high school and confirm the relationship among implicit intercultural identification, intercultural sensitivity, and emotional disturbances. Study 1 was an investigation of the prevalence of emotional disturbance in 105 students in their 1st year at an international high school using the Self-rating Depression Scale and Self-rating Anxiety Scale. Of these students, 34 were invited to participate in Study 2 to further explore the relationship between intercultural sensitivity, implicit intercultural identification, and emotional disturbances using the Intercultural Sensitivity Scale and Single Category Implicit Association procedure. Study 1 indicated that 15.24% of students were affected by apparent depression and 10.48% had anxiety symptoms. Study 2 revealed that emotional disturbances significantly correlated with intercultural sensitivity (p < 0.01) and implicit intercultural identification (p < 0.01). The openness factor from intercultural sensitivity mediated the relationship between implicit intercultural identification and depression (ratio of indirect effect = 41.04%, p < 0.05) and anxiety symptoms (ratio of indirect effect = 34.65%, p < 0.05). The study revealed that a significant proportion of students in the 1st year of international high school are affected by emotional difficulties. However, intercultural communication competence is a protective factor. Enhancing the international communication competence of senior students in international high schools is important to mitigate mental health challenges.

Developing Addie Model: Speaking for Informal Interaction Based on OBE Curriculum

Coursebook plays an essential role in English language teaching. It is a guide to the prescribed curriculum and syllabus. However, the coursebook does not always match the needs of students and lecturers. This study aims to develop a speaking coursebook using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model based on OBE Curriculum. Researchers used Research and Development (RD) in which the data were collected through questionnaire and interview. There were 26 students and two lecturers in the English Language Education Study Program. From the finding, the design and development of the coursebook are highly influenced by the result of the needs analysis. From the impact of the need analysis, the researchers developed the coursebook for Speaking for Informal Interaction that provides achievable teaching ideas for lecturers, including speaking activities, vocabulary, grammar, dialogue examples, exercise (individual, pair, or group work), and lesson learned related to the topics discussed. The result of validation from experts (design, content, and language), students, and lecturers agreed that the coursebook had met the criteria of a good coursebook. The results of this study can later be effectively used to support the achievement of student communicative competence, especially in the Speaking for Informal Interaction course.

Communication barriers for nursing students: Communication apprehension, emotional intelligence and perceived communication competence

Ineffective communication leads to poor patient outcomes. This cross-sectional, descriptive, correlational study examined relationships between self-perceived communication competence (SPCC), communication apprehension (CA) and emotional intelligence (EI) in ADN students (N=135). Second-year students had higher CA scores than first-year students. EI was a significant predictor of SPCC with a positive correlation between EI and SPCC and a negative correlation between CA and SPCC. Early interventions to identify and reduce CA for students may improve communication competence.

Formation of communicative competence students with authentic health-saving materials

Introduction. The article examines the problem of the formation of communicative competence among students studying Russian as a foreign language in the process of mastering the disciplines of the module "Health Saving" using authentic materials. Modern professional training of future teachers is aimed at developing readiness for recreational activities, which is reflected in the "Core of Higher Pedagogical Education". In this regard, the use of authentic health-saving materials is relevant. The purpose of the article is to substantiate the idea of forming communicative competence among students by means of authentic health-saving materials. The experience gained can be used by future teachers in their professional activities. Materials and Methods. The main methods of the study were theoretical and methodological analysis, the method of diagnostic analysis, including pedagogical observation; questioning; oral questioning, conversation, which made it possible to study the problem of the formation of communicative competence among students studying Russian as a foreign language. Results. Testing of foreign students studying Russian as a foreign language made it possible to conclude that their communicative competence was insufficiently developed. As one of the resources for achieving the set goal, a special program was created that involves the use of authentic materials for independent work of students in the process of studying the disciplines of the Health Saving module. Criteria and indicators of the effectiveness of the formation of communicative competence among students by means of authentic health-saving materials have been developed. The tendencies of positive dynamics of formation of students' knowledge about health, self-preservation behavior and communicative competence in general are revealed. The stages (adaptive, integration, reflective and creative) of the formation of communicative competence in students by means of authentic health-saving materials are presented. Discussion and Conclusions. In the course of the study, the relevance of the problem of the formation of communicative competence among students studying Russian as a foreign language, which is determined by objective reasons has been proved. The created special program involves the use of authentic materials for independent work of students in the process of studying the disciplines of the module "Health Saving" and helps to improve their communicative competence. The effectiveness of the means of pedagogical support used in the process of formation of communicative competence among students is proved.

DIGITAL TECHNOLOGIES AND ONLINE FOREIGN LANGUAGE TEACHING AT HIGHER EDUCATION INSTITUTIONS​​​​​​​

The article is devoted to the problems of using digital technologies in the educational process when teaching foreign languages to students in universities with a focus on financial and economic nature, business and management, IT and engineering, law, as well as transport and logistics, etc. The relevance of the proposed study lies in the need to improve information and communication competence of both students and university teachers in the context of universal digitalization of education. This study is based on the analysis of domestic authors, authors from near and far abroad, considering the use of modern digital tools in teaching foreign languages. It is widely known that teachers of non-linguistic universities actively use digital technologies in their teaching practice. Starting from various types of communication like video telephony and video conferencing, such as Google Meet, Zoom, Teams and others, teachers are widely using various convenient mobile applications to conduct knowledge assessments and tests.

Pedagogical technologies for the development of professional communicative competence of future primary school teachers

In the modern period of higher education development, the problem of formation of a future specialist, whose main characteristics are the ability to conscious personal growth, orientation to overcome social and professional stereotypes, strengthening of professional responsibility, leadership qualities is relevant. This process is connected with the formation of educational models and technologies. The urgency of the article is caused by the acute necessity to change the content of modern education. The problems of forming professional and communicative competences of students are considered. The authors regard the competence approach as the basic approach in the conditions of humanization of modern education. Emphasis is placed on the fact that there was a change of the vector of the educational process in the direction of learning outcomes from knowledge-based approach to practice-oriented one. In the article the pedagogical conditions promoting effective formation of communicative competence of the future teacher are revealed, which include: realization of interrelation of academic disciplines at formation of communicative competence; use of active and interactive methods of teaching in the educational process; use of integrated courses at formation of communicative competence of the future teacher; introduction of the activity approach in communicatively-oriented practice. In the article, the authors emphasize the need to form the communicative competence of a future teacher in the process of professional formation. Since communicative competence is basic in the professional activity of a teacher and is the main component of the professionalism. Significant skills of a teacher's communicative competence are the ability to build a dialogue, a communicative attack, while showing tact, politeness, correctness, etc. A systematic approach makes it possible to form a teacher's communicative culture, develop his competencies, enrich intellectual potential, and form communicative competence.

Assessment of Formation of Intercultural and Communicative Competence of Students

The article discusses methods for assessing the formation of students’ multicultural and communicative competence when learning a language: a foreign language as a second one. The terminological characteristics of formative or summative assessment are used, which make up the structure of criteria-based assessment and, according to the author of this article, they differ from each other in the content of the subject and the type of assessment. The materials of the article will allow university teachers to assess the formation of the multicultural and communicative competence of their students at the end of a foreign language course.

Factors to increase the effectiveness of an online foreign language course for young scientists

Introduction. The rapid development of digital technologies, online format of the educational process due to the spread of Covid-19 have actualized online learning in universities. The combination of work and postgraduate studies by young scientists, limited time frames, low motivation make it necessary to find the optimal ways to organize the educational process in a foreign language. The considered online course provides young scientists with the opportunity to improve the level of foreign language communicative competence in academic and research fields. Purpose of the article: to improve the effectiveness of the online foreign language course for young scientists. Research methods. The experiment involved 445 first- and second-year graduate students of South Ural State University. To determine the effectiveness of the online course in the program of foreign language study in graduate school and increase the level of foreign language communicative competence the following methods were used: method of pedagogical experiment, method of observation, econometric method of mathematical statistics Difference in Differences (DID). The method of questionnaires was used to identify the educational needs of graduate students. The B.D. Jones's MUSIC® Model of Motivation was chosen as the methodological basis for the redesign of the online course. The relevance and completeness of the strategies of the B.D. Jones's MUSIC® Model of Motivation according to graduate students’ opinions were tested using a parametric Student's t-test with dependent sampling. Results. As a result of the experiment aimed at improving the effectiveness of the online foreign language course for graduate students, positive dynamics in the level of foreign language communication competence of graduate students in the experimental group compared with students in the control group was verified by the Change criterion, which reflects the difference in the results of the PhD Foreign Language Exam of graduate students, recorded by DID: "excellent" – (Change &gt; 12%), "good" – (Change &lt; 9.5%), "satisfactory" – (Change &lt; 2.5%). Discussion and conclusion. It was proved that the identified factors to improve the effectiveness of the online course for young scientists (redesign of the online course, taking into account the educational needs of graduate students) determined the positive dynamics of the level of foreign language communication competence of graduate students.

Формирование у студентов педагогических направлений подготовки коммуникативной компетенции в области математического образования

We present a theoretical substantiation and practical implementation of the educational environment for students to study a mathematics course focused on the formation of communicative competence. The purpose of the study is to theoretically substantiate, practically determine and experimentally create an educational environment to develop communicative competence in future primary school teachers in the study of mathematics, as communicative competence is a necessary condition for the further successful pedagogical activity of a graduate. Research methods: a) theoretical: analysis, evaluation, interpretation of scientific literature on the research issue; b) empirical: pedagogical experiment. Conclusions and recommendations: in conducted theoretical study we substantively characterize the main approaches to the definition of the category of “communicative competence”, show the importance of communicative competence of future elementary school teachers, taking into account the specifics of the language of meaningful and formal mathematics. The importance of forming the linguistic and pragmatic components of communicative competence in students in the course of studying the mathematical content at the university is theoretically substantiated. The effectiveness of the use of dialogue situations during the work of students in small groups with a mathematical text in order to develop the communicative competence of future teachers has been experimentally proven. The practical significance of the study lies in the development of an educational environment for studying the course of mathematics in the pedagogical areas of the university, focused on the formation of students' communicative competence in mathematical education. The practical results of the study can be used in the practice of the work of mathematics teachers at universities to form the communicative competence of future teachers in the study of the discipline “Mathematics”.

Research on the Main Factors and Influencing Mechanisms Affecting the Intercultural Communication Competence of Chinese International Students in Thailand

Research on the Main Factors and Influencing Mechanisms Affecting the Intercultural Communication Competence of Chinese International Students in Thailand

Principles and Strategies for Improving Intercultural Communication Competence of Senior High School English Students Under the Guidance of Core Competence

Cultivating students’ intercultural communication competence conforms to the requirement of cultivating their core competence in terms of the New English curriculum standard for senior high school.This paper aims to analyze the principles and propose some effective strategies for improving the intercultural communication competence of students in senior high school on the basis of status quo analysis.The study renders that there are several principles that English teachers can follow in order to cultivate students intercultural communication competence: practical principle, authentic principle, progressive principle, ideological principle and principle of equality. And the study also probes into the strategies in macro and micro perspectives with the hope of improving students’ intercultural communication competence, the strategies containing updating teaching methods; designing teaching plans effectively directed to core competence; encouraging deep learning; comparing different language characteristics; learning about the thinking patterns of other cultural groups and so on.

Levels of Entrepreneurial Tendency and of Interpersonal Communication Competence of Students in an Associate Degree in Hospital Management Course

Levels of Entrepreneurial Tendency and of Interpersonal Communication Competence of Students in an Associate Degree in Hospital Management Course

IMPORTANCE AND FORMATION OF INTERCULTURAL COMMUNICATION COMPETENCE OF STUDENTS MAJORING ENGLISH TEACHING

Nowadays English education not only requires students to master the ability of listening, speaking, reading and writing, but also intercultural communication competence has become an indispensable part. However, we have to think about whether the university pays enough attention to and supports students' intercultural communication ability. The intercultural communication of students majoring in English education are uneven, and the way of improvement is relatively simple. The research was conducted in the form of questionnaires for the students of Two Foreign Languages in Eurasian National University. This paper analyzes the intercultural communication competence of students from five aspects: the degree of intercultural competence, the way of learning intercultural communication, the establishment of intercultural courses in university, the perception of intercultural competence, and the perception of university support. The results of the questionnaire show that students have different abilities and levels, and they do not pay enough attention to learning intercultural communication. University, students, and teachers need to put efforts to solve the learning problem of intercultural communication. The researcher investigate and think about the current situation and existing problems, and put forward corresponding countermeasures and suggestions for reference.

Moral thinking and communication competencies of college students and graduates in Taiwan, the UK, and the US: a mixed-methods study

ABSTRACT Moral thinking and communication are critical competencies for confronting social dilemmas in a challenging world. We examined these moral competencies in 70 college students and graduates from Taiwan, the United Kingdom, and the United States. Participants were assessed through semi-structured written interviews, Facebook group discussions, and a questionnaire. In this paper, we describe the similarities and differences across cultural groupings in (1) the social issues of greatest importance to the participants; (2) the factors influencing their approaches to thinking about social issues and communicating with others; and (3) the characteristics of their moral functioning in terms of moral awareness, moral judgment, moral discourse, and moral decision-making.

PROJECTS IN COMPUTER LESSONS IN PRIMARY SCHOOL AS A MEANS OF FORMING INFORMATION AND COMMUNICATION COMPETENCES OF YOUNGER SCHOOL STUDENTS

The article deals with the formation of information and communication competence of junior high school students in computer science lessons in elementary school by means of project activities. The author emphasizes that the vocation of educational institutions in our time (including elementary school) consists in the formation of competences in the students of education, which today act as a guarantee of a successful professional and personal life of a person. Also, in the conditions of the rapid development of computer equipment and information technologies, the priority of education development is determined by the introduction of modern information and communication technologies in education, which ensure the improvement of the educational process, the accessibility and effectiveness of education, and the preparation of the young generation for life in the information society. And the most effective means of solving the tasks in our time are projects as an activity for solving various problems. Projects have certain features and significantly increase motivation to study, as they form a reasonable balance between academic knowledge and pragmatic skills. The use of project activities in the educational process makes it possible to comprehensively solve the tasks of education, upbringing and development of the school. The implementation of projects by younger schoolchildren makes it possible to form a personality that better adapts to changing conditions and circumstances, orients itself in various situations, successfully integrates into society, defines and implements its life strategy, is capable of self-organization, self-realization, and creative potential. An important role in solving project problems is played by information technologies, familiarization and assimilation of which takes place in computer science classes in elementary school. The use of information and communication technologies in project activities makes it possible to master new ways of working with alternative sources of knowledge, establish new contacts to expand the sphere of communication. The positive emotions that students receive in project activities using information and communication technologies strengthen their self-confidence, contribute to the development of their cognitive activity, and increase motivation to study school subjects. In this case, the implementation of projects using information and communication technologies should be an integral structural element of the educational process of primary school.

Formation of Rhetorical Competence in University Applicants as a Necessary Factor for Successful Professional Activity

The article covers the issue of formation of rhetorical competence of higher education students: neuropsychological aspect. It is investigated that a university teacher must not only have a thorough knowledge of his subject, but also should have a high level of rhetorical competence. The meaning of the concepts: "competence", "rhetorical competence", "pedagogical rhetoric", "neurolinguistics" is clarified. The contribution of scientists who proposed a neurolinguistic approach in the study of speech disorders has been studied. A review of articles was made by domestic and foreign researchers on the formation of rhetorical competence of higher education seekers through the prism of the neuropsychological aspect. The components of rhetorical activity of students-psychologists are investigated. It is noted that educational training is a powerful tool for the formation of rhetorical competence of higher education students. Some aspects of training by psychologists are highlighted. It is emphasized that psychologists should have a good understanding of neurolinguistic programming. It has been studied that for successful speech behavior a teacher should use both verbal and nonverbal means of communication. It has been found that damage to the left hemisphere of the brain leads to aphasia. Apraxia has been found to be a disorder of the motor analyzer. It has been studied that children with dyslexia have phonological disorders. It has been proven that neurolinguistic knowledge helps teachers to choose strategies for teaching a foreign language to students. The essence of the suggestive technique is clarified. The requirements for a teacher who works on a suggestive method are considered. It is emphasized that the use of the suggestive method in teaching students helps the teacher to eliminate traumatic factors: fear, incommunicability, rigidity. It is proved that the suggestive method is connected with the formation of communicative competence in students.

Experience of using the interactive form of masters’ midterm assessment in a foreign language

A foreign language in a masters degree course is a tool for conducting research and development in certain problem areas determined by the educational program. The reasoning ability and the ability to report the main facts of the work done in a foreign language reflect the students communicative competence. The success of foreign language communication on professionally-oriented topics should be estimated by means of objective descriptors and in a form that allows the examinee to show his readiness for foreign language communication. The purpose of this paper is to identify the optimal forms of master students midterm assessment on Foreign Language in the sphere of Law. The author suggests discussing the practicability of using three forms of the exam: traditional and innovative with the use of two options for organizing interactive work of students in the masters program at the exam in the form of a presentation and discussion of advanced research directions related to criminology, criminal and penal law. The discussion can be conducted collectively or individually in the student teacher mode. The paper presents the evaluation system for masters midterm assessment, evaluation technique and the experience of conducting an exam using all three mentioned above organizational forms of work. The advantages and disadvantages of each midterm assessment form are outlined. Statistical methods (Mann-Whitney U-criterion) for evaluating the effectiveness of the exam indicate that it is advisable to use an interactive form such as an individual presentation of a scientific problem. At the same time, the qualitative characteristics of the results show that the collective discussion of scientific presentations makes it possible to check all the subcompetencies of the students communicative competence in the best and objective way, while the traditional form and the exam in the model of the individual presentation of a scientific problem allow assessing the examinees competence on its separate components partially. Thus, this paper makes the issues of the selection of measurable indicators for the foreign language competence of students actual and allows to intensify the discussion about the methodological component of the procedure for assessing master students ability to communicate.

METHODOLOGY OF TEACHING THE RUSSIAN LANGUAGE AS APPLIED SCIENCE

Abstract The article discusses the relevance of introducing innovative methods in the process of teaching the Russian language to Uzbek philologists-Russianists. The question is raised that the main thing in teaching the Russian language is the functional principle of learning, and the communicative competence of students is put in the spotlight. It is said about the intensive search for new approaches, forms and innovative methods of teaching the Russian language, where the directive learning model is replaced by an interactive model that is more productive and focused on the student's personality.