Development Of Communicative Competence Research Articles

Determinants of interpersonal communication on the example of a selected organization

RESEARCH OBJECTIVE: The objective of the publication is to present the results of the research that casts new light on the issue of communication in the organisation. The research is intended to fill another gap in terms of recommendations for the development of communication competences of managers of the organisation with specific characteristics.
 THE RESEARCH PROBLEM AND METHODS: The research raised the issue of the interpersonal communication process in the surveyed organisation. A survey method was used as the main research method. The survey was anonymous and pen-and-paper personal interview.
 THE PROCESS OF ARGUMENTATION: The first part of the paper presents the terminology of interpersonal communication in the organisation as a theoretical basis for research. Then, the results of own research were reviewed together with a critical analysis based on the adopted issues. The paper concludes with key conclusions and recommendations.
 RESEARCH RESULTS: The results of the research showed that, although appropriate means of communication are used in the organisation and employees show a high level of satisfaction with interpersonal communication, there are areas where changes need to be made.
 CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The analysis of the results of the conducted research showed that interpersonal communication plays a key role in shaping the climate of cooperation in the company and determines the desired interpersonal relations. The practical implications of the conducted research are, above all, the need for continuous development of communication competences of managers. The organisation of training to help shape the communication competences of the organisation’s employees. The appreciation by managers of the importance of the role of interpersonal communication in the organisation, which positively influences the effectiveness of task performance.

Development of Communicative Competence of Future Special Education Teachers

The article highlights the peculiarities of the development of communicative competence of future teachers of special education in the context of their professional training. It is noted that communicative competence is a mandatory component of a teacher's professional skills, a clue to efficient interaction with students, and effective educational activities. Its structure includes language, speech and communicative competence. It has been proven that the key to the active and effective development of the communicative competence of future special education teachers, including speech therapists and correctional teachers, is the active use of effective methods and techniques aimed at forming knowledge of language norms and rules, rhetorical culture, speech and communication skills in various situations. Such knowledge, abilities and skills are formed in the process of studying the courses "Academic Rhetoric" and "Foreign language for professional purposes" while listening to and analyzing speeches, conversations, discussions and interviews with specialists; performing role-playing games and analysis of communicative situations; practicing the storytelling method; expressive reading and recitation of works; analysis and texts editing; preparation and delivery of speeches; development of methodological models, selection and creation of exercises and tasks for the formation of students’ coherent, correct, logical, expedient, expressive, figurative speech skills.
 As a result of the empirical study, it was confirmed that the method based on the step-by-step development of communicative competence of future teachers is effective. In particular, it is about studying language material and enriching the active dictionary with professional vocabulary; improvement of monologic and dialogic speech, oral and written comprehension skills; mastering the norms of speech culture; active communicative activity and interaction in different situations with different target groups - students, parents of students, and colleagues.

ДИДАКТИЧНИЙ ПОТЕНЦІАЛ АВТЕНТИЧНИХ МАТЕРІАЛІВ ДЛЯ ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

The article deals with the expediency of using authentic materials in foreign language classes to develop students' language communicative competence. The concepts of "authenticity" and "authentic materials" are analyzed. It is determined that authentic materials come from the country whose language is being studied and are primarily intended for native speakers, therefore they are distinguished by the originality of the lexical composition, grammatical forms and structures, and reflect the content and situations that correspond to the mentality and norms of that country. It is clarified that these materials include printed texts such as newspapers, magazines, literary works, announcements, advertising brochures, etc.; audio materials such as radio broadcasts, podcasts, songs; and video materials such as news reports, advertisements, interviews, artistic and documentary films, etc. The possible ways of using authentic printed, audio, and video materials are analyzed. The stages and methods of working with different types of authentic materials are presented, which ensure the expediency of their use in foreign language classes. Criteria for selecting authentic materials have been defined: correspondence of the content of authentic materials to the language proficiency level, age, and interests of students; orientation of the material towards the development of communicative and sociocultural competencies; suitable format of the material that allows for the use of didactic possibilities. The advantages of using authentic materials in foreign language classes have been summarized: increased motivation of students to learn a foreign language; learning a foreign language through examples of its use in real-life situations; familiarization with the country-specific features, culture, traditions, realities, and mentality of people; creating a relaxed atmosphere in class that stimulates interest, cognitive anticipation, and imagination; the uniqueness of authentic materials enhances attention, develops memory, and promotes effective assimilation of the material. The disadvantages, such as the large amount of time required for searching and selecting authentic materials that meet all the criteria, and developing tasks for these materials, have been identified. It has been determined that the perspective of further work is the development of a complex of educational materials based on authentic sources and their testing in foreign language classes.

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

This article examines the multimodal native cultural content in two sets of English-language textbooks widely used in public junior high schools in China and Mongolia. A pre-existing analytical framework was adapted for this analysis. Through this adapted framework, this paper aims to analyze and compare the distribution of multimodal native cultural content in the chosen textbooks. The results reveal that the two sets of books contain diverse multimodal native cultural content, despite the significant imbalance between Big “C” and Small “c” categories in each set. The two sets of textbooks also have different emphases on representing these elements. We argue that previous studies overgeneralized language textbooks’ native cultural content. Learners’ intercultural communicative competence development may be impacted by the overemphasis and shortage of some cultural categories in the chosen books. This article concludes with implications for textbook design and classroom teaching and calls for further studies of teachers’ and learners’ perceptions of multimodal native cultural content.

Communication in healthcare: experience of students and professionals from teaching- learning to practice in health.

This study aimed to understand the teaching-learning experience in the Communication in Healthcare class among students, teaching assistants, and health professionals, as well as its applications to professional practice. This is a qualitative study with a theoretical approach based on Gadamer's Philosophical Hermeneutics and a methodological framework based on Minayo and Bardin's thematic content analysis. Communication in Healthcare is an elective multiprofessional class, which lasts one semester and is offered regularly. All former students (n = 368) were invited to participate by email, and 30 participated in these focus groups (13 students, 8 teaching assistants, and 9 health professionals). The online focus groups took place on an online platform, and they were video-recorded and subsequently transcribed. Through cross-sectional and vertical analysis, the main themes were identified. The Communication in Healthcare class was an important step for personal, professional, and interprofessional formation and development of communication competence. The following dominant themes were identified: 1) motivation for signing up, 2) prior expectations, 3) meaning of the experience and shaping moments, 4) how the teaching-learning experience was retained and what was retained, 5) repercussions in relation to self, others, and professional life, and 6) reflections about the curriculum, interprofessional dialogue, and formation. The teaching-learning experience was important for the formation of communicational competence. This research contributes to medical education and opens teaching-learning paths for communication skills, empathy, dialogue, and interprofessionalism. Future studies with a philosophical hermeneutic framework and online focus groups are indicated for the comprehension of educational interventions in health.

The Method of Project as a Way of Organizing and Activating the Students’ self-work

The project method is a way of organizing and activating students' self-work or a creative approach to solving a specific problem situation. The project method allows solving many educational tasks and creates conditions for communicative interaction of students studying a foreign language (English) in the process of active cognitive work. In this article the author considers the method of projects that provide the following opportunities: 1) development of students' ability to think independently; 2) formation of skills to use theoretical knowledge in solving creative problems; 3) help to increase student's motivation; 4) improvement of students' language potential; 5) development of students' communicative competence on the basis of cooperation in doing self-work; 6) development of the student's creative potential in performing individual tasks. 7) increasing the student's self-esteem in the learning process. In addition, the author of this article defines the functions of independent work based on the research of a number of methodologists: developing, informative, stimulating, research and educational. In this article the author dwells on the special role and functional position of the teacher in the organization of students’ self-work as the assistant and adviser. Based on the practical materials of the article’s author, the stages of inserting and implementation of the project method as a way of organizing and activating students' self-work were determined.

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.

Б. Пильняк «Волга впадает в Каспийское море»: обучаем экстралингвистическому анализу текста

The article is devoted to the problems of theory and practice of philological text analysis in secondary schools. Despite the fact that the text belongs to the actively studied area of linguodidactics, the relevance of finding optimal forms of work on its analysis is not decreasing, but, on the contrary, taking into account the requirements of the new Federal State Educational Standards and modern realities, it is increasing. The author’s attention is focused on the reception of B. Pilnyak’s novel «The Volga flows into the Caspian Sea» as a text of culture. The author explores the ways of representing the cultural and historical context in the work, revealing its extralinguistic foundations. Considering the multidimensionality of approaches to the analysis of a literary text, we focus on the study of its connection with culture. Thus, the purpose of the article is to organize work on the formation of the skills of extralinguistic analysis of a literary text in high school students. The effectiveness and expediency of the proposed work lies in the organic combination of traditional methods of analysis and methods of modern pedagogical technologies. The subject of the study is B. Pilnyak’s novel «The Volga flows into the Caspian Sea». The analysis carried out is based on linguo-stylistic and comparative methods, as well as methods of citing and holistic analysis of a literary work. As a result of the study, an algorithm for extralinguistic analysis of B. Pilnyak’s novel was developed from the standpoint of its inclusion in the historical and cultural context of the era of the 1920s, which can be successfully applied to the analysis of other literary texts. The proposed format of work contributes to the development of subject and meta-subject results of students, the formation of research skills, the skills of individual, pair and group work, the development of communicative and linguistic competencies

Theateraktivitäten im Fremdsprachenunterricht: Kreativität fördern, funktional-kommunikative Kompetenzen entfalten

Creativity is considered as a key competence for the 21st century. There is a close link between creativity, language, and performative arts. The article explores these connections by focusing on theatre methods in language teaching and learning. By doing so, empirical findings, including studies from neuroscience on creativity-induced brain activation, are taken into account and connected to earlier theoretical findings on learning processes. Building on that, the potential of improvisation for the foreign language classroom is delineated. As a tool in the classroom, improvisations make it possible to address creativity and to train spontaneous communicative skills, including, amongst others, active listening, gap bridging, deciphering of verbal and nonverbal cues. The article sets out to demonstrate the value of improvisation techniques for the development of functional communicative competences in conjunction with creativity. It closes by offering a set of selected activities for the foreign language classroom.

PECULIARITIES AND PERSPECTIVES OF THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION

Abstract. The article suggests a comprehensive study of the problem of implementing modern methods of students’ foreign language communicative competence development in foreign language classes. It is proven that at the current stage, the emphasis in education is shifting towards the need to form a system of professional competences in the future specialists, which will help them to perform their professional duties efficiently. The authors consider foreign language communicative competence as an integrative personality formation, which has a complex structure and acts as an interaction and interpenetration of linguistic, sociocultural and communicative competencies.
 It is emphasized that forming foreign language communicative competence for future specialists at the current stage of world community development should be considered as a mandatory component of general professional training. It is stressed out that to ensure the effectiveness of the process of foreign language communicative competence development, it is necessary to apply new methodological approaches and determine the pedagogical conditions for their implementation.
 The authors characterize the structure of foreign language communicative competence of students of non-language specialties. In the context of foreign language learning for students of higher education institutions, the concepts of “general competency” and “communicative competency” are distinguished and their components are analysed.
 It is demonstrated that for the effective development of foreign language communicative competence, a foreign language teacher must use the latest teaching methods that combine communicative and cognitive goals. The article also proves the need to take into account the specifics of professional interests within the specialty, i.e., specialized content (special terminology, typical communication situations and genre specifics of professional language), contextual language study of grammatical phenomena, focusing attention on practical language use, etc.

Learning Communities: A Project to Enhance the Development of English Communicative Competence

Educational communities are understood as a group of people who participate in the learning processes of an educational institution, academic center, or school. Accordingly, in this review article, the current theory about learning communities and their possible influence on English communicative competence are bonded together through discussion. This, in order to understand how learning community projects, represent a twist from traditional and hegemonic approaches towards a situated and community approach to contextualize practices aimed at the development of English communicative competence. This document adopts the interpretive paradigm and a qualitative approach as its epistemological, ontological, methodological, and axiological basis. Likewise, document research was chosen as its qualitative social research strategy. In this sense, two techniques were selected for data collection and analysis: document review and content analysis. The consulted databases were Scopus, Scielo, EBSCO, Springer Journal, and Google Scholar, and, out of 90 documents selected, 70 were reviewed. It can be said that learning communities are arriving in Latin America. Furthermore, it was found that, with the active participation of all members social realities and conditions can change. As a conclusion, English can be – and needs to be – approached from the appropriation and adaptation of knowledge, contents, competences, language policies, and local needs, i.e., English in Colombia should be taught and learned based on down-top approaches rather than on top-down ones.

“Ideology and simultaneously more than mere ideology”: On Habermas’ reflections and hypotheses on a further structural transformation of the political public sphere

“Ideology and simultaneously more than mere ideology”: On Habermas’ reflections and hypotheses on a further structural transformation of the political public sphere

Организационно-педагогические условия использования симуляционных технологий в развитии коммуникативной компетентности медицинских сестер

Актуальность статьи обусловлена необходимостью изучения организационно-педагогических условий, в которых возможно максимальное развитие коммуникативных навыков, высокого уровня эмпатии медицинских сестер на этапе последипломного образования. Проблема общения медицинских работников и пациентов на сегодняшний день является одним из острых и обсуждаемых тем общества. Недопонимание, конфликтные ситуации вполне могли бы разрешиться на фазе их контакта. Требуется создание условий для медицинских специалистов, способствующих их профессиональному росту и саморазвитию посредством непрерывного медицинского обучения коммуникативным компетенциям. Цель статьи заключается в описании исследования по оценке эффективности комплекса организационно-педагогических условий развития коммуникативных компетенций медицинских сестер с использованием симуляционных технологий. Доказано, что выявленный авторами комплекс организационно-педагогических условий обеспечивает развитие коммуникативной компетентности, достоверно повышает качество коммуникативной подготовки слушателей. Статья предназначена для специалистов в области медицинской педагогики, исследователей, педагогов-практиков дополнительного профессионального образования. The present research article details the study of organizational and pedagogical conditions providing highest possible development of communication skills, a high level of empathy of nurses at the stage of postgraduate education. The problem of communication between medical workers and patients is one of actual, and hotly debated issues today. Misunderstanding or conflict situations could well be resolved at the phase of their contact. Thus, creation of conditions for medical specialists contributing to their professional growth and self-development through continuous medical training in communicative competencies is required. The goal of the article is to describe the study on evaluating the effectiveness of a set of organizational and pedagogical conditions for the development of communicative competency in nursing applying simulation technology. The set of organizational and pedagogical conditions discussed by the authors proved to ensure development of communicative competency, to significantly improve the quality of communicative training of students. The article is intended for specialists in the field of medical pedagogy, researchers, and practitioners of additional professional education.

Compiled by AILA ReN coordinator

Compiled by AILA ReN coordinator

FEATURES OF STUDYING ENGLISH LANGUAGE FOR STUDENTS IN PHYSICAL EDUCATION AND SPORTS

The article is devoted to the peculiarities of optimizing the methodology of teaching English to students in the field of physical culture and sports through the using of communicative methods, information and communication technologies, etc. The article proves the need for the formation of communicative and intercultural competence, which will allow the future specialists-athletes to use a foreign language in professional and social spheres taking into accountparameters necessary for free communication in the conditions of international sports professional activity. The article examines the main factors of professionally oriented education, directions of foreign language teaching athletes, as well as the use of electronic services in the educational process. The focus is also on the cultural aspect of language learning which will contribute to the development of intercultural communicative competence. And the main task of learning English at the institutions of higher education is to develop and to practice the communication competence in the field of physical culture and sports that would primarily be context based for the future sports specialists on many different levels.

Опыт создания и использования лингвострановедческих материалов по русскому языку как иностранному (на примере проекта «MULTI_Saratov»)

Based on the study conducted by the Department of the Russian Language, Speech Communication and Russian as a Foreign Language, Saratov State University, the possibilities of using linguistic and cultural video materials in the practical aspect of teaching Russian as a foreign language (RFL) are revealed. It is noted that the regional and local materials provide students’ immersion in the cultural and historical environment and facilitate the process of their adaptation. The authors describe the stages of the project implementation, which include: conducting a course of offline and online excursions with the themes of the historical and cultural past of Saratov; creating small video clips adapted for foreign students based on these tours; designing worksheets accompanying each video. When describing the process of creating videos, special attention is paid to ways of adapting the material for students whose Russian is at the B1 level. The choice of the level is due to the fact that B1 is required for admission to Russian universities for undergraduate programs. The article also discusses the principles of developing worksheets containing transcripts of videos, lexical and grammatical information, as well as tasks for its consolidation. The authors believe that such a training kit, firstly, introduces students to the history and culture of Saratov, and, secondly, it promotes the formation and development of communicative competence.

FORMATION OF SOCIAL-COMMUNICATIVE COMPETENCE OF OLDER PRESCHOOLERS IN PROCESS OF GAME ACTIVITY: COMMUNICATIVE ASPECT

The concepts of «competence» and «social and communicative competence» are revealed in the article; the scientists’ views on the development of a competent individual are summarized. It is also stated that there is a possibility of the development of social and communicative competence in senior preschoolers in the process of playng activities.

THE ESSENCE OF THE METHODS OF CHECKING THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN TEMURBEKLAR SCHOOL STUDENTS IN ENGLISH LANGUAGE TEACHING

The article is dedicated to the theoretical foundations of the organization of scientific research on the development of communicative competence in the students of "Temurbek school" in teaching English. It is also aimed at revealing the content of a number of pedagogical conditions that serve to check the development of communicative competence in the students of "Temurbek School".

Formation of the Electronic Educational Environment in the Conditions of Vocational Education Digitalization

Modern education is undergoing significant changes, which are associated with the requirements in the conditions of a society digitalization. Digitalization of education is carried out on the basis of the priority project “Modern digital educational environment in the Russian Federation”. This study is devoted to the problem of education digitalization through the introduction of an electronic and digital educational environment at the university, as well as the problem of the willingness of teachers to participate in this process. Based on the analysis of the research, the article reveals the features of the introduction of digital technologies in professional education both in academic and extracurricular activities. The didactic features of the digital tools use in the process of formation and assessment of the level of certain competencies formation in the training of future specialists are investigated. The conditions of formation and development of information, communication and technological competence among students and teachers are revealed. In order to effectively form information and communication competence, a digital educational space is being created in educational institutions, including an information and communication infrastructure that promotes the introduction of an electronic educational environment and makes it possible to ensure the availability of high-quality education to consumers, including the organization of distance learning. To master the elements of an electronic information educational environment formation, the article considers the results of the introduction of the course “Electronic Educational Environment”, which was implemented among teachers of the Transbaikal State University. After studying this course, the teachers mastered the main features of the Transbaikal State University website, services and tools for evaluating oral surveys and written works of students, examined the features of working with an interactive whiteboard, as well as services for various visualization techniques. All these elements of the electronic educational environment will allow organizing a high-quality educational process in all areas of training at the university

Investigating Student Development of Intercultural Communication Competence through Collaborative Online International Learning

This dissertation is a qualitative case study detailing the intercultural communication competence (ICC) development of seven Chinese foreign language learners who participated in Collaborative Online International Learning (COIL) activities at a regional U.S. university with a group of native Chinese speakers. Multiple qualitative data sources - including semi-structured interviews, observations, questionnaires, and reflection journals - were collected over two years. Drawing on sociocultural and transformative learning theories, this study disclosed four findings that practitioners and researchers can build upon to promote language development and intercultural learning in foreign language coursework through virtual exchange.