Formation Of Foreign Language Communicative Competence Research Articles

ABOUT THE ISSUE OF FOREIGN LANGUAGE TRAINING IN THE SYSTEM OF LIFELONG LEARNING

The current paper attempts to examine the issues of lifelong education. According to UNESCO documents the notion of lifelong education is defined. The advantages of lifelong learning are highlighted. The lifelong educational system should meet the needs of society, as well as take into account the positive approaches and experience of the development of the world and domestic educational systems. The paper mentions the difficulties of adult lifelong learning as lack of time or lack of conditions for safe relevant learning environment, limitation of learning by specific goals and objectives, use of relevant knowledge or skills in various settings or contexts. The paper focuses on the principles of lifelong education and the issues to be tackled in the context of their implementation: what methods, techniques and strategies to choose to involve students’ previous system of knowledge, enhance their performance, reflection, control over the learning process. The importance of foreign language training in the process of foreign language communicative competence formation and the role of a foreign language as a tool of cognition and acquisition of knowledge are analyzed. It is established that a foreign language is an important component of professional training of specialists in any field of knowledge. A combination of methods for the development of critical and creative thinking, cooperative learning, problem-based, project-based methods as effective for the formation of foreign language communicative competence of adults is proposed. The importance of continuity between the stages of mastering a foreign language and the use of formative assessment of the previous system of knowledge is emphasized. The strategies «INSERT», «Know-Want to Know-Learned», the creation of mind maps for establishing a connection with previous and acquired system of knowledge and identifying prospects in adults foreign language training are proposed.

Development of Foreign Language Teachers' Diagnostic Competence in the System of Military Education

The article is dedicated to the problem of foreign language teachers' diagnostic competence development. It reveals the problematic issues connected with the obtaining integral estimates of students' foreign language communicative competence formation levels. The study presents a technology of integrated assessment based on the recent mathematical and statistical methods realized with the help of information and communication technologies. The first experiment proves the technology contributes to the accuracy and reliability of integral estimates by 9,1%. The second one assures that training teachers to use the technology improves their levels of diagnostic competence by 21,9% in average.

Застосування інтерактивних методів навчання у процесі формування іншомовної комунікативної компетентності майбутніх офіцерів

Застосування інтерактивних методів навчання у процесі формування іншомовної комунікативної компетентності майбутніх офіцерів

Methodological and Didactic Fundamentals of Foreign Language Communicative Competence Formation in Distance Learning

The study deals with the theoretical justification of pedagogical conditions and methodical principles of the future specialists’ foreign language communicative competence formation in the conditions of distance learning. The result of the theoretical part of the study was specifying a complex application of computer and multimedia technologies as the system of pedagogical conditions for foreign language distance learning. Methods of analysis, synthesis, generalization and modeling were used to develop a pedagogical model of remote formation of speech skills and abilities of students. The structural method and system analysis were used to display the relationships between the basic components of the model. The constructed model of the foreign language distance learning includes the following structural components: educational technologies, basic principles, requirements for educational and methodological support. The analysis of the basic concepts and definitions concerning distance learning allowed to define requirements to the training process in the context of our research which on component structure are content-structural and methodical. The basic components of the system of training are outlined as conceptual basis, content part and procedure part. The functions of computer technology, multimedia support, tasks for the teacher and student opportunities are defined. Thus, the result of the study is the development of content-structural model of foreign language communicative competence of the future specialists based on the multimedia content application as an integrated component of complex methodological support and computer technology as a form of process organization. The authors made a conclusion that the effectiveness of using these learning technologies is conditioned by the specific objectives of the subject studying and the practicability of their use for ensuring the implementation of support functions (the main are: determining the degree of the management of student’s learning activities by a teacher at all levels; determining the degree of the student’s learning activities self-management; indirect management of self-study activities for preventing stress; providing a feedback system; ensuring self-control).

Modelling testing competence formation in pre-service foreign language and culture teachers

Testing competence of a future teacher of foreign languages and cultures is the ability to select, independently create and effectively use testing technologies to implement foreign-language communicative competence formation monitoring along with its individual constituents. An important prerequisite for its formation is a scientifically substantiated model, which is implemented within the framework of the discipline «Modern approaches to testing in teaching foreign languages at schools». In the given article, the model of testing competence formation in future teachers of foreign languages and cultures is presented as a systematic schematic representation of the constituents that ensure the efficiency of its formation and are implemented as organic unity. These constituents include among others purpose; approaches and principles of testing competence formation; educational process organization forms; teaching methods and technologies; testing competence formation means and monitoring methods as well as outcomes. The methodological basis of the model of testing competence formation in future teachers of foreign languages and cultures includes the approaches (competence-based, differenciated approach, project, and reflexive approaches), principles of their implementation; methods and technologies (problematic, game, computer based methods, portfolio method, project technology), textbooks (“A textbook of preservice language and culture teachers testing competency”), as well as monitoring methods (survey, presentation of creative professional and methodological tasks, electronic testing, presentation of individual project tasks, interviewing, written assignments). Crucial factors for the effeciency of the proposed model implementation are quasi-professional activities carried out by the future teachers of foreign languages and cultures on designing, compiling and implementing of tests to monitor students’ foreign language communicative competence formation.

Интенсификация процесса формирования иноязычной коммуникативной компетенции при помощи компьютерных

The article considers the intensification of the process of a foreign language communicative competence formation with the help of computer games. The author emphasizes the advantages of computer games use as one of the types of information and communication technologies to achieve the modern goals of foreign language teaching in the conditions of the society informatization. Special attention is paid to the creative potential of computer games use in the process of foreign language studying. The article sets and describes some genres of computer games that are recommended for use in order to form a foreign language communicative competence in the combination of all its components. The author gives some recommendations for learners on studying a foreign language with the help of computer games. Thus, the purposeful use of computer games in teaching foreign languages helps to create appropriate psychological and pedagogical conditions for increasing the level of a foreign language communicative competence formation.

Формирование иноязычной коммуникативной компетенции средствами иностранного языка в нелингвистической образовательной организации

The article deals with a topical issue – forming the foreign language communicative competence of students in the process of foreign language learning in a non-linguistic educational organization. Foreign language is an educational discipline that helps students acquire and improve their reading and speaking skills in the language they are studying, as well as form the basis of their communicative competence. In this capacity, a foreign language plays an important role in specialists training of the Internal Affairs bodies, since the foreign language knowledge is a mandatory component of a modern police officer professional competence. The authors focus on the choice of learning strategies, which are based on the development of the ability and real readiness to implement foreign language communication, the ability to achieve mutual understanding with native speakers. Attention is paid to the selection of educational material focused on the foreign language communicative competence formation, an important indicator of which is not only the correctness of speech from the point of view of the language norms, but also from the point of view of the cultural context. The authors come to the conclusion that the main tasks for the foreign language communicative competence formation is to constantly stimulate students’ cognitive activity and to increase their motivation to learn a foreign language.

A Foreign Language Communicative Competence Formation via Computer Games

A Foreign Language Communicative Competence Formation via Computer Games

МЕТОДЫ И ПРИЕМЫ ОБУЧЕНИЯ КИТАЙСКИХ СТУДЕНТОВ РУССКОЙ РАЗГОВОРНОЙ РЕЧИ

The article examines the problems and methods of teaching russian spoken speech at a chinese university, taking into account the ethnocultural characteristics of the chinese audience and the specifics of the chinese student education system. A system of methods and approaches is justified, which contributes to the effective mastery of russian spoken speech. The article describes the features of the chinese audience, complicating the mastery of russian spoken speech in the RCT lesson. The principles and exercises proposed in the article contribute to the organization of such an educational process that will ensure the achievement of a high level of communicative competence of chinese students, the author considers certain didactic techniques that allow achieving a high level of formation of foreign-language communicative competence, neutralization of passion and psychological barrier («psychological counseling», debates, «brainstorming», «fun pictures», comic dialogues, thematic autostoritelling, «black box», «director himself», roleplaying games, «lexical physical education», etc.). The article notes that the main way to overcome this is to use means, methods and techniques in the process of training based on the pedagogical impact of humor, the use of which should become an integral component of the process of teaching chinese students of oral speech and be consistently implemented in all aspects of this process: in the speech behavior of the teacher, in the selection of didactic material, in the typology of the proposed tasks. The author justifies the concept of lessons in colloquial speech as an «encyclopedia of life» and the need to expand the outlook of students by providing them with new information from the field of «background knowledge», not only aimed at expanding the lexical base, but also containing interesting information about psychological and cultural phenomena.

Foreign Language Communicative Competence Formation of University Students by Using Interactive Teaching Methods

Foreign Language Communicative Competence Formation of University Students by Using Interactive Teaching Methods

Foreign-language training of students of the legal direction: personally focused approach

The article deals with the Legal English training of students within personality-oriented approach. It analyses personality-oriented education concepts and describes the experience of Mock Trial as a tool of foreign language communicative competence formation. The authors note such advantages of the Mock Trial technology in foreign language teaching as creating conditions for the immersion of students in practical activity for professional and language development. The article describes the steps of students’ preparation of a case for a trial. Special attention is paid to the formation of phonetic skills of Legal English as a tool of increasing the communication efficiency. The conclusion about the effectiveness of Mock Trial for the development of students' communicative competence is made.

The review of the Master Students’ self-study tutorial by Nataliia Maiier “University teacher training materials and tools of professional intercultural foreign language communicative competence formation”

The publication presents the review of the self-study tutorial for master students written by Natalia Maiier in terms of the master’s programme “University teacher training materials and tools of professional intercultural foreign language communicative competence formation”. The content of each tutorial section is being analyzed. The expediency of its use in teaching special elective professional disciplines to master students majoring in foreign language and culture teaching methodology is being emphasised.

Formation of foreign-language communicative competence of non-philological training profile students by means of Content-based Active Speaking Technology

Formation of foreign-language communicative competence of non-philological training profile students by means of Content-based Active Speaking Technology

ІНШОМОВНА ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ГЕОГРАФІВ

The problem of the professional foreign language training of the future geographers’ in the process of the professional future geographers’ training is considered. The role and the place of the professional foreign language training in the process of the professional future geographers’ training have been defined. This article deals with the соmpetence approach to the professional future geographers’ foreign language training. The ways of the realization this approach in the process of the professional future geographers’ foreign language training have been analysed.The definition of the concepts “competence”, “communicative competence”, “foreign language communicative competence”, “professional foreign language communicative competence” have been defined. The professional foreign language communicative competence as a main competence in the process of the professional future geographers’ training has been defined. The structure of the professional foreign language communicative competence (PFLCC) of the students majoring in geography has been formed and characterised in the article. A foreign language communicative competence in complex with general professional competence and special professional competence form the key components of PFLCC. The social, personal, general scientific, instrumental and professional competences belong to general groups of competences, forming PFLCC. Creativeness, ability to think in a system way, ability to study, understanding and knowledge of ethical norms of communicative behavior form social and personal competences. Knowledge of fundamental subjects reflect the level of general scientific competence formation. The ability to communicate, perceive and render information in a foreign language as well as in the mother tongue, research skills and computer literacy are the main components of instrumental competences. The necessity of the high level formation of the professional foreign language communicative competence for the future geographers’ successful work has been proved. The ways of increasing the effectiveness of the professional foreign language communicative competence formation in the process of the professional future geographers’ foreign language training has been justified.

РОЛЬ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ У ПОПЕРЕДЖЕННІ НЕВДАЧ У МІЖКУЛЬТУРНОМУ ДІЛОВОМУ СПІЛКУВАННІ

The article argues the necessity of foreign language communicative competence formation of students in Economics to prevent their communicative failures in their future professional activities. In modern society language communication is infl uenced by a range of factors (social, language, cultural, psychological, etc.) that sometimes complicate the process of communication and exchange of information. The effects of misunderstanding between interlocutors in business communication are not only frustration and mutual accusation, but also the loss of a company’s image, diminishing of the previous achievements, violation of an agreement, and, the worst, disruption to the further development of business contacts. The formation of foreign language communicative competence of prospective business partners will help to prevent such misunderstandings or overcome their negative effects. The article deals with the problem of communicative failures in intercultural business environment, analyses their essence and reasons, gives a detailed review of scientifi c publications on the topical issue. It offers a description of the differences in the behavior of Germans and Ukrainians, due to the infl uence of the linguistic and cultural factors. The description of the communicative behavior of the representatives of Ukrainian and German cultural communities, comparison of their typical models, peculiarities of German and Ukrainian speech and business etiquette and nonverbal communication, etc. reveal the nationalpeculiarities of the communication.

ЗНАЧЕННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ЛІКАРЯ ТА ЕТАПИ ЇЇ ФОРМУВАННЯ

The article deals with the significance of students’ foreign language communicative competence formation as the important component of future doctor’s professional competence. Communication with patients occurs during all stages of medical practice; as a consequence, effectiveness of doctor’s professional activity mainly depends on speaking skills. Taking into consideration the necessity of continuous professional development with the possibility of receiving information from different sources, knowledge of English becomes an integral part of doctor’s professional training. Thus, foreign language communicative competence formation is determined as the main aim of medical students’ professional training in English for their ability to communicate in international professional society. Vocabulary component is established as the core constituent of future doctors’ foreign language communicative competence formation. Its formation is offered to organize into three stages: visual and language semantization, automation of vocabulary skills at a passage level, automation of vocabulary skills at a text level. Special tasks and activities were developed for each stage. Following them creates an opportunity to encourage discussions among students and in this way improve their foreign language communicative competence. It is considered as the one of the most important competencies of modern doctor which allows enhancing competitive ability of future doctors in the context of globalization and internationalization of society.

АНИМАЛИСТИЧЕСКИЙ КОД: СОПОСТАВИТЕЛЬНЫЙ И ЛИНГВОДИДАКТИЧЕСКИЙ АСПЕКТЫ

In this article, the notion of communicative competence is defined and structured. In order to successfully develop some of the subcompetences that constitute the communicative competence, it is necessary to study culture codes. The concept of culture code is defined, and its classification is provided from the point of view of linguoculturology. The results of an association experiment performed among the students of the 6th and 9th grades show the peculiarities of how certain animalistic images are reflected in children’s minds, which helps to get the general idea of their worldview. The English and the Russian linguistic worldviews are compared on the material of phraseological units containing zoonym components volk (wolf) and ovtsa (sheep). Methods of teaching are suggested, and the authors conclude that acquisition of the animalistic code and other culture codes by ESL students is a promising means of foreign language communicative competence formation.

COMMUNICATION-CENTERED APPROACH TO TEACHING FOREIGN LANGUAGES IN NON-LINGUISTIC UNIVERSITIES

The article deals with the process of realization of the communication-centered approach to the study of foreign languages of the students of non-linguistic specialties. It consists in the modeling of the basic regularities of foreign language communication taking into consideration their professional needs The main conditions of the communicative organization of foreign language classes have been analyzed: the foreign language speech orientation of the educational process, which consists in the practical application of the target foreign language; the learning functionality that includes the methods allowing the most effective acquisition of lexical units and grammatical structures in speech; the situational learning that permits to coordinate the educational material with the professional orientation of students; the novelty of the educational material, consisting in the continuous updating of the material studied; taking into account the individual characteristics of each student. The emphasis has been placed on the fact that the communication-centered approach to the study of foreign languages contributes to the maximum immersion of a student into the foreign speech activity. It has been shown that the communication-centered approach to the study of foreign languages involves the formation of students’ skills and abilities of the adequate perception of foreign language speech and expression of their own opinions in the foreign language according to the specific situation. The peculiarities of the formation of foreign-language communicative competence of students of non-linguistic specialties as mastering special linguistic means and non-verbal aspects of the studied language have been revealed. It has been proved that the development of foreign language communication skills of students of non-linguistic specialities is successfully realized in business communication training, which combines the foreign language knowledge and special scientific skills as well. They contribute to the formation of the productive professional language skills of students. Some of the most effective types of communicative activities (conditional conversation, discussion, commentary, dramatization, business game) and techniques (work in pairs, group work and cooperative learning) have been analyzed. The conclusion about the necessity of using the communication-centered approach to teaching foreign languages in a non-linguistic university has been made. It maximally brings the learning process to a real linguistic situation, developing the professional communication, sociolinguistic, socio-cultural competences of students.

Organizational and pedagogical conditions for the formation of students' foreign language communicative competence in the conditions of informal education in PRC

The article analyzes the organizational and pedagogical conditions for the formation of foreign-language communicative competence of students of Chinese non-state secondary education institutions in a multicultural environment. The factors that influence the creation of an effective educational environment for teaching a foreign language in non-state educational institutions of the People's Republic of China are identified. The trends of influence on the development of organizational and pedagogical conditions in the sector of non-formal education of the PRC, considering the global processes taking place in the world society, are considered. The importance of attracting innovative forms and methods of teaching, taking into consideration the national identity of the linguistic personality, is emphasized. The priority of introducing a competence approach in the process of teaching English in a Chinese nonstate educational institution has been determined. The structure of foreign language competence was described, which made it possible to highlight the basis for creating pedagogical interaction on a participatory basis. The focus is on the use of interactive methods with wide involvement of IT based on blended learning.