Formation Of Foreign Language Communicative Competence Research Articles

Motivational tasks in teaching Ukrainian as a foreign language

The paper deals with the issue of foreign language teaching methodology. It presents a question of motivating foreign students to intensify their speech activity while learning the Ukrainian language. The author’s principal focus is on the role of motivational tasks in the formation of foreign-language communicative competence, as well as in building professional and social skills by a foreign audience. Results of the conducted research confirmed the usefulness of creating such motivational tasks, based on cross-cultural sources, for foreign students of humanities. Said motivational tasks include open-type creative assignments that are based on the previously received phonetic, lexical and grammar skills and encourage learners to speak out using the Ukrainian language. This article provides models of communication situations, role-playing games, presentations, discussions, projects and some other creative oral and written exercises based on materials about life in Kyiv. The conclusions on the results of the integration of these tasks into the educational process are subsequently presented.

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

Labour market modern requirements determine the need for high-quality language training for non-linguistic students, whose competitiveness is directly dependent on the level of foreign language proficiency. Teaching foreign languages shows that the use of various technologies requires a different approach to assessing students' learning activities. In this regard, the purpose of the study is to identify the impact of the use of alternative assessment of the students’ educational activities on the improvement of their foreign language communicative competence. The study involved 84 "Biology" and "Ecology" undergraduates of Vyatka State University. The following methods were used in the research: theoretical analysis and generalization of scientific literature on the research issue, observation, experimental training, questionnaire, analysis of quantitative and qualitative research results. Pearson's χ^2 test was used for the result statistical processing. The authors identified the following alternative assessment forms and methods: iPortfolio, We Create Activity, iLearn & Teach Project, Technical Report, Mock Job Interview. These forms and methods are approximated to the real situations of the professional sphere of future engineers. The results of the experiment showed that the number of students with a low level of foreign language communicative competence formation decreased from 40,5% to 17,9%, with an average level increased from 50% to 63,1%, with the high level increased from 9,5% to 19%. The estimated value of Pearson's χ2 statistics 11.308 falls within the zone of the significance of differences in the levels of formation of foreign language communicative competence. The significance of the study lies in the approach used "assessment as learning" to solve the problem of professionally oriented communicative competence formation. This approach ensured the student orientation to professional interests and created conditions for knowledge self-acquisition, increasing the student autonomy. In addition, it led to student awareness of the necessity to master a foreign language in relation to the professional training specifics.

Цифровые медиа как средство формирования иноязычной коммуникативной компетенции и универсальных умений студентов неязыковых вузов

The study aims to shed light on the didactic potential of digital media in foreign language teaching in higher education. The paper examines the role that digital media play in the educational process, in the formation of foreign-language communicative competence, which involves the mastery of productive and receptive types of speech activity, as well as in the formation of universal skills in students of non-linguistic universities. The study is novel in that it is the first in Russian scientific discourse to classify digital educational media on the basis of functions that they perform in educational activities, as well as to correlate digital educational media with individual components of students’ foreign-language communicative competence and universal skills formed with their help. As a result of a comprehensive analysis, it has been proved that modern digital media are a didactic tool in the formation of foreign-language communicative competence and universal skills in students of non-linguistic universities, their inclusion in the educational process makes it possible to address a wide range of relevant tasks of modern higher education.

Teaching technologies of future air traffic controllers’ foreign language communicative competence formation: context approach

The purpose of this study is to disclose the leading role of a business game as a form of quasi-professional activity used in foreign language training in order to achieve a sufficient level of air traffic controllers’ communicative competence. The educational value, stages of the conducting business games and an example of the business game are represented. The idea of contextual learning, the content of which is the subject matter of future air traffic controllers’ professional activity, is highlighted in the paper. It goes without saying that an important factor in the effectiveness of the educational process in Aviation English studying is an active involvement of applicants for higher education to quasi-professional activities. Key words: Aviation English, aviation specialist, business game, communicative activity, contextual learning, foreign language competence

PEDAGOGICAL SPECIALTIES STUDENTS’ FOREIGN LANGUAGE TRAINING IN THE DISCIPLINE CONTENT “LІNGUISTIC AND CULTURAL STUDIES”

The central purpose of this article is to highlight the nature, place and role of linguistic and cultural studies in students’ foreign language training and preparation. The main attention is paid to the concept of linguistic and cultural studies, its features and components, which is discussed in details through the article. The author concentrates on the examination of scientific approaches to study the definition content of the linguistic and cultural studies notion as a branch of science and its role in the formation of students’ foreign language communicative competence. The author focuses on substantiating the effectiveness of the linguistic and cultural studies contents in the process of students’ foreign language training. In order to do so a general overview of linguistic and cultural studies is presented. The nature of its role and positive influence is fully examined. The proprietary product of the research is the development of the author’s version of the linguistic and cultural studies key components with their further analysis, in particular: linguistic, authentic and practical ones, which are a scientific novelty of the study. Thus, the author presents a detailed description of the proposed key components of linguistic and cultural studies course which shows the contiguity of linguistic and cultural studies with other practical foreign language courses, the main purpose of which is the foreign language communicative competence formation of in process of foreign language training. The scientific article provides a detailed content analysis of the curriculum program of the discipline in this course with specific extracts of thematic nature. In order to do so the author gives the examples of such topics as well as their full description according to the developed components. The practical significance of our study is presented in Table 1. In the conclusions, the author highlights the advantages of linguistic and cultural studies as a separate discipline and outlines its role in the implementation of students’ foreign language training.

ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ ЯК СКЛАДОВА ДУХОВНОГО ТА ІНТЕЛЕКТУАЛЬНОГО НАВЧАННЯ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ

This article deals with the correlation in-between the processes of foreign language communicative competence formation of university students and their spiritual and intellectual learning. It is established that they are in meronymic and dialectical interaction.

CONTINUITY PRINCIPLE REALIZATION OF FOREIGN LANGUAGE TEACHING IN THE CONTEXT OF PRESCHOOL AND PRIMARY EDUCATION REFORMATION

The paper is devoted to the study of the principle of continuity implementation between preschool and primary education in the process of a child’s foreign language communicative competence formation. The paper aims to analyze various aspects of the principle of continuity implementation in the process of foreign language learning in the preschool educational institution and primary school.
 The author considers different approaches to the interpretation of the category ‘continuity.’ The paper emphasizes that continuity is considered as a pedagogical principle, general pedagogical regularity, methodological principle, or didactic principle.
 The article analyzes the features of the various aspects of continuity implementation. The target aspect of continuity is realized in the definition of a common goal for children’s foreign language communicative competence formation. It is proved that the principle of continuity in the target aspect of foreign language learning is observed in preschool educational institutions and primary school as the learning process, which is aimed at forming elements of preschool children’s linguistic and speech competencies.
 It has been found that the semantic aspect of continuity is reflected in common topics for communication (‘I, my family and friends,’ ‘Nature,’ ‘Holidays’) and language inventory. The importance of play activities in teaching a foreign language to children of preschool and primary school age is revealed. It is stated that the pervasive nature of play activities in the process of learning a foreign language ensures the continuity of the child’s foreign language communicative competence formation, as play is a leading activity in preschool and retains its importance along with learning activities in primary school.

STUDENTS’ ENGLISH-LANGUAGE COMPETENCE IN READING FORMATION BY MEANS OF JOURNALISTIC TEXTS

The article analyzes the theoretical prerequisites for students’ of higher pedagogical educational institutions English-language competence in reading formation, highlighting the goals of its formation and the difficulties that arise during training. It has been found that reading instruction is subject to practical, educational, developmental, and upbringing goals. An analysis of the difficulties that arise in the process of teaching reading has allowed us to identify the objective and subjective factors that cause them.
 The practical significance of journalistic texts used for teaching students to read in English has been clarified, as the information contained in such texts has a high aesthetic, educational and developmental potential for the formation of English reading competence. The author defined the requirements for journalistic texts (authenticity; representation of various types and genres of texts; themes; novelty and relevance of information; compliance with the level of reading skills, age interests, and needs of students) and sources of their selection (various Internet resources). The stages of learning to read journalistic texts at higher educational institutions are analyzed.
 The study concluded that students’ English-language competence in reading formation is an essential component of student’s foreign language communicative competence formation while studying in higher pedagogical educational institutions.

СУЧАСНІ ПІДХОДИ ТА ІННОВАЦІЙНІ ТЕХНОЛОГІЇ ФОРМУВАННЯ АНГЛОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ В ПРОЦЕСІ ДИСТАНЦІЙНОГО НАВЧАННЯ СТУДЕНТІВ ТЕХНІЧНИХ ЗВО

The article considers the peculiarities of the application of innovative, in particular, information technologies for the formation of English language communicative competence of students of technical institutions of higher education in the process of distance learning. The general digitalization of vocational education is studied, examples of the use of multimedia programs and modern Internet resources for learning foreign languages are given. It is proved that the use of information and computer technologies by students in the process of formation of their communicative competence in English in distance learning allows them to acquire and improve their professional competence, forms the ability to plan their work, provides them with flexible theoretical and practical thinking, as well as creativity. The use of innovative technologiesis fully justified by the fact that they allow to significantly diversify the content, methods and forms of learning, provide an unlimited amount of information that can be effectively used in the course of independent work. The problem of foreign language communicative competence formation under distance learning for students of technical higher educational institutions for their further development as competitive specialists is proposed to be solved by paying more attention to the innovative tools used in distance learning aimed at increasing motivation.

ЗМІСТ НАВЧАННЯ АНГЛІЙСЬКОЇ МОВИ В АСПІРАНТУРІ

Foreign language communication has become essential in modern scientists’ academic activity and includes such components as learning a foreign language as a way of mastering a specialty and as a means of professional interaction. English is regarded as a tool of young scholars’ self-education which significantly increases their professional chances to find themselves within the international scientific environment. The aim of the article is to study the essence and tasks of the English language disciplines taught at a post-graduate school at a higher technical educational institution. The main purpose of studying a foreign language at a post-graduate school of Odessa National Academy of Food Technologies is the foreign language communicative competence formation depending on the specialty, i.e. achieving the level of practical language proficiency that allows to be used in professional and scientific research. The ultimate tasks of the disciplines are the following: formation and improvement of professionally significant foreign language communication skills in all types of speech activity (reading, speaking, listening, writing); extension of the vocabulary required for postgraduate students to carry out scientific and occupational activities in accordance with their specialization and areas of science; development of independent work skills to increase the level of the foreign language knowledge; development of skills to deal with the world English-language information resources on a specialty profile to be ready to make up written (abstracts, summaries, theses, articles, motivation letters) and oral scientific reports; mastering the norms of the English speech and written etiquette in professional and scientific fields. The foreign language curriculum at a post-graduate school presupposes that by the end of the study a young scientist is to master all the types of the speech foreign language activity. In terms of the structure and content, the post-graduate English language course is based on original English and American sources (journal scientific publications, the latest investigations news, the Internet, etc.). Thus, the necessary language skills and abilities to possess various types of speech activity and translation are upgraded. With the help of the same educational materials the necessary phonetic, lexical and grammatical knowledge is improved, expanded and deepened. The performance control is carried out at the lectures in the form of home assignments, grammar and lexical tasks, written tests, presentations, essays, etc. Summarizing all the above mentioned, we can draw a conclusion that the post-graduate English teaching content is aimed at developing communicative competence in order to learn a professional foreign language at the level sufficient for academic communication within the international scientific environment. In the future it is planned to research the method of independent students’ mastering the skills of English for specific purposes during their postgraduate studies.

ВИКОРИСТАННЯ МОЖЛИВОСТЕЙ СЕРВІСУ GOOGLE CLASSROOM У ПРОЦЕСІ ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ

The article features the formation of foreign language communicative competence using Google Classroom service. The basic approaches to the definition of the concept of foreign language communicative competence have been analyzed. In order to optimize the process of formation of foreign language communicative competence of future foreign language teachers, it is necessary to introduce certain innovative forms and methods of teaching to provide students with a complex of linguistic knowledge and skills. Modern media technologies, in particular cloud technologies, are significantly used for realization of this task. The main peculiarities of cloud technologies using in the educational process have been considered. The author points out Google as the most common cloud-based service system used in the educational process in Ukrainian higher educational institutions. The advantages of using the Google Classroom platform (simplicity, time-saving, convenience, accessibility and security) in the process of learning a foreign language have been described. The great attention is given to the possibilities of using this service in the process of foreign language communicative competence formation. It is stated that the use of Google services in the educational process not only promotes the formation of foreign language communicative competence, but also significantly improves and diversifies the teacher’ teaching methods and activates the students’ creativity.

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.

Педагогическая технология формирования профессионально ориентированной иноязычной коммуникативной компетенции студентов-юристов

The paper provides a survey of the existing approaches to the problem of forming students’ professionally oriented foreign-language communicative competence. The article describes pedagogical conditions of juridical students’ professionally oriented foreign-language communicative competence formation, identifies the structure of this process. Scientific originality of the study involves developing methodology to form juridical students’ professionally oriented foreign-language communicative competence. As a result, it is shown that the suggested pedagogical technology can be efficiently used to form juridical students’ professionally oriented foreign-language communicative competence.

Impact of the Audio-Visual Learning Method on the Development of Foreign Language Communication Competence of Future Interpreters and Translator

This article purpose is to concern the importance of applying a communicative approach to learning a foreign language by future interpreters and translators. The communicative approach creates situations that are as close as possible to the peculiarities of the real process of communication. 
 Therefore, the object of this study can be considered the didactic process of communicative competence formation of future interpreters and translators. This approach is aimed at paying more attention to the functions of language, lexical and grammatical units, which contributes to the development of communicatively oriented mastery of educational material by future interpreters and translators. The author has established the fact that thanks to a communicative approach, future interpreters and translators will be able to master foreign language communicative competence, which is necessary for orientation in the cultural aspect of a foreign language. 
 There was used the methodology of interdisciplinary research such as analysis of scientific sources and educational materials. It confirmed that a foreign language communicative competence includes a system of knowledge and skills necessary for the effective use for a foreign language in professional and intercultural spheres. It is especially important for interpreters and translators, who must always know the language situation and know the cultural specifics of a foreign nation. 
 Therefore, the result of this study can be considered as the following. The most effective way to achieve this goal is audiovisual reproduction of the linguistic and cultural situation, because standards of foreign language samples can come to our mind and can stay in long-term memory only with audio and visual perception. In addition, image and visual support is important not only for the semantic understanding of individual words or expressions, but also for the correct transmission of all content. 
 Conclusion: the audiovisual method of learning a foreign language is one of the most effective for the foreign language communicative competence formation for future interpreters and translators.

Interactive teaching methods as means of foreign language communicative competence formation of university students

The article depicts highlights in creating unknown dialect open ability by utilizing the intuitive instructing strategies. The bearings of building up the understudies' unknown dialect informative skill are resolved. Experimentation on abilities in the improvement of this fitness was done based on association between members. A similar examination of the outcomes in test and control bunches is proposed. The logical oddity of the article is that it portrays the adequacy of the experience of utilizing participation innovation and the online stage Technology Entertainment Design in the creating of unknown dialect informative fitness of understudies.

Aims setting process of pre-service primary school teachers’ foreign language communicative competence development

The article highlights the features of aims setting process of pre-service primary school teachers’ foreign language communicative competence development, which is based on the definition of the purposes in accordance with the peculiarities of future professional activity. This process is one of the main educational categories and reflects the features of the educational process and the results of professional training of intending primary school teachers.
 The paper focuses on the views of Ukrainian and foreign scientists on the types of aims and their functions in the future teachers’ training.
 This work aimed to outline the features of the aims setting process and to determine the purposes of pre-service primary school teachers’ foreign language communicative competence development.
 The process of determining the purposes of education is to form a system of general scientific and special professional knowledge that provides certain skills of intending primary school teachers. It is noted, that the main requirements for formulating the aims of the educational process are: clarity, hierarchy and diagnostics.
 The competence orientation to general (broad sphere of life), special (narrow sphere of activity) and subject (certain courses) determines three stages of designing the aims of intending primary school teachers’ foreign language communicative competence formation: establishing strategic (general) aim, concretizing it in tactical purposes and forming operational objectives. Tactical purposes are represented by a set of cognitive, developmental and implementation ones, which are specified by operational objectives. To schematically depict the hierarchy of the aims for the pre-service professionals’ foreign language communicative competence development, the method “Aim Tree” was used, which allows to display the hierarchical structure of the aims by dividing the overall aim (level 1) into subaims (level 2), which in turn are divided into new sub-aims (level 2)

Formation of foreign-language communicative competence at the scientific language lessons

The article proves that formation of foreign-language communicative competence is one of the core objectives of teaching Russian as a foreign language. The author proves that foreign-language communicative competence is a complex construct which includes linguistic, substantive, and pragmatic competences. Preparatory departments are to create an educational model that would provide formation of foreign-language communicative competence.

PREPAREDNESS OF FUTURE FOREIGN LANGUAGE TEACHERS FOR PROFESSIONAL ACTIVITY: STRUCTURE, LEVELS AND CRITERIA

Analysis of the changes taking place in modern education and reflected in a number of normative documents, give grounds to assert that the issue of readiness of future teachers for professional activity is one of the main tasks of modern education. In the article we analized the essence, structure, criteria and indicators of future foreign language teacher`s readiness for professional activity. It is diagnosed the formation levels of this readiness. The pedagogical conditions of future foreign language teachers readiness formation for professional activity are analyzed. A detailed analysis of the concepts of "readiness" and "training" is presented, as well as the essence of the concept of "readiness of future foreign language teachers for professional activities". The concept of readiness for professional activity in the article is considered from two positions: functional and personal. This made it possible to determine that the readiness of future foreign language teachers for professional activity is an integrated quality characterized by the unity of components (value-motivational, semantic, procedural-reflexive, personal- communicative) and characterizes the goals, motives for students' creativity, mastery necessary knowledge, skills, abilities, professional competence of foreign language communicative competence formation of students. The readiness of future foreign language teachers for professional activity is based on their conscious modern interpretation of the foreign language communicative competence formation. It is proved that the conditions of realization of the specified phenomenon include: formation of student`s motivation to professional activity; enrichment of the educational content of disciplines, methods, means and features of their formation in the process of learning a foreign language in the professional activity of the future foreign language teachers; the level of skills in the use of methods for solving various pedagogical problems; directing students to pedagogical self-improvement and reflection by analyzing their own experience.

Assertiveness in the process of students’foreign language communicative competence formation

Assertiveness in the process of students’foreign language communicative competence formation

Case study as the method for foreign language communicative competence formation of master’s degree students of “ecology” speciality

Case study as the method for foreign language communicative competence formation of master’s degree students of “ecology” speciality