Formation Of Linguistic Competence Research Articles

The formation of linguistic competence of future foreign language specialists by improving academic skills

The term academic skills in Western pedagogy combines ancient and traditionally competencies of academic reading, academic writing and general education, which include a wide range of components whose chain is constantly updated due to changing educational conditions. General academic competence includes academic oral presentation

PECULIARITIES OF TEACHING WHILE DEALING WITH PHRASEOLOGICAL UNITS AND THEIR ACCURATE COMPREHENSION AT ENGLISH LESSONS

The modern system of foreign language teaching is characterized by the fact that practical knowledge of a foreign language has become a necessity for every educated person to meet requirements of the society. A foreign language has a beneficial effect on the general level of people's culture and promotes communication. In the conditions of learning a foreign language, the need to include elements of the linguistic culture of a foreign nation in the content of education is increasing. Within the framework of this approach, it is necessary to saturate the subject content of the learners’ speech with country-specific materials oriented to the dialogue of cultures. A number of studies on this problem have served as an incentive to determine the obligatory introduction of phraseological units for the formation of linguistic competence of learners at foreign language lessons. Thus, it is widely recognized that phraseological units are helpful and beneficial to the learner of English as a foreign language. The study focuses on the peculiarities of teaching phraseological units at English lessons. The present research investigates the main features of modern theoretical heritage of phraseology and analyzes the possibilities of their use for the improvement of the effectiveness of teaching phraseological units at English lessons. We design exercises for teachers and learners regarding the peculiarities of teaching and studying English phraseological units at English lessons.
 In our article we explore special aspects of phraseology studying at Ukrainian and English lessons, we analyze basic methods of phraseology studying, we consider comprehension of similarities and differences in the scope of meanings of the studied phraseological units with those existing in the native language. Defining a phraseological unit in the text and the ability to find the proper equivalent to it during the translation process is the most important stage for the teacher and students. The results of our research have shown that through learning and practicing phraseological units, students gain a new experience in solving communicative situations. Students admit the importance of studying phraseological units at English lessons in developing their communicative skills. It should be emphasized that learning phraseological units in a particular context enhances student’s motivation for learning English and makes it easier to remember such a kind of language units.

INNOVATIVE PEDAGOGICAL TECHNOLOGIES USAGE TO DEEPEN LINGUISTIC COMPETENCE IN A HIGHER EDUCATIONAL INSTITUTION

In the modern educational environment, the emphasis on linguistic competence formation becomes crucial since globalization and international cooperation foresee a significant impact of language training on key processes in education. This article examines modern trends in the usage of innovative pedagogical technologies in higher education to deepen the linguistic competence of students of higher education institutions. The author analyzes the role of innovations in pedagogy and linguistics and highlights the advantages of using these technologies in the environment of higher education institutions.
 The author focuses on the study and analysis of such approaches as the Flipped Classroom, case study technology, and literary analysis of cases, the usage of virtual reality, and the project activity method.
 The article highlights how these innovative methods can change the traditional approach to language learning, allowing higher education students to actively engage in foreign language learning and develop their linguistic competence. Flipped Classroom allows you to shift the emphasis from lecture teaching to the independent work of higher education students, while case study technology stimulates analytical thinking and solving practical problems. Literary analysis of cases contributes to the study of real situations of using a foreign language, and the usage of virtual reality makes learning more exciting. The method of project activity supports the development of communication and organizational skills of educational process participants.
 All these pedagogical approaches are considered in the context of their influence on the deepening students’ linguistic competence and the possibilities of their active learning and self-development. The study offers an efficient contribution to the usage of innovations in higher education to improve the effectiveness of foreign language and linguistic disciplines.

Modern Technologies and Educational Tools of Teaching Writing Skills in French to Students of Language Majors

Introduction. The development of foreign language writing competence in students majoring in linguistics is one of the key tasks in teaching foreign languages and cultures. There is a necessity of improving the educational process, in particular, updating the components of the learning system,which include educational technologies and tools. The purpose of the article is to investigate the use of modern technologies and educational tools in the process of developing students’ foreign language writing competence. Methods. The analytical review of the modern educational technologies involvingvisual learning tools in the educational process. Results. In the context of the communicative approach to teaching foreign languages, our interest is drawn to the technology of using visual supports as one of the modern educational technologies involving visual learning tools in the educational process. The advantage of this technology for teaching foreign language writing is the possibility of integrated development of competence in writing and other language competencies. At the same time, such authentic visual supports as a humorous drawing and an advertising poster provide valuable socio-cultural material, contributing to integrated foreign languages and cultures learning. Three stages of the formation of linguistic competence in writing based on visual aids are proposed: 1) receptive (Découverte), 2) receptive-reproductive (Systématisation), and 3) productive (Production écrite). This methodology is illustrated by a specific example based on humorous drawings. Conclusion. The proposed methodology is based on the basic didactic and methodological principles of teaching and contributes to the effective development of students’ competence in writing. The prospect of further scientific research will be the study of other educational technologies and tools for the development of foreign language communicative competence.

The role of evaluation tools in the formation of linguistic competence of students of non-linguistic specialties

This article discusses ways to control the formation of linguistic competence of students of non-linguistic directions of training in modern conditions of teaching foreign languages. Special attention is paid to such types of control as dictation, test, translation tasks and mental map, which can be effectively used both as part of the current control and during the final certification. There are different types of dictations: bilingual, monolingual, continuous and selective. The basic requirements for tests as one of the evaluation tools are established. The importance of translation tasks in the framework of monitoring the formation of students' language competence is noted. The role of creating mental maps and working with them in the integrated assimilation of new information, as well as in the development of creative abilities when learning foreign languages on the example of French and German, is emphasized. In the conditions of technologization of the educational process, new forms of conducting these types of control are proposed: online dictation, computer testing, creating mental maps using various Internet services. Attention is focused on training sites containing monolingual online dictation and tests designed for different age groups and levels of foreign language proficiency.

Этноязыковая компетенция населения Башкортостана в условиях двуязычия (по результатам этносоциологических исследований)

The article deals with the issues of language competence and speech activity of the population of the republic in different language situations. It was found that, despite the high level of recognition of the native language and language competence, individuals use Russian more when communicating. Such language behavior manifests itself not only in public places, in educational institutions or when communicating with close friends, but even in the family and household sphere. One of the factors of such speech activity of individuals is the ethno-linguistic environment, which contributes to the formation of linguistic competence and further generates linguistic behavior of individuals.

Formation of linguistic and local lore competence of philologists in a military institution of higher education

The article considers the peculiarities of the formation of linguistic and local lore competence of philologists in a military institution of higher education; analysis of domestic and foreign sources revealed the need for the formation of linguistic competence of future officers-philologists, which will help them in further professional communication activities to take into account both language and features of the country, history, culture of the nation or ethnic group; the interdisciplinary principles of linguistic competence are outlined, the most expedient forms and methodscontributing to the formation of linguistic competence of philologists in a military institution of higher education are outlined.

ФОРМУВАННЯ ЛІНГВІСТИЧНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ

The article is devoted to the current problem of formation of linguistic competence of future specialists in preschool education while learning English. The aim of the research is to substantiate linguistic foreign language competence, determine the features, principlesand methods of its formation; to develop and implement a set of exercises for the formation of grammatical component of future specialists in preschool education in the educational process while learning English. The formation of linguistic competence is one of the priorities of learning English, as it is impossible to learn a foreign language without knowledge of vocabulary, grammar, phonetics and spelling.  herefore, the problem of formation of linguistic foreign language competence is one of the most relevant one in higher education, in particular during the training of future specialists in preschool education. According to certain tasks, the goal and hypothesis testing a complex system of research methods was used: theoretical, empirical, statistical on the basis of personality-oriented and competence approaches. The scientific novelty of the study is the development and implementation a set of educational tasks in the educational process which have an effective influence on the level of linguistic competence of future specialists in preschool education. The article substantiates the theoretical foundations of the process of formation of linguistic competence while learning English by future specialists during reschooleducation. The components, principles and methods of formation of linguistic competence while learning English are determined. The obtained results confirmed the legality of assumptions of the research, and implementation of goals and objectives became the basis for the corresponding conclusions. The formed level of the grammatical component of future specialists in preschool education in the process of performing their educational tasks is a confirmation of the level of linguistic competence. In addition, the results of the study give rounds to note that the implementation of a set of tasks encourages students to be more active in the classroom, stimulates learning activities, helps to provide positive motivation and promotes better learning, critical thinking and skills of individual activity.

Обоснование структуры лингвистической компетенции как компонента коммуникативной компетенции студента языкового вуза

The paper aims to specify the content and structure of first-year students-linguists’ linguistic competence. The article analyses the component structure of linguistic competence as students-linguists’ thematic and basic professional competence. The author tries to differentiate the notions “linguistic competence” and “language competence”, to reveal the essence and structure of linguistic competence. Scientific originality of the study involves clarifying the content and structure of first-year students-linguists’ linguistic competence with the aim to improve their professional linguistic training. The research findings are as follows: the author identifies and describes three components of linguistic competence (linguistic, linguo-discursive, strategic), develops an operational model of linguistic competence formation taking into account cognitive, procedural and axiological components.

Formation of historical commenting competence in students – future teachers of the Russian language and literature

Introduction. The relevance of the research lies in the fact that historical commenting on linguistic phenomena is an important means of solving the problems of training language teachers, since it allows explaining modern linguistic facts, concepts, patterns by establishing their diachronic properties. The purpose of the study is to test a model of the formation of historical commenting competence in students – future teachers of the Russian language and literature. Materials and methods. The study was conducted from January to December 2020 at the Immanuel Kant Baltic Federal University. The sample included 90 people. Methods applied: comparative historical analysis of monuments of ancient Russian writing; expert assessments; methodology for determining the formation of linguistic competence of students (E.N. Piskunova); mathematical statistics (χ2-Pearson test). Research results. The program of the courses "Old Church Slavonic" and "History of the Russian literary language" included the study and comparative historical analysis of the monuments of ancient Russian writing. The results of testing the model showed statistically significant changes in the experimental group according to the following criteria: information-cognitive (χ2 = 20.3; p <0.01), activity-semantic (χ2 = 45; p <0.01), professional-communicative (χ2 = 8.5; p <0.05) and practice-oriented (χ2 = 21.1; p <0.01). Discussion and conclusion. A comparative analysis of the research results showed that teaching the historical syntax of the Russian language affects the formation of the competence of historical commenting in students – future language teachers and the level of their training. The developed methodological toolkit provides an analysis of the syntactic field of subject sentences of the Old Russian language and their historical commenting on the basis of the subject of the dictum and the subject of modus.

Formation of linguistic competence of a foreign language teacher (on the example of language) in the system of lifelong learning

The purpose of the academic paper is to establish how effective the introduction of additional courses to advanced training courses is, informing foreign language teachers about world international educational programs in the lifelong professional development system; determining the impact on the knowledge quality of introducing a set of educational activities aimed at the formation of linguistic competence. Empirical, statistical and theoretical methods have been used in the research. In order to diagnose the awareness of teachers about the lifelong learning system and the effectiveness of improving linguistic competence after completing advanced training courses, the methods of questioning, observation, as well as the experimental method have been used. The result of the present research is substantiation that a comprehensive approach to lifelong learning programs contributes to the formation of linguistic competence; it should be permanent and be part of the program of training and retraining of English teachers.

LINGUISTIC COMPETENCE AS AN IMPORTANT COMPONENT OF TEACHING ACTIVE METHODS IN READING

The article deals with the applying of active methods in reading and the formation of linguistic competence for teaching English for specific purposes (ESP) to future bachelors in the field of Civil Engineering.Purpose of the research is to describe linguistic competence as an important component of the process of teaching active methods in reading to future engineers, to define some active methods in reading that can be implemented in the teaching of ESP in the process of training future civil engineers.Methods. Reviewing the studies on linguistic competence in reading in the process of teaching ESP and methods of active reading.Results. Prospects for teaching methods of active reading (KWL and SQ3R) to future engineers in the ESP teaching process are described. The definition of lexical competence and its components in the process of teaching methods of active reading is given. The difficulties of teaching active reading in ESP for students of technical specialties are determined.Conclusion. Taking into account that creativity and active participation are important factors in motivating students to learn ESP, we consider it appropriate to use methods of active reading (KWL and SQ3R) in combination with other intensive methods and technologies to train future engineers. We believe that exercises and tasks with different forms and models of authentic visualization of educational information (AVEI) for learning English vocabulary in professionally oriented reading are effective. AVEI, taken from professional articles and other authentic materials in the field of civil engineering, can contribute to the formation of lexical competence of students.

Project Work as an Effective Form of Professional and Linguistic Competence Formation

Project Work as an Effective Form of Professional and Linguistic Competence Formation

Pedagogical conditions of formation of linguistic competence of junior schoolchildren in Ukrainian language lessons

Pedagogical conditions of formation of linguistic competence of junior schoolchildren in Ukrainian language lessons

The communicative and linguistic competence formation model among students of philology

"The relevance of this article is due to the need to create a model for the formation of the communicative and linguistic competence of students-philologists through the development of psychological mechanisms. It is proposed to consider the formation of communicative and linguistic competence as a process aimed at acquiring skills, abilities and knowledge, developing qualities and abilities that help solve the communicative tasks of philology students. A detailed review of the model for the development of the communicative and linguistic competence of philology students is given. The model includes 5 blocks and 3 modules. The developed model is aimed at developing the linguistic persona of the philologist, ready for a competent dialogue with the interlocutor, in which there is awareness and acceptance, as well as the development of his communication and language skills in order to correctly state his position. "

LINGUISTIC ASPECTS OF THE FORMATION LINGUISTIC AND CULTURAL COMPETENCE

Today, it is known that the assimilation of information by primary school students according to the Internet and television is growing rapidly. This shows the need for quality development of children's language competencies.Therefore, the work on the formation of linguistic competence has a special place among the several competencies given to students in the process of educating the younger generation. One should note here that children with language and cultural competencies learn to communicate with each other in a complete, smooth and artistic way and share ideas. And they create sentences without repeating words using interconnected phrases . Also, students enrich their vocabulary-stock, expand world view and it creates full conditions for the formation of personality. What is more, it gives to practice a language communication and apply the acquired knowledge in their life.

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The analysis of the possibilities of linguistic humor in the formation of linguistic competence of foreign medical students at the initial stage of education is presented. The means of creating humor in such small forms of language creativity as linguistic humorous miniatures, ironic aphorisms, and various figures of speech are considered. Cross-language correspondences confirmed the thesis about the internationalism of humor in its core ideas.

Lingo-Didactic Potential Derivation Syntagmatics in Russian Language

The article deals with the specificity of syntagmatic relations in the word-formation system of the Russian language. The subject of the study is the typical derivational chains and their part-of-speech patterns as a methodologically relevant means of teaching the language. The aim of the work is to reveal and describe the linguodidactic potential of word-forming syntagmatics in the Russian language, reflected in simple and complex (typical) units of the word-formation system. It has been established that the typology of derivational chains reflects the hierarchy inherent in the units of the word-formation system. Typical chains are correlated with categorical models – the units of a higher level of abstraction, taking into account the partial status of derivatives. Different types of combinations on the basis of the similarity of structure and semantics are characteristic of these units. Their regularity and reproducibility in the Russian language demonstrates the degree of word-formative productivity of various parts of speech. The typical derivational chains allow the teacher to demonstrate the system properties of lexical units, which is important for the formation of linguistic competence. The comprehension of the laws of Russian word-formation makes it possible to reduce the number of words necessary to memorize and thus creates the prerequisites for the potential enrichment of vocabulary. The study of parts of speech within the framework of typical derivational chain, namely by the sequential introduction of cognate words into the active vocabulary of students, promotes the realization of the principle of continuity of learning – from word formation to morphology and syntax, which ultimately leads to the learning of new words.

Проблемы преподавания русского языка в школах для слепых и слабовидящих детей

The article deals with the state of both the general and the special methods of the Russian (native) language. From the standpoint of current requirements, the state of the methodology of teaching Russian language in typhoid pedagogy is analyzed, in particular, the work of such typhoid pedagogues as M.I. Zemtsovoy, V.A. Mylnikova, N.S. Kostyuchek, I.L. Morgaylik, as well as I.P. Chigrinova. The work identifies the range of problems to be solved. As an answer to one of such questions, a route for linguistic competence formation in blind adolescents in the process of learning Russian is proposed, aimed at the development of functional literacy and the implementation of correctional and developmental activities.

ЛІНГВОКРАЇНОЗНАВЧИЙ АСПЕКТ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ (НА МАТЕРІАЛІ КУРСУ «СВЯТКУЄМО РАЗОМ!»)

The article deals with the linguistic and ethnographic aspect of teaching Ukrainian as a foreign language (UFL) for the children of a preschool age. The purpose and tasks of culture-oriented linguistic are studied. The content of the concept of background knowledge and in what vocabulary layers they are refl ected (non-equivalent vocabulary, connotative vocabulary, background vocabulary, onymos and phraseologisms) are analyzed.The ways of culture-oriented linguistic competence formation during the teaching UFL are defi ned. The peculiarities of teaching a foreign language to the children of a preschool age are reviewed. The diffi culties encountered during the teaching a foreign language to the pupils of this age group are outlined, and the language strategies for overcoming the diffi culties are studied. The potential of using different kinds of language games (didactic, communicative, creative ones) during the teaching UFL has been analyzed.The practical application of the a for mentioned methodological recommendations has been demonstrated on the material of the lesson«St. Andrew» in the «Let’s Celebrate Together!» course. This lesson is created for to work with children of the age of 4-6 years old who have the knowledge of UFL at the A2 level.