Components Of Communicative Competence Research Articles

Лингводидактическая модель дискурс-анализа

The study aims to develop a scientifically substantiated, theoretically validated, and practically tested linguodidactic model of discourse analysis. The paper analyzes the evolution of the discourse direction in foreign language teaching, marked by stages such as focusing on the formation of the discourse component of communicative competence, developing a discourse-oriented approach to foreign language teaching, viewing discourse as an independent object of foreign language education and creating models of professionally oriented foreign language education based on discourse analysis. The main directions in the study of discourse were analyzed, with a focus on concepts that formed the methodological basis for developing the linguodidactic model of discourse analysis, specifically linguistic and constructionist approaches to discourse analysis. The scientific novelty of the study lies in proposing the linguodidactic model of discourse analysis aimed at professionally oriented foreign language education, based on the theoretical understanding of the fundamental principles of discourse theory. The work uncovered relevant concepts in linguodidactics related to discourse analysis, providing a basis for extrapolating them to issues in foreign language education. The linguodidactic significance of the sociolinguistic approach to discourse analysis was identified in terms of directing students’ attention to the nuances of verbal interactions among representatives of different organizations and public institutions. The importance of critical discourse analysis and discursive psychology in linguodidactics was also noted, with discourse being viewed as a form of social practice. The linguodidactic model of discourse analysis developed in the study includes a system of interconnected methodological techniques, facilitating a phased transition from analyzing and interpreting meanings encapsulated in verbal and nonverbal components of professionally oriented foreign language discourse to the actual production of discursive utterances.

Совершенствование иноязычной грамматической компетенции студентов языковых вузов на основе комплекса упражнений (на примере английского языка)

The aim of the study is to develop a set of exercises aimed at improving foreign language grammatical competence among students at linguistic universities. The paper explores the issue of forming foreign language grammatical competence in a historical aspect, systematizing modern approaches to teaching foreign language grammar. The scientific novelty lies in revealing the essence of the foreign language grammatical competence of students at linguistic universities at the present stage as a crucial part of the linguistic component of communicative competence determining the success of intercultural communication and the solution of professional tasks. The formation and improvement of foreign language grammatical competence are important methodological tasks in the context of changing educational programs, increasing learner autonomy, and the intensive development of digital technologies. Following the conducted study, the author concludes on the necessity of relying on the cognitive, communicative, personality-oriented, and sociocultural approaches in working with grammatical material in linguistic universities and elaborates a set of exercises aimed at developing the cognitive, psychological, and research components of this competence.

ASSESSING COMMUNICATIVE COMPETENCE AMONG SCHOOL TEACHERS: A CRITICAL ANALYSIS

Effective communication is paramount in the field of education, particularly among school teachers who serve as conduits of knowledge and facilitators of learning. This research article examines the communicative competence of school teachers, exploring its multifaceted dimensions and implications for pedagogical practice. Drawing upon theoretical frameworks and empirical evidence, this study investigates the components of communicative competence, its role in classroom interactions, and the factors influencing its development and enhancement. Additionally, it offers insights into the assessment methods and strategies for fostering communicative competence among school teachers.

Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy

The article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the "communicative portrait" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.

La problemática y el tratamiento de la competencia sociolingüística y la competencia pragmática en la clase de ELE desde un enfoque novedoso

The purpose of our article is to analyze the main differences between sociolinguistic competence and pragmatic competence, integrated within communicative competence. Firstly, we will try to define, characterize, and exemplify the tools inherent to sociolinguistic competence in comparison with pragmatic competence. We will present that courtesy formulas in language teaching should be included within the pragmatic competence and not sociolinguistic as it has been done usually. To do this, we will use the multilingual competence on which the CEFR-CV (2020) places considerable emphasis. Likewise, the concepts of sociolinguistic and pragmatic competences will be explained taking as a starting point the components of communicative competence which, in turn, encompasses intercultural competences. On the other hand, we will also deal with the role and challenges of the intercultural speaker as a mediator of pragmatic, sociolinguistic and sociocultural meanings. In the last part of the article, we will focus on the field of teaching Spanish as a foreign language (hereinafter ELE), specifically, on the development of communicative competence from a sociolinguistic and pragmatic perspective. We will analyze some ELE manuals to reflect on and show the work proposals related to pragmatic and sociolinguistic knowledge (especially at level A1) carried out by their authors.

Integrating Project-Based Learning in Preparing Students' Interpersonal Communication Skills on Speaking Courses in Indonesia

Interpersonal communication competence plays a crucial part in the educational interaction space, as it directly impacts the behaviour of students who require a straightforward communication flow. This study aims to analyse the integration of project-based learning (PjBL) in preparing students' interpersonal communication skills in speaking courses in Indonesia, the proficiency of students' interpersonal communication skills, and the challenges of achieving them. The design of this study was a cross-sectional survey conducted in May 2023, involving 315 college students from six English Study Programmes at six universities across three provinces. Data were collected using questionnaires and interviews and were then analysed with the assistance of Jeffreys Amazing Statistics Program. The total number of interviewees was 60, with 10 from each university. The data indicate that the interpersonal communication profiles of the 315 respondents fell into the Medium category (mean = 3.26), and the most common obstacle (mean = 4.6) in achieving interpersonal communication skills on a speaking course is a difficult-to-understand speech partner's accent. This finding has implications for college students, as these interpersonal communication skills should be strengthened through PjBL and communicative competence understanding. Both micro and macro components of communication competence are essential for English learners and speakers. Syntax, morphology, semantics, and phonology are all areas where micro components perform. The three macro components also strongly contribute to the achievement of communicative competencies, including discourse competence, sociolinguistics, and communication techniques. These two components are essential for creating a more dynamic and enactive educational interaction space and are mutually reinforcing.

"Intelligence, Social and Emotional Intelligence: Correlation of Concepts in Modern Psychology "

The purpose of our article is to carry out an analysis of the author’s research on social intelligence according to Structural and Functional Approach; describe our researches of Social Intelligence; to propose own definition of “emotional intelligence”; to show the correlation of concepts “intelligence”, “social intelligence” and “emotional intelligence” in Modern Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The results of the research. We think, that social intelligence is a system of cognitive characteristics of the individual. It consists of three basic components: social-perceptive abilities, social imagination and social technique of communication. So, the effectiveness of subject-subject communication largely depends on the formation of social intelligence. Social intelligence is considered as a certain cognitive component of communicative competence, which is defined as the ability of the individual to accept the position, point of view of another person, to predict his/her behavior, to solve effectively various problems arising between subjects of dialogical interaction. Conclusions. We believe that emotional intelligence is defined as a set of non-cognitive abilities, competencies or skills that affect a person’s ability to face challenges in the external environment, the emotional intelligence should be attributed to the empathic aspect of social intelligence. That is, we will consider emotional intelligence as a component of social intelligence. Let’s justify our own point of view. In this context, emotional intelligence is a set of general personality’s abilities, interconnected four skills, such as: awareness of one’s own emotions, the ability to determine what emotion the person feels at a given moment in time, to determine what basic emotions consists of this understanding; the ability to manage one’s own emotions (to change the intensity of emotions), to determine the source and the cause of their occurrence, the degree of usefulness; understanding other people’s emotions, determining emotional states by their verbal and non-verbal manifestations; management of other people’s emotions, providing purposeful action on emotions. At the same time, we’d like to make a generalization regarding the definition of emotional intelligence. Emotional intelligence, as we see, is the ability of an individual to perceive, evaluate and express emotions adequately; the individual’s ability to generate feelings when they contribute to thinking, to understand emotions and knowledge related to these emotions, the individual’s ability to regulate emotions, contributing to one’s own emotional and intellectual growth.

Forming communicative competence in future specialists of the socio-economic sphere

This article explores the cultural tendencies of verbal etiquette among future professionals in the socio-economic field in the context of postmodern society during their professional training. The aim of the article is to investigate the formation peculiarities of communicative competence in education seekers of socio-economic professions regarding the development of speech culture related to the problem of verbal etiquette in postmodern society. The components of communicative competence in future professionals of the socio-economic field include subjective, praxeological, and gnoseological aspects, which are interdependent and contribute to the development of communicative interaction in their professional activities. The research was conducted within the educational process of higher education institutions, employing identical measurement techniques, time, and duration of training, which allowed for diagnosing the level of communicative competence of future professionals in the socio-economic field according to the criteria of speech culture. Communicative competence of future professionals in the socio-economic field is defined as the integration of scientific knowledge, intellectual and practical skills and abilities, virtual literacy in interpersonal interaction, competence in overcoming communication barriers, general culture, and personal qualities of education seekers capable of solving life-creative tasks.

ФОРМИРОВАНИЕ РЕЧЕВЫХ УМЕНИЙ ОБУЧАЮЩИХСЯ НА ЗАНЯТИЯХ ПО ДИСЦИПЛИНЕ «ИСТОРИЯ МЕДИЦИНЫ»

The article deals with theoretical and practical aspects of communicative competence and competence of students, presents comprehensive methodology for the formation of speech skills in receptive (listening and reading) and productive (speaking and writing) types of speech activity as integral components of communicative competence in the History of Medicine classes for French-speaking students. The theoretical basis was the publications of domestic and foreign researchers devoted to the development and content of the concepts of competence, communicative competence, competence. As a result of the analysis of these publications and the experience of pedagogical activity, the author substantiates the conclusion that the formation of communicative competence and competence of medical students is important to carry out not only in language disciplines, but also in the course of mastering other disciplines of the humanitarian profile. Based on the generalization of their own pedagogical experience, a methodology is proposed for the formation of the above types of speech skills.

CURRENT TRENDS IN TEACHING ENGLISH IN EUROPEAN COUNTRIES (USING THE EXAMPLE OF GERMANY AND FRANCE)

Since the twentieth century, being able to speak English has been noted as one of the indicators of a person’s success and education. To date, this speaking skill is a mandatory requirement of many employers. As a result, the teaching of English is given increased attention in many educational institutions of general, secondary and higher education both in Russia and abroad, which explains the relevance of the research. Much attention is paid to the study of communicative and interactive methods in teaching a foreign language. The problem of the study is to identify the most successful practices in teaching English. The purpose is to describe the current trends in teaching English in European countries. The study examined the websites of educational organizations in Germany and France, certain educational resources, as well as conducted a comparative analysis. The findings suggest a trend towards the development of the oral component of communicative competence. In this regard, special attention is paid to the use of IT technologies, interactive method, subject-language integrated learning at all levels of education: from preschool to higher education, as well as in the system of additional education.

The formation of соmmunicative competence in teaching foreign languages

The following article deals with the fact that the main purpose of teaching a foreign language is the formation and development of communicative competence, and in the process of the main goal’s achievement, educational and developmental goals are implemented. The structure and components of communicative competence are singled out in the article.

METHODS AND TECHNIQUES OF FORMING STRATEGIC COMPETENCE IN ENGLISH LANGUAGE TEACHING ON THE BASE OF INFORMATION TECHNOLOGIES

This article deals with some effective methods and techniques for the formation of strategic competence in teaching English based on the use of information technologies. Strategic competence as one of the main components of communicative competence refers to the ability to overcome difficulties in the process of communication in a foreign language (English). Strategic competence is the ability and skill to choose the most effective strategies (methods) for mastering the material and applying it in solving various communication problems. The formation of strategic competence in the process of teaching English makes it possible to choose and apply the most effective strategies for solving various problems in the communication process, and it should be pointed out that this process is more effective when using information technologies in the educational process. The formation of strategic competence in the process of teaching English based on information technologies involves mastering such general skills as drawing up a strategic plan for the implementation of a specific communicative task to improve communication in the future. The use of information technologies in the process of teaching English contributes to the growth of students' interest in the ability and willingness to take risks in communication situations to compensate for language knowledge or communication skills; the ability to use cognitive skills as well as improve communicative competence by asking clarifying questions about the language situation. English classes using information technologies in the process of developing strategic competence are distinguished by their diversity, efficiency and increased motivation of students to learn English.

Assessing Tertiary Turkish EFL Learners’ Pragmatic Competence Regarding Speech Acts and Conversational Implicatures

Pragmatic competence is an indispensable component of communicative competence, which plays an essential role in human communication. When an individual is communicatively competent, he/she can carry out an effective conversation in social situations. Therefore, pragmatic competence establishes a compelling factor in English language learning as it permits second/foreign language learners to carry out successful conversations in real-life interactions outside the classroom atmosphere. The improvement of foreign language learners’ pragmatic competence will strengthen their communicative competence. The purpose of this paper is to assess foreign language learners’ comprehension of conversational implicatures by using a multiple-choice discourse test (MCDT) and their performance in a discourse completion test (DCT). Through the use of a quantitative analysis, 54 adult learners of English at C1 and B2 levels of proficiency defined by the Common European Framework of Reference (CEFR) in a university in Cyprus were tested on their use of implicatures and speech acts. EFL learners were more successful in the MCDT regarding the comprehension of formulaic and idiosyncratic features but received lower results in the DCT. As well as testing the proficiency level, this study was also designed to investigate the difference between the gender performances of the DCT and MCDT. The results revealed that there is no statistical significance between the male and female respondents in terms of pragmatic competence. Based on these results, the role of teaching pragmatics in EFL classrooms portrays a major aspect for a sustainable learning environment. Thus, the paper also illustrates suggestions for future research.

Content and structural aspects of communicative competence as a component of the professional qualities of future psychologists

The article analyzes scientific sources on the problem of the peculiarities of the formation of communicative competence in future psychologists. Communication competence is a necessary element for the successful practice of psychology, as it determines the psychologist's ability to interact with clients, effectively communicate information and establish deep understanding. The article analyzes various aspects of the formation of communicative competence in future psychologists. First of all, the theoretical foundations of the components of communicative competence are considered, including cognitive, communicative-speech, social-perceptive and interactive. The content aspects of communicative competence are considered: mastery of language skills, understanding of non-verbal signals and the ability to show empathy. The role of active listening, adequate use of language and flexibility in communication with different categories of people is investigated. The author also provides recommendations on the development of structural components of communicative competence in future psychologists.

TEACHING ENGLISH AS A FOREIGN LANGUAGE: RETHINKING THE MULTIMODALITY AND COMMUNICATION SKILLS IN THE 21st CENTURY

This text is a review of the OUP Position Paper authored by Donaghy, K. with the assistance of two consultants – Karastathi, S. and Peachey, N. The primary objective of this review is to provide a detailed analysis of the ELT Position Paper, examining its structure, content, and theoretical issues. After a thorough examination of the publication, the reviewer concludes that it is of utmost importance to restructure the primary components of communicative competence in teacher training curriculums worldwide, including those taught at Ukrainian universities. This is because of the emerging views on the multimodality of present-day learning and communication which emphasize the need to reflect topical aspects of new ideas about multimodal communicative competence. Thus, this review highlights the need for a significant shift in the way we approach English language teaching to non-native speakers, particularly in terms of teacher training. It is essential to incorporate modern concepts and theories to ensure that learners of English as a second or foreign language can communicate effectively in the contemporary world

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”.

DEVELOPING A SCALE FOR ASSESSING COMMUNICATIVE COMPETENCE OF STUDENTS LEARNING ENGLISH FOR SPECIFIC PURPOSES

The aim of this paper is to use models of communicative competence for designing a scale for assessing communicative competence. The first part of the paper defines communication, as well as communicative competence. Furthermore, models of communicative competence are presented, as well as the similarities and differences between them. Based on the presented models of communicative competence, the authors propose a scale for assessing students' communicative competence. This scale encompasses all the components of communicative competence that are relevant for assessing communicative competence. Also, an example of an activity through which students can be tested is presented. Based on the research conducted earlier using this scale, the paper argues that this scale could be a very good tool for testing communicative competence of students who are learning English for Specific Purposes (ESP).

Defining the Structure of Physical Education Lessons in Secondary Schools: A Didactic Problem and Its Solutions

Background and Study Aim. The organization of physical education lessons in secondary schools presents a didactic problem that requires choosing an optimal structure for the training session. This article aims to analyze the theoretical approaches of various scientists towards the typology of lessons, both in general didactic aspect and in relation to the educational subject of Physical Culture. 
 Methodology. The study employs a literature review using sources from the Vernadskyi National Library and Google search system, with 20 sources selected for analysis. The study focuses on the components of communicative competence and the assessment of its levels.
 Results. Results showed that the concept of "lesson structure" has been defined with investigation on relevant stages, components, and elements included. The study proved that the types of lessons, age of students, and level of education influence the choice of structure. The study explored the theoretical issues of defining the concept "lesson structure," including the relevant stages, components, and elements. The article provides definitions of these concepts and highlights how different types of lessons, student age, and educational level influence the structure of a physical education lesson.
 Conclusions. The study highlights the need for further attention towards determining the structure of physical culture lessons in general educational institutions by specialists in the field of theory and methods of physical education.

Enhancing the Quality of Physical Culture Education: Exploring the Role of Communicative Competence in Physical Culture Teachers

Background and study aim. Effective communication is crucial for teachers in ensuring a high-quality educational process. This study aims to analyze the communicative competence of physical culture teachers and its contribution to the quality of the educational process in their lessons.
 Methodology. The study employs a literature review using sources from the Vernadskyi National Library and Google search system, with 31 sources selected for analysis. The study focuses on the components of communicative competence and the assessment of its levels.
 Results. The study finds that the quality of the educational process is closely linked to the teacher's professional skills, with communicative competence being an essential component. The study defines the concepts of communication, pedagogical communication, and outlines the various aspects of communicative competence. It further establishes criteria for evaluating communicative competence and identifies three levels of competence.
 Conclusions. The study concludes that a physical culture teacher's communicative competence includes verbal and non-verbal means, such as silence, with non-verbal means further categorized into linguistic, kinetic, extralinguistic, and proxemic. Two groups of communicative skills are identified, with one aimed at resolving communicative tasks and the other providing a high level of communication. This study emphasizes the importance of improving teachers' communicative competence in enhancing the quality of the educational process in physical culture lessons.

Professionally oriented language training foreign higher education acquires

The article is devoted to the solution of the linguistic didactic problem relevant for modern higher education – the definition of the scientific and methodological foundations of professionally oriented language training of foreign students. The purpose of the article is to substantiate the main methodical mechanisms for the implementation of the tasks of the professional orientation of the language training of foreign bachelors. Foreign language communicative competence is an important component of the readiness of future specialists to carry out professional activities in modern conditions. For students of higher education, a foreign language plays the role of an educational discipline, a means of learning and professional improvement. The following methods of scientific research were used: analysis of current sources on the topic of research, study of the experience of domestic and foreign pedagogy in teaching professional speech, implementation of selected approaches and methods in practice, analysis of approbation of proposed methodological solutions. The article systematizes modern approaches to selecting the content of communication training in the professional field of communicative connection. The content of concepts has been clarified: the principle of professional orientation of language education, the professional component of communicative competence, requirements for the content of professionally oriented educational content, the characteristics of the methods of teaching foreign students of professional speech have been clarified. It was established that the formation of the professional component of communicative competence in modern conditions requires the involvement of additional educational tools and the development of methodically appropriate techniques, the definition of language training forms, the creation of motivational pedagogical conditions that contribute to the formation of a positive attitude to the learning process. To implement the specified linguistic and didactic conditions, a program that considers modern requirements for language and speech content, the introduction of innovative technologies into the learning process has been developed. The proposed approach to the selection of content and teaching methods ensures the formation of a professional component of foreign language competence and allows for the effective organization of the educational process in academic groups of foreign students studying in economic education programs. Prospects for further research of this problem lie in the development of innovative methodical support for the formation of the professional component of the communicative competence of foreign students, increasing the efficiency of the organization and achieving high effectiveness of the educational process.