Development Of Communicative Competence Research Articles

Νέοι εκπαιδευτικοί, νέες συνθήκες και νέα εργαλεία για την εκπαίδευση παιδιών με μεταναστευτικό και προσφυγικό υπόβαθρο

The main objective of the Language Curriculum is to make the educational system responsive to the new conditions that have emerged in schools. Considering the requirements of the Curricula, new learning tools were used in this research and were applied in the context of language teaching at primary schools at the Department of Primary Education, University of the Aegean. These tools included a combination of theories, i.e. Cummins' (2005) theory for the development of Academic Language Proficiency, approaches about New Learning (Kalantzis & Cope, 2005) and Transformative Pedagogy (Cummins, 2005; Kalantzis & Cope, 2013). The aim of the research was for future teachers to learn how to support the multilingual students in schools in critically processing the diverse textual types in the language lessons, thereby achieving both the development of linguistic and communicative competence and the interaction of the school community with the wider society.

Foreign language teaching on the basis of internet resources

The article deals with the use of Internet resources in the modern educational process, particularly, inforeign language teaching. One more advantages of using the Internet in the foreign language courses is an opportunity to communicate in real language environment, which contributes to the development of communicative competence. It is concluded that application of Internet resources in the process offoreign language teaching allows educational institution to train a competitive expert.

ТЕХНОЛОГИЯ ОБУЧЕНИЯ В СОТРУДНИЧЕСТВЕ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

The main goal of teaching a foreign language at school is the formation and development of communicative competence, that is training in practical knowledge of a foreign language. Using technology of cooperative learning helps to develop communication skills in learning

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

The Development Situation and Cultivating Strategies of Intercultural Communication Competence in Junior High School English Teaching

In today’s accelerated globalization process, the links between countries are becoming increasingly close. The English Curriculum Standards for Compulsory Education (2022 Edition) also sets out new requirements for students’ intercultural communication competence. The relationship between language and culture is reflected behind intercultural communication competence, and the development of students’ intercultural communication competence is valued by educational circles at home and abroad. Therefore, this paper discusses the current situation of the development of English intercultural communication competence in junior high schools from three perspectives, that are schools, teachers and students.

On developing language subcompetence in cadets of educational organizations of the Russian Ministry of Internal Affairs: Foreign language learning

The development of foreign language professional communicative competence is based on improving the students’ language subcompetence since only with the automated language skills it is possible to move on to the types of speech activity with the concomitant development of communication skills. Given the variety of forms of organizing students’ educational activities, aimed at mastering their lexical and grammatical skills in the formulation of utterances, it is important to solve the problem of a systematic approach to the implementation of tasks. In this regard, the main goal of the article is to develop a consistent model for improving the lexical and grammatical skills in cadets of educational organizations of the Ministry of Internal Affairs of Russia based on a specific type of the task. To this end, the article elicits the possibilities of developing a series of tasks in the format of lexical and grammatical transformations to improve language subcompetence as a constitutive part of foreign language professional communicative competence.The proposed system of tasks for improving lexical and grammatical skills is built on the principle of growing complication: from one-component grammatical transformations, which are aimed at practising one specific skill on the studied lexical material without restrictions of thematic repertoire, to multicomponent lexical grammatical transformations.The range of tasks includes grammatical transformations of the active voice patterns into the passive voice ones, the use of modal verbs and their equivalents to convey the given modal meanings with attention to the use of infinitive forms, the reconstruction of syndetic conditionals into asyndetic ones, the transformation of compound sentences into sentences complicated by predicative constructions and vice versa.Within the framework of the lexical skills development, we illustrate the transformations requiring the use of synonyms or synonymous phrases, antonyms (taking into account phrasal verbs, which represent a separate lexical group), as well as substitutions, taking into account the collocation properties of lexemes and different degrees of idiomaticity inherent in complex nominative units.Consistent and regular use of transformations is one of the effective ways to form a mechanism of equivalent substitutions.

The significance of digital technologies in fostering the development of communicative competence among the prospective doctors

Future doctors are expected to possess a high level of professional skills, as reflected by their acquisition of proficient communication competence. The purpose of the article is to determine the role of digital technologies in the formation of communicative competence of prospective doctors. The objective was attained through the use of observation, analysis and weight coefficient, efficiency coefficient, Spearman's correlation coefficient. It was established that the development of communicative competence skills primarily allows to ensure the relevant orientation to the communication conditions (1.6) as well as informativity (1.53). To cultivate the communication proficiencies of prospective medical professionals, the authors developed corresponding approaches that included the use of digital technologies. The study of theoretical material involved the use of the SlideDog application; conducting practical classes via Medvoice Platform. The formation of professional competence involved the role-playing of relevant situations, based on the materials of the Pediatric Dentistry Academy, CARE-NExT-PG. After determining the level of students’ communication skills development in Group 1 (40.2) and Group 2 (40.1), it was established that they attained a high level. The development of communication skills contributed to the formation of students’ communication and social skills, as well as skills of abstract thinking and statistical information processing. The practical significance of the study lies in the elaboration of effective approaches to the development of prospective doctors’ communication skills drawing on the use of digital technologies. Research perspectives may be linked to the comparison of the level of communicative competence among medical students across various academic levels.

Об изучении родного языка обско-угорского этноса: научные основания

The authors of the article consider the issues of the formation of ethno-cultural and national identity on the example of the Ob-Ugric ethnic group living in the Arctic. Much attention is paid to such ethno-cultural component as native language. The problem of bilingualism, as well as the development of communicative competence in native and foreign languages, their practical application in the cultural sphere and social life under the influence of social, pedagogical and psychological factors is topical. Despite living in harsh climatic conditions, the northerners have for centuries cultivated such feelings as responsibility, justice, readiness to help. The authors noted the interest in the deep historical roots of their ethnic group and presented indisputable facts of educating children in the spirit of preserving and increasing values, passing them on to subsequent generations, spreading throughout the world. Based on the analysis of modern ethnopedagogical trends in the educational space of the Ob-Ugric ethnos, some recommendations on the main issues of ethnoculture and folk pedagogy development are presented. The study is based on the ideas of Wilhelm von Humboldt about the spiritual power of people, the role of language in the spiritual development of mankind, the peculiarities of the national character, the thinking of the people, their spiritual nature and way of life, conceptualization of knowledge about the world and the ways of its transmission. The authors assign a special role to ethnopsychology, the science of individual and collective consciousness, and ethnopedagogy, which integrates the ethnocultural component into the system of training sessions and contributes to the formation of a national identity in the younger generation, understanding and preserving the spiritual and moral values and traditions of their people.

LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.

LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.

Современное учебно-методическое обеспечение образовательного процесса на занятиях по иностранному языку в условиях цифровизации общества

Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.

Aligned ICTs to the CEFR in the Cuban foreign language teaching program.

This study examines integrating information and communication technologies (ICTs) into foreign language teacher preparation aligned with the Common European Framework of Reference (CEFR) standards at a Cuban university. A mixed methods approach combined surveys, interviews, assessments and observations to evaluate effects on trainees’ communicative competence development, interpreting uneven gains across reading, writing, listening and speaking abilities. Questionnaire and assessment analysis evidenced perceived and actual progress towards CEFR alignment among fifth year versus first year students resulting from sustained ICT incorporation over their progression. However variability disadvantages persisted in some competencies. Qualitative insights emphasized technology’s enablement of contextualized practice and real-world application as instrumental for competence growth. Despite affirmative outcomes overall, optimizing consistency by motivation and engagement-focused implementations is recommended. Intensive, systematic ICT integration shows potential for helping future foreign language teachers attain key standards-based competencies. Findings inform initial teacher training advancement in Cuba and beyond.
  

The Pedagogic Value of Children’s Literature

The texts of children’s literature have unique features and the language teachers still have limited ideas on how these texts support language learning. At this juncture, this article aims at exploring the value of children’s literature in language learning. Simple, interesting and linguistically rich texts of children’s literature make classroom environment conducive to learn. These texts engage students in different communicative and cooperative tasks: pair and group discussions, jigsaw, simulation and role play. These texts contribute to students’ language enrichment, development of communicative competence, inferential, and interpretive skills and ultimately lead them to creative writing. Children’s literature is pedagogically crucial for students and teachers.

Feeling the heat: undergraduate science students’ emotional management during classroom debates

ABSTRACT Addressing a need to prepare the next generation of scientists to effectively engage in adversarial science communication, the present study examines a group of undergraduate science students from a Canadian university who, after receiving expert instruction, participated in classroom debates about science controversies recently politicized in the Canadian social media (e.g. the flat Earth, genetically-modified foods, and human overpopulation). Our research questions were: (1) What emotions were experienced and how were these managed by students while participating in classroom debates? (2) How did students’ emotional management influence their debate performance? A video-based micro-ethnography revealed that more than half of the students (16/28) experienced feelings of stress and nervousness when engaging debaters with opposing/disagreeing views. Although some were able to manage these emotions, others were unable to feel relaxed, which negatively influenced their debate performance. These latter students’ initial confidence and preparation were undermined by their felt anxiety, leading to rhetorically weak and error-filled performances that went against their expectations. Highlighting the complexity of pedagogically promoting student development of communicative competence in adversarial social contexts, our findings reveal a need for science communication instructors to find ways to effectively prepare science students to manage their own emotions.

Contemporary development of educators in the context of digitalisation of education

Relevance. The relevance of the article research is determined by the problem of improving the quality of the educational environment through the wide implementation of various modern innovative means of information and communication technologies, which will expand the capabilities of the educational process. Purpose. The aim of the article is to develop a model of professional information and communication competence formation among educators. Methodology. Leading methods for studying this problem included diagnostic testing “Determination of the style of interpersonal interaction” developed by S. V. Maximov, Y. A. Lobeiko, and “Self-assessment of professional and pedagogical motivation” adapted by N. P. Fetiskin, which allow determining the personal interest of educators to acquire new information and communication technologies and use them in their work in terms of manifestation of educational creative communication within the effective enhancement of the level of informative, accessibility of the teaching and educational process. Results. The article presents a model of development of information and communication competence of educators within the framework of using modern technologies in pedagogical activity, which includes a timely study of information and communication developments and the creation of several schemes of their successful use in conditions of preserving health saving learning environment, for the solution of pedagogical issues and improvement of the educational process which was proposed within the framework of creation and introduction of the training cycle “Pedagogical methods with the use of ICT” with the same name into the sphere of practical education. Conclusions. There, in the factor of obtaining a pedagogical speciality or upgrading this professional qualification educators will acquire knowledge and practical skills in the use in the practice of verification of domestic work, conducting classes, strengthening information and communication contacts through the exploitation of existing developments in the area of information and communication technology, which will have practical significance in the training of highly qualified personnel in the educational sphere.

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

Development of linguocultural competence in teaching a foreign language

Relevance. Teaching a foreign language is associated with the assimilation of a number of educational competencies, including linguoculturological, it performs a system-forming function in learning the basics of a foreign communicative culture by students. In this regard, the programmes/technologies of mastering a foreign language by students are focused on optimising practical activities, considering the resources of intercultural dialogue, and reducing the risks of communication barriers. However, in scientific practice, there is a pronounced shortage of systematic studies concerning the problem of the development of linguocultural competence among foreign language learners. These circumstances determine the relevance of studying the stated problem. Purpose. The purpose of the study is the theoretical analysis and systematisation of scientific and methodological data, the implementation of a linguocultural approach in teaching foreign languages. Methodology. For an in-depth study of the stated problem, general scientific logical methods and methods of cognition were used. In particular, the analysis and synthesis of the material under study, induction and deduction were used as methods of clarifying scientific conclusions and expanding ideas about the possibilities of a linguoculturological approach in teaching foreign languages. Results. The study presents scientific data on the application of the linguoculturological approach in teaching foreign languages, considering various aspects of its application within the framework of the personality-oriented vector of the development of students' communicative competencies. Conclusions. The obtained scientific data on the application of the linguoculturological approach in teaching foreign languages allow considerably optimising the assimilation of the methodological foundations of successful intercultural interaction, choosing the optimal ways of applying knowledge in a multicultural dialogue by students. Furthermore, the theoretical developments of this problem can be used in choosing the optimal strategies for increasing the professional motivation of students studying foreign languages.

Vademecum of artificial intelligence tools applied to the teaching of languages

A qualitative documentary research of software and multimedia artificial intelligences was chosen to enable the ontological understanding of the object of study that aims to explore the potential for learning through Artificial Intelligence (AI). Besides, it is shown how AI, as a novel component within the digital education landscape, contributes to educational technological capital. In light of our research area, the focus is on determining how AI can be harnessed to enhance the development of communicative competence. This entails identifying and categorizing AI tools relevant to language didactics. The sample size for this study is 120 AI applications, sourcing and compiling data on AI tools from specialized websites. This sample serves as a paradigm justifying a mixed-method study capable of combining quantitative and qualitative data.The variables supporting this study consider four characteristics related to the specific typify of the digital tool in the pedagogical context. The first aspect pertains to the classification of generative AI tools with potential educational use. AI tools enriches and enhances the dimensions of learning underscoring the urgent need for literacy in this technology. The second variable was linked to the Pedagogical Competences of Teachers and the areas. The category in language education pertains to educators' ability to create, adapt, and employ digital resources that enhance language teaching and learning. The third and fourth identify the skills related to language learning. In the context of learning environments with AI tools, it is essential to contemplate the role of linguistic competence as subordinate to communicative competence.

Effects of an Intercultural Management Course on Students’ Intercultural Communicative Competence Development: A Classroom-Based Study

Effects of an Intercultural Management Course on Students’ Intercultural Communicative Competence Development: A Classroom-Based Study

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

Study on the Contribution of Pragmatics to the Development of Communicative Competence from the Perspective of Applied Linguistics

This article explores the contribution of pragmatics in the cultivation of communicative competence from the perspective of applied linguistics. Firstly, the development and definitions of applied linguistics and pragmatics were reviewed, and the theoretical system and core concepts of pragmatics were elaborated. Furthermore, the role of pragmatics in cultivating communicative competence was analyzed, including the cultivation of pragmatic awareness, learning of pragmatic knowledge, application of pragmatic strategies, enhancement of pragmatic competence, enhancement of language appropriateness, and cultivation of cross-cultural communicative competence. On this basis, the application of pragmatics in teaching practice was explored, such as the principles and methods of pragmatic teaching, the development and selection of pragmatic textbooks, and the design and implementation of pragmatic assessment. Finally, the challenges and coping strategies faced in cultivating communicative competence were analyzed. This article aims to provide theoretical guidance and practical reference for the cultivation of communicative competence in the field of foreign language education in China.