Communicative Competence Of Students Research Articles

Digital and Communication Competences of Foreign Language Teachers in Poland

Abstract Language education is directly related to the phenomenon of communication competence. This is important since the knowledge of foreign languages is intended to develop communication activities that are implemented in their nature. Communication competence is, however, a much broader concept, and in the context of language education, it not only refers to recipients (pupils) but also to broadcasters (teachers). This article presents the relationship between teachers’ activity in the field of mass media, their communication competence and social media. The purpose of this study is also to indicate the correlations between the opinions of teachers surveyed and the features of communication competence of students, as well as to assess the level of teachers’ competences. The methods used in this study included a questionnaire and interviews. A set of closed, open and mixed questions, as well as an in-depth interview based on a traditional questionnaire is included. It is difficult to prove the correlation between teachers’ communication and media competences and the effects of their work. Nevertheless, the high self-assessment of teachers’ competences seems to be related to the growing trend of English language skills in Polish society.

Implementation of online foreign language teaching for students of non-linguistic specialties through the Skyes University training platform at North-Eastern Federal University

The forced transition to distance learning contributed to the rapid development of online learning and the active implementation of educational platforms in the educational process. The previously free choice of online education or mixed formats in a pandemic is being replaced by forced online education. This article examines the process of implementing online foreign language teaching for students of non-linguistic specialties through the Skyes University learning platform. The Institute of Modern Languages and International Studies of the North-Eastern Federal University began teaching 1st year students of non-linguistic specialties English through the Skyes digital learning platform (DLP). Skyes University's digital learning environment contains a large number of regularly updated training courses. The purpose of this training is to develop the communicative competence of students of nonlinguistic specialties. The article provides an overview of the scientific works of domestic and foreign researchers in the field of e-learning. The concepts of "online learning" and "distance learning" have been clarified. The analysis of the digital educational environment of Skyes University was carried out and the possibilities of implementing online English language teaching for students of non-linguistic specialties in a higher educational institution were considered. Conclusions are made based on the analysis of the digital educational environment of Skyes University as part of the implementation of online education at North-Eastern Federal University.

Recognition of Linguistic Characteristics of Bilingual Students when Teaching Japanese at North-Eastern Federal University

The article justifies the need to take into account the linguistic characteristics of bilingual students from among the indigenous inhabitants of the Republic of Sakha (Yakutia) when teaching the Japanese language at the North-Eastern Federal University named after M.K. Ammosov. The purpose of this study is to analyze the linguistic phenomena of the Japanese and Yakut languages for the effective development of foreign language communicative competence of students. The author of the study revealed a contradiction at the methodological level between the need to train specialists with knowledge of the Japanese language from among the indigenous peoples of Yakutia and the lack of a methodology that takes into account the linguistic characteristics of bilingual students. The research methods were theoretical and empirical methods. Due to the fact that the key feature of teaching foreign languages in the Republic is bilingualism of students, the author of the article analyzed scientific literature on the topic of bilingualism, justified the need to take into account bilingualism of students when teaching Japanese in the national Republic. Difficulties arising in the study of the Japanese language are considered. As a result of the study, the grammatical, lexical and phonetic phenomena of the Japanese language, which have similarities in the Yakut language, have been identified, it is proposed to explain these phenomena in the process of teaching the Japanese language based on the Yakut language.

Психолого-педагогические условия обучения иноязычному письменному высказыванию студентов на основе педагогической технологии «Обучение в сотрудничестве» с применением ИКТ

Teaching writing foreign-language statements to students majoring in foreign-language is one of the goals of teaching a foreign language in higher education. Modern information and communication technologies sustain business and personal communication in the context of glob-alization and informatization of society. Their use in the educational process as a means of training prepares future specialists for professional activity. Within the framework of this study, the psychological and pedagogical conditions for teaching writing foreign-language statements based on information and communication technologies are highlighted and substantiated. The use of the term ‘foreign language written statement’ is justified, its content is defined. Psychological and pedagogical conditions are considered as one of the varieties of internal pedagogical conditions aimed at personal growth and the development of general cultural and professional competencies. The following psychological and pedagogical conditions of teaching writing foreign language statement on the basis of pedagogical technology “cooperative learning” with the use of ICT are divided into: 1) motivation of students to take part in teaching writing foreign language statement; 2) development of foreign language communicative competence of students at level B1 and above; 3) consecutive execution of the stages of teaching writing foreign language statement based on cooperative learning with the use of ICT; 4) development of ICT competence of all subjects of the pedagogical process. All psychological and pedagogical conditions are described in detail and justified.

Місце дистанційної форми навчання у загальній системі освіти студентів філологів

The article is devoted to the issue of distance learning of foreign language for students of philology. It attacks the problem of method choice, forms, teaching aids for the formation of communication competence. The methods of analysis, generalization and systematization of the results of scientific research are considered. Existing distance learning technologies are analyzed and the effectiveness of some learning process for philology students using so called Blended Learning technology is substantiated. The conditions for interpersonal communication and the formation of the communicative competence of students in full-time classes as well as the possibility of developing independence, responsibility, and the ability to use information technology when working with online platforms are explored. The features of a distance form of communication for real-time videoconferencing are considered replacing face-to-face communication between a teacher and students in the context of the COVID-19 pandemic. The expediency of the learning process organization on the Teams platform both in full-time classes and independent work of philology students is analyzed. Some provisions of the main manifestations of the linguistic and didactic potential of distance learning are considered in the context of the correspondence form of training of future linguists. Distance learning is an effective form that allows one to significantly increase the efficiency of the system of distance learning of students in foreign language communication. The study of the potential possibilities of such a form, the development of certain concepts and technologies within the framework of this theory contributes to the optimization of the educational activities of students.

Appraising Cameroon Students Communicative Competence in English

Despite the adoption of the competency-based approach and the establishment in Cameroon of the teaching of English right from primary schools some twenty years ago, communicating in English is still a difficult task among French-speaking students. The present survey shows that, out of seventy-two students cumulating at least nine years of English studies, only three were able to prove themselves competent in an elementary communication situation that required them to introduce themselves by correctly forming five sentences indicating the following: name, age, date and place of birth, number of years they had been studying English. It seems therefore, that the teaching of communicative English may not have been effective in the Cameron education system whose lack of internal efficiency is also confirmed

ORGANIZATION OF INDEPENDENT WORK IN THE PROCESS OF STUDYING THE DISCIPLINE “UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES” IN THE CONDITIONS OF DISTANCE LEARNING

The article analyzes the role of distance learning in higher education, identifies its benefits, ways and tools. The essence of the concept of independent work of higher education seekers is revealed; its types, conditions and principles of effective organization of independent work in an institution of higher education are defined. The purpose of the article is to study the possibilities of using independent work in the process of studying the discipline “Ukrainian language for professional purposes” in terms of distance learning. Possibilities of independent work in an institution of higher education in the conditions of distance learning by means of special educational platforms are considered. The prospects of the Moodle educational platform for creating a learning environment (online courses, distance learning, remote access to learning files), which provide a wide range of tools and environments for group and individual learning, are outlined. Competences aimed at developing skills of optimal language behavior in the professional sphere and types of educational independent tasks aimed at their formation are identified. The author emphasises the role of the Internet resources that can be used by students for self-study. Types of independent work of students with educational texts, in particular professional (scientific and business), are described. It is emphasized that properly organized independent work contributes to the formation of speech and communication competencies of higher education students, activates their cognitive interest, encourages them to self-process information obtained from various sources for further use in future professional activities.
 Keywords: distance education; distance learning; independent work; Ukrainian language for professional purposes; Moodle platform; Internet resources; language and speech competence; work with text.

DIDACTIC PRINCIPLES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN TEACHING THE KAZAKH LANGUAGE

"The article is devoted to the didactic principles of the formation of intercultural communicative competence in the teaching of the Kazakh language. Intercultural communicative competence at the initial stage of learning. The article defines the «didactic position», the proposed structure of the developed didactic principles and its main components. It includes four interrelated basic blocks: target, methodological, technological, evaluation criteria. The target block defines the general didactic purposes and tasks, needed to reach it. The methodical block offers appropriate approaches and principles of the process of teaching the Kazakh language to students. The technological block highlighted the methods that should be used in teaching the Kazakh language students. Didactic principle is a comprehensive model of learning and the basis for the development of methods of forming intercultural communicative competence of students beginning to learn the Kazakh language and Kazakh culture. Criteria for assessing the level of formation of intercultural students communicative competence is being developed. The article also outlines the didactic conditions for the successful implementation of these didactic principles. "

General and specific characteristics of communication competence of students of various medical specialties

This article presents the results of a study of the general characteristics of communicative competence of students in medical specialties, manifested in a high level of sociability, the average level of formation of communicative control, the ability to manage emotions in communication, communicative tolerance and a low level of empathic abilities; specific characteristics are expressed in plasticity, trustworthiness, perseverance, curiosity and understanding.

Levels of tests of Russian as a foreign language in terms of school age characteristics

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

Debate in informatics lessons using the Kialo Edu resource

The article discusses the need for the formation of communicative competence in students at the level of basic general education. It is proposed to use the "Debate" technology as a means of forming communicative competence. The stages and organizational features of the classic Karl Popper debates are described, the main difculties associated with their conduct in the classroom are highlighted. A list of possible topics for organizing debates in informatics lessons is given. A description of the Kialo Edu resource that facilitates debate is given. The resource toolkit is demonstrated in detail. The examples show how you can use the resource to accompany the debate on one or more theses, how to create counterarguments and leave comments on the added statements. An example of organizing a debate in 9th grade on the topic "Internet communication as a worthy substitute for real contacts" within the framework of the study of the theme "Communication technologies" using Kialo Edu is given.

Assessment of the Communicative Competence of the Students of Pedagogical University

The organization of professional training of students of a pedagogical university is realized on a competence-based approach, which requires a implementation of new methods, tools and procedures aimed at assessment educational results. The complexity of the formation and assessment of competencies is explained by their multicomponent structure and the ability to manifest themselves during students’ performance. Modern methods and tools of assessing competencies should be based on modeling situations that enable students to perform quasi-professional activity and the description of key elements of each competence domain. The purpose of the article is to develop a methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of foreign languages. Methodology and methods of research. The methodological basis of the study was made up of: the competence-based approach and its views on new results of the educational process at the university, methods of assessing competencies (N. F. Efremova, Ibragimov G.I., Baartman L.K., Kanik M.); a contextual approach that explains the need to create educational situations that model the conditions of professional activities for the formation and assessment of modern educational results (A. A. Verbitskiy). Research methods: analysis of scientific literature, pedagogical modeling. Research results. A methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of Foreign Languages has been developed and presented. The quality criteria for modern assessment methods and instruments are formulated (authenticity, transparency, the significance of the content of assessment materials for students, effectiveness). The author of the article develops and presents a model of an assessment method based on the analysis of video fragments of communicative situations. The procedure for modeling communicative situations that can be used to compile assessment materials is described in detail. The foreign experience of designing pragmatic tests of oral communication (Discourse Completion Task) is analyzed, ways of improving these tasks are proposed.

CONTENT-LANGUAGE INTEGRATED LEARNING (CLIL) IN THE TRAINING OF STUDENTS OF TECHNICAL SPECIALTIES

The article is devoted to the modern methodology of content-language integrated learning. The advantages and disadvantages in the formation of foreign language communicative competence in students of technical specialties using the methods of integrated learning are noted. The expediency of replacing the traditional form of teaching with content-language integrated learning is characterized. The article analyzes the possibilities of CLIL-technology as the means of improving the professional competence component in the educational process of higher education. It is emphasized that the methodology of content-language integrated teaching (CLIL) contributes to the improvement and systematization of previously acquired knowledge of English and technical disciplines, growth of individual academic level, deepening of practical skills of students. The instructional techniques with the use of CLIL-technology of student preparation for using in the educational process of a higher educational institution for students of technical specialties are described. It is emphasized that due to the rational organization of educational process students are able to solve professional problems.

Method of introducing difficult professional situations for the development of foreign language communicative competence

The paper considers an important pedagogical problem in the sphere of foreign language teaching, i.e. increasing the level of students communicative competence. Case study is a tool for solving this task. The research aim is to develop a set of communicative cases in English for solving difficult professional situations, the implementation of which will contribute to the development of students communicative competence. The following methods are used in the research: analysis of modern scientific and methodological literature on the problem of research; testing; monitoring the effectiveness of students work when using the developed set of communicative cases; statistical data processing. There were elaborated and tested four cases. The unifying topic of them is Difficult professional situations. The choice of the topic can be explained by a stimulating effect of difficult situations in a persons life. The content of each case embraces both productive and receptive skills. The approbation took place at Chelyabinsk State University within the framework of the discipline Foreign language (Applied Mathematics and Informatics group of specialties, the profile of Information and Management Technologies). The testees are the first-year students. One of the cases is presented here as a sample. A particular attention is paid to the study of the influence of difficult situations on human behavior. The paper contains a description of the stages of work on a case, criteria for the materials of cases, an analysis of the skills and abilities being formed, as well as recommendations for working with them. The practical significance of the study lies in the fact that the results of the research can make foreign language teaching more effective.

FORMATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS IN PROCESS OF LEARNING FOREIGN LANGUAGES

The article deals with the study of a foreign language, the formation of intercultural and communicative competences of students, the characterization of intensive methods, such as the method of activation of the person’s reserve capacity, suggestopedic method, ”The silent way” teaching method, matrix method; the essence of motivation of learning a foreign language is revealed and different methods are compared in the process of learning.

The use of distance learning technologies in a pedagogical university: a comparative analysis of students’ attitude in 2020-2021

The article provides the analysis of modern trends in the development of higher pedagogical education and the influence of digitalization on the educational process in a pedagogical university. The issue of the formation of information and communication competencies of students and teaching staff in the context of digitalization is considered as well as the attitude of students towards distance and blended forms of study. The experience of implementing distance and blended learning at the Faculty of History of the Armavir State Pedagogical University in is analyzed basing on surveys carried out in 2020-2021.The results shown here serve to show us the importance and place of distance education, post-pandemic.

Forming communicative competence of future primary school teachers

The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.

Development and application of instructional design strategies in on-line synchronous Havruta to cultivate interpersonal communication competence of university students

Development and application of instructional design strategies in on-line synchronous Havruta to cultivate interpersonal communication competence of university students

DEVELOPMENT OF EMOTIONAL INTELLIGENCE AS A PREREQUISITE OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Ukraine is undergoing a number of transformations, implementing reforms in various spheres, including education. According to the Concept of the New Ukrainian School, foreign language lessons should be focused on the formation of foreign language communicative competence in students, which in the future would enable everyone, including students with special educational needs, to interact effectively in today's global multinational space. Since foreign language learning starts in primary school, it is an essential stage for the sufficient and further development of communicative skills. Therefore, it is important that during this period the psycholinguistic foundations of foreign language communicative competence formation are laid. An important means of effective formation of foreign language communication is the development of emotional intelligence, which helps to respond appropriately to different situations, make new acquaintances, build friendships, and more. The aim of the article is to reveal the features of the development of emotional intelligence as a prerequisite for the formation of foreign language communicative competence in inclusive primary school classes for children with autism, as their number in Ukraine grows by 30 percent every year. The research is based on the methods of theoretical analysis and generalization of scientific data to identify the theoretical foundations of the problem. The psychological characteristics of children with autism have been analysed; the essence of the concept of «emotional intelligence» has been revealed, as well as the peculiarities of its development and its impact on the formation of English language communicative competence; examples of exercises that promote the development of emotional intelligence and the formation of communication skills in English lessons have been given.

DIAGNOSIS OF COMMUNICATIVE COMPETENCE IN TRAINING OF FUTURE PRIMARY SCHOOL TEACHER

The purpose of the article: to process diagnostic methods for the level of communicative and organizational abilities of future teachers. Methodical tools for the study of communicative competence of students, are directed at determining the power structures that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. The article substantiates the methodological tools of research of communicative competence of students, which is aimed at determining the properties that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. It is emphasized that communicative competence is a demonstrated area of successful communicative activity based on acquired values and strategies of language communication, supported by language skills and abilities, and communicative competence is defined in modern science as an integrative personal resource that ensures successful communication. It is determined that to identify the manifestation of the level of communicativeness of teachers it is necessary to diagnose communicative and organizational abilities, the ability to communicative self-control and the diagnosis of empathic abilities. The results of diagnosing communication and organizational skills are presented. It is emphasized that the lowest level of formation of future primary school teachers is found in such quality as empathic abilities. It is proposed to introduce specialized courses aimed at developing professionally significant communicative and organizational skills of future teachers on the basis of communicative practices, project activities, development of reflexive abilities, development of self-education skills, etc. as areas of solving problems of improving communicative competence. It is concluded that diagnostics is primarily a process of analysis, which allows to identify a system of rules, guided by which people organize their interaction, to understand which rules promote and which hinder the successful implementation of communicative interaction. Diagnosis of the level of formation of communicative qualities of future professionals is an integral part of the system of monitoring the quality of education in higher education institutions.