High Communicative Competence Research Articles

An Exploration of College English Translation Teaching in the Context of Ideological and Political Education

Translation teaching under the ideological and political background of the curriculum is to cultivate students' family and country feelings, cultural self-confidence, and an important path to spread China's excellent cultural elements, ideological value system, and enhance international discourse power. On the basis of imparting translation knowledge and cultivating translation ability, college English translation teaching should actively cultivate Chinese-English bilingual translators with high intercultural communicative competence and good language and cultural literacy. From this point of view, it is necessary to realize the effective integration of ideological and political curriculum into college English translation teaching. Therefore, educators in colleges and universities must attach importance to the reform of English translation teaching, and actively explore reform strategies to improve students' comprehensive quality and level as a whole. Based on this background, this paper discusses the existing problems of English translation teaching in colleges and universities, and studies the advantages and strategies of English translation teaching reform from the perspective of curriculum ideology and politics.

Academic Mobility in the Context of the Modern Tourism Development

The article examines the impact of the modern tourism sphere on social mobility in general and, in particular, on professional and academic mobility. The purpose of the article is to construct a descriptive characteristic of the formation of academic mobility (at the regional and global levels) in the context of the development of the modern tourism sphere, realized through the combination of educational and tourism spheres, and where communicativeness and foreign language competence become important feathers of the modern competent young specialist in the tourism sphere. Research methods. During the research, general scientific and empirical techniques based on a systemic approach were applied. General methods of generalization and comparison were also used in the work process. Results. As the result of the conducted analysis, the interdependence of the development of educational and tourism spheres has been defined in the conditions of professional and academic mobility, when the influence of «knowledge diplomacy» and cultural exchange between all subjects of academic mobility occur. The author of the article states that the tourism sphere in the conditions of globalization, openness of countries, unification, and standardization was able to create a global tourist space, which includes more than 150 countries of the world. Conclusions. Today, long distance moving/traveling has become common (opening the new opportunities for social, professional, and educational mobility), this has been used during the creation and further functioning of global and/or regional educational centers, where the training process creates conditions for acquiring a high level of linguistic (non-native) competence, and the ability to work in a multicultural, multinational team. At the same time, there is a cultural exchange between subjects of the educational process; the acquired knowledge and experience remain and influence the further behavior of a future political and military figure in one's country (the new elite) who studied abroad. Also, studying in such centers transforms the moral and psychological state along with the social communication of students, teachers, scientists, and young professionals. In addition, staying and getting an education in the specified centers contributes to the formation of a new global elite, which becomes cosmopolitan and, upon returning home, perceives the surrounding world in a different way, and builds relations with neighboring countries. That is, there is a practical implementation of the concept of «educational diplomacy», which further affects traditional diplomacy between countries that are part of the relevant educational space, and this, in turn, makes it possible to form a new agenda for solving problems through joint efforts, as well as work on joint projects. At the same time, the modern global tourism sphere is constantly expanding the geography for new education, working under the condition of high communicative competence of the student of education, a young specialist, and knowledge of foreign languages at a level not lower than B2.

FORMATION OF COMMUNICATIVE COMPETENCE IN A FORENSIC INSTITUTION HEAD

It has been stressed that formation of communicative skills in heads of forensic science institutions is a relevant psychological and managerial task. Resolving this issue is of paramount importance not only for an individual forensic science institution and judicial system but also for society as a whole. The Article Aim is theoretical and methodological substantiation of primary aspects for formation and development of communicative competence in heads of forensic science institutions as components of their professional development in managerial activities. In forensic expert activity communicative competence is understood as “a system that includes psychological and social knowledge about oneself and others, skills and abilities in communication, behavioral strategies for diverse social and public situations, which enable an individual to build interpersonal communication according to a goal and conditions of forensic expert activity.” It has been observed that when developing communicative competence in heads of forensic institutions, a pivotal role is held by understanding communication process and the ability to organize it with minimal costs and maximum results. Components and stages of communicative process are outlined, and it is emphasized that neglecting feedback can undermine the entire communication process. Emphasis is placed on the need to avoid “noise” during communication. It has been determined that the current approach to addressing development and improvement of communicative competence in heads of forensic science institutions lies in viewing training as self-development and self-improvement, and diagnostics as self-diagnosis or self-analysis. Measures that will contribute to strengthening communicative preparation of forensic institution heads, and certain shortcomings in the training practice of institution heads concerning the development of communicative competence have been identified. Advantages of high communicative competence among heads of forensic science institutions have been highlighted. Relying on the analysis of research papers and practical activities, a set of measures has been established to optimize formation and development of communicative competence in heads of forensic science institutions.

THE EFFICIENCY OF THE COMPETENCE-ORIENTED TEACHING METHOD AT THE CLINICAL DEPARTMENTS OF I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY

SUMMARY. Among researchers, there is no established view on the structure of professional competence of future specialists in general and future doctors in particular, regarding the types of competences that should be laid as its basis. This situation served as the basis for conducting an analysis of the effectiveness of various communicative educational methods for improving professional training of master's students at the university's clinical departments.
 The aim – to analyze the effectiveness of various teaching methods for the formation of professional competence of future doctors in key and subject competencies in emergency medical care.
 Results. Communicative competence is a dynamic combination of knowledge and practical skills, ways of thinking, professional, worldview, social qualities, moral and ethical values, which determines the ability of a person (student) to successfully carry out professional and further educational activities and is the result of learning at a certain level of education. The formation of the communicative competence of master's students is achieved thanks to the effective interaction of the teacher and the student (communication, exchange of knowledge, practice of abilities and skills), professional and personal qualities of the teacher, which are manifested through analytical perceptive, motivational-communicative, professionally-oriented and tactical-psychological communicative skills in solving professional tasks and individual properties of the subject of professional and pedagogical activity, necessary and sufficient for mastering communicative skills at the normatively determined level. To form the professional competence of future doctors in key and subject competencies in emergency medical care, the teachers of the clinical departments use a complex of interactive teaching methods based on the principles of a participatory-interactive approach. Such teaching methods include the method of educational discussion, game teaching methods, dialogue method, method of individual and group projects, as well as independent work of master's students.
 Conclusions. In order to achieve high communicative and professional competence of the future master's doctor in the specialty of emergency medical care, the teachers of the clinical departments of the university use such participatory and interactive teaching methods as the educational discussion method, game teaching methods, the dialogue method, the method of individual and group projects, as well as the method of independent works of master's students. The effectiveness of using each educational method depended on the individual characteristics of the personality of the teacher and the student, their basic level of training and motivation.

Development of Communicative Competencies of Medical Personnel as a Factor That Improves Interaction with the Patient

Medicine refers to a type of activity where high communicative competence is an integral part of the profession and is expressed as special skills and abilities. Medical workers are constantly included in the communication process, which provides for a variety of relationships with the patient, his relatives, as well as work colleagues. It is mistakes in professional communication that are the most common cause of ethical and deontological violations, conflict situations, as well as dissatisfaction and complaints of patients and their relatives.

FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE EDUCATORS OF SPEECH THERAPISTS IN THE CONDITIONS OF PEDAGOGICAL COLLEGE: THEORETICAL ASPECT

The article analyzes the regulatory and legal documents that regulate the main components of the professional compliance of teachers and the applicants of professional preliminary education.
 The works of Ukrainian and foreign scientists, which disclose general issues of the teacher’s professional competence development and factors of future teachers’ competencies developing in the system of higher education. Scientists’ detailed views on the teachers’ communicative competence developing in higher education.
 The scientists’ views on the future educators’ communicative competence developing of preschool education institutions in higher education are investigated. Particular attention is focused on the communicative competence of future educators of speech therapists – one of the specialities, which requires communicative skills and high professionalism.
 The issue of preschool teachers’ communicative competence has been covered by scientists in various aspects. At the same time, it should be noted that the issue of developing of communicative competence of future educators of speech therapy groups in pedagogical colleges has been insufficiently studied and requires thorough research. 
 After all, at the present stage, the learning of children with speech defects requires not only the use of special techniques in correctional and developmental work with them but also teachers’ high communicative competence, including educators of speech therapy groups.
 The essence and characteristics of the concepts of communicative competence of educators of speech therapy groups need further study.

Beyond eyesight: communicative competence of senior high school student with visual impairment

Research on the performance of students with visual impairment based on educational setting has not been conducted. It was the purpose of this paper to find out the communicative competence of senior high school student with visual impairment. This student including his mother, teacher, classmate and schoolmate participated in the research undertaking. Case study was the mode of inquiry in this study. It utilized triangulation method such as classroom observation, interview and review of available documents. As a result of this study, it was found out that the student has high communicative competence. This means that he is competent communicator in the context in public, meeting, and group or dyad to strangers, acquaintances or friends. It was also suggested that further studies should assess the differential impact of a variety of courses on students’ communication competencies in diverse contexts and describe a communication approach to develop communicative competency of student with visual impairment.

Использование лингвострановедческого материала в процессе обучения корейскому языку украинских студентов

The article discusses the main aspects of the use of linguistic and regional material in the process of teaching the Korean language to Ukrainian students. A special role is given to the problem regarding the formation of students’ high level communicative competence in the process of studying linguistic and regional material during Korean classes. The article defines the leading role of linguistic and regional materials in the process enabling the formation of competences in intercultural dialogue; it highlights the main problems dealing with the development of the afore mentioned competences and gives specific recommendations to their solution. The author analyses modern research in the field of studying the introduction of a linguistic and regional components into the process of teaching a foreign language. The problematic issue is analysed in detail; both the resolved sides of the problem and those to which additional attention should be paid in further studies are positioned. The author of the article analyses the main elements of the system of teaching a foreign language in Ukraine. The characteristic of the most significant principles has been given. The problem of increasing the effectiveness of foreign language teaching methods in the context of the use of linguistic and regional materials has been considered. The article discusses issues that are associated with the development of globalization processes, which leads to the need to increase modern university students’ communicative intercultural competences. In the article, the author offers her vision regarding the solution of the problem related to the introduction of the linguistic and regional material into the process of teaching the Korean language to the students. Furthermore, the author draws attention to the development of this problem and outlines the prospects for further research. Keywords: the Korean language, teaching methods, a foreign language, linguistic and regional studies, intercultural communication, the learning process.

ICT-competence of university lecturers: diagnostics and development

The purpose of the study. This article is devoted to reveal the directions of development of lecturers’ information and communication technology (ICT) competences. The level of lecturers’ ICT-competence, feedback from students about efficiency of ICT using at the University, structure of lecturers’ ICT-competence and communicative competence correlation, lecturers’ demands in ICT-competence training were investigated. Methods. Lecturers’ survey (questionnaire “ICT-using by University lecturers” by O. Chuvgunova), students’ survey (questionnaire “ICT at University: students’ feedback” by O. Chuvgunova), psychological test (“Communicative skills test” by L. Michelson), math statistics methods. Sample was formed from lecturers (N = 102) and students (N = 198) of St. Petersburg University. Results. Results show that lecturers have high marks of base level and technological level of ICT competence. Lecturers have ICT literacy and can use ICT as a tool for communication with students. But professional level of the most part of participants’ ICT competence is not developed well enough. Hence, some lecturers cannot create and implement new instruments, methods into educational process through ICT. The feedback from undergraduates demonstrates that students appreciate highly using ICT at their faculties. Respondents think that ICT improves the effectiveness of learning process. At the same time, it is important for students to take into account their individual characteristics and the optimal balance between virtual and “live” communication. Study revealed positive correlation between indicators of ICT competence and communicative competence. Lecturers with high communicative competence have high level of ICT competence and high self-rating of their own ICT competence. Lecturers are interested in ICT-competence training. Mostly, they use different courses and self-education. Most lecturers do not have a plan of their ICT-competence development. Conclusion. The study found out such directions of lecturers’ ICT-competence development, as:– using ICT as a resource of improvement of educational process, development of students’ intelligence and creativity; – lecturers should take into account students’ individual features and students’ feedback through ICT using; – enhancement of lecturers’ communicative competence as a necessary skill of interactive ICT using; – efficiency increase of lecturers’ ICT competence training through permanent educational environment and consulting by ICT specialists.

Vocabulario emocional en la producción oral en español como lengua de migración

El presente estudio analizó el vocabulario emocional en la producción oral de un grupo de adultos inmigrantes aprendientes de español. Los principales resultados fueron los siguientes: (a) casi un tercio del discurso de estos informantes estuvo constituido por palabras emocionales, especialmente positivas; (b) el tiempo de residencia en España correlacionó positivamente con la cantidad de tokens y types totales y léxicos, y con el número de tokens emocionales negativos; (c) los informantes más jóvenes alcanzaron un mayor grado de precisión lingüística; (d) una mayor competencia comunicativa en la lengua meta influyó positivamente en la producción de palabras emocionales.

CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand

Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.

CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand

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Best Practices in the English for Specific Purpose Classes at the Language Center

Abstract South East European University is an Institution, established in 2001 by few International Stakeholders with the aim of introducing new teaching techniques and approaches in education. Special curriculums and courses were designed as an innovation in higher education. Within these news curriculums, English for Specific Purpose course emerged, which was dedicated to advanced students in English Language. This course was introduced around 2005 for the first time and since then has been constantly part of every study program. Thus, with this research, we will describe in general the English for Specific Course (ESP) with its features and bring to light the best practices occurring in these courses. Learners in ESP course are interviewed and asked to rate some of the best and common practices in the course. The findings from the research are analyzed and introduced in the paper for our own benefit and also for sharing them with other teachers of ESP who take part in the conference. As regards the research methodology surveys and interviews were conducted. The questions were agreed in advance with students of ESP and through them we collected information about their attitudes and their general view of the best practices in ESP classes. Our hypothesis from the research was that students view ESP as a very useful course, which helps them reach higher communicative competence in their field of study and as a result higher job opportunities in the labor market of Macedonia, as a country aspiring for integration in international organizations such as NATO and EU. The outcome of the research strongly affirmed that, and students indicated that the course was effective.

Pedagogical Bases of Professional Competence Formation of the Future Specialists

Kazakhstan higher education system has been designated new tasks of Education Development Concept implementation till 2015 demanding the comprehensive consideration of the difficult and inconsistent political, social and economic processes occurring in our society and state, and also world, European and domestic higher education systems development regularities and tendencies. The Kazakhstan higher education institutions realize multilevel professional educational programs on higher education various specialties. For these programs implementation in trainees social protection context and graduates mobility increase there is necessity to observe the general and innovative principles and methods during the training course. The Kazakhstan higher education institutions task is to provide education at the international standard level, and their leaders diplomas have to be recognized all over the world“. The president underlined in the Address to the people: We have to create unified system of learning efficiency assessment, and each trainee knowledge and abilities level”. Modern education is necessary element of our society and culture, capable to keep the country socio-cultural specificity, to promote youth development, and their integration into traditional culture, to help young generation to make a choice of the way of life adequate to our people values. At any time education acted as backbone factor of state life, all over the world it is a future outpost, a dominant in the national modernization course, main condition of economic and social breakthrough in the future century. In Kazakhstan education modernization conditions and Bologna declaration signing the educational institutions have made certain commitments. One of the main tasks is entering into unified European educational space and achieving of educational programs international recognition on leading specialties. For this task solution the education development main direction is taken onto qualified experts’ preparation on international level with high professional and communicative competence formation on the competence-based approach. (Tynyshtykbayeva, 1999)

Willingness to communicate of EFL learners in Turkish context

This study reports on findings of an investigation into English as a foreign language (EFL) learners' (N=134) perceptions of willingness to communicate (WTC) in Turkish context. The participants completed questionnaires on WTC, communication and affective factors. The findings revealed that 21.6% of the participants had high WTC, 13.4% had high communicative competence and 18.7% had high scores in communication apprehension. The results of structural equation modeling (SEM) also indicated that communication competence and communication apprehension were the strong predictors of WTC while motivational factors indirectly influenced WTC. The proposed model for WTC accounted for 63% of the variance in WTC. The findings of this study will be beneficial for curriculum development, teacher education, teaching and learning foreign languages, and also for English teachers to unfold the factors affecting WTC, more specifically in teacher training programs where the first seeds of change and willingness to communicate must be sown.

The didactic aspect of foreign language creative teaching

This article considers the problem of foreign language creative teaching; its actualization and necessity of its introduction reflect the dynamic nature of modern society development, which requires the formation of the creative personality and the search of real mechanisms for providing creative education. In the process of experimental work the legitimate use of new creative educational technologies, innovative forms and methods of teaching, that contribute to the formation of creative language personality, possessing the high level communicative competence, has been proved.

Lying in Intra-Asian Business Discourse in an ELF Setting

Previous studies have reported that the act of lying is ubiquitous. Although lies are generally regarded as a threat to the moral fabric of society, some lies are told in order to maintain or even enhance human relations. Such lies, therefore, could even be justified as an adaptive tool at times essential for the maintenance of social relationships. When speakers of English as a lingua franca (ELF) from different cultural backgrounds interact in order to build and maintain business relationships, the communication problems that develop can be accounted for in terms of differing perceptions that individuals have of what deceptive communication entails. This study aims to redefine intercultural business communication from an Asian perspective by examining naturally occurring business interaction between Japanese and Indian small business owners. The participants seek to establish a mutually beneficial relationship in order to cooperate in joint commercial activity. Special attention is paid to the lies told and detected by interlocutors. Employing the notion of business discourse, this study uses multiple analytical methods. The analysis depicts meaning jointly created as a result of strategic interaction. Because presenting truth tactfully requires of interlocutors’ high linguistic and communicative competence, ELF users use lies as an easy strategy for avoiding conflicts. This study emphasizes situated discourse and identity as critical factors affecting intercultural business communication.

Polidez no Brasil e na Espanha: um estudo de caso comparativo

Este trabalho tem por objetivo desenvolver um estudo comparativo entre as estratégias de polidez que seriam utilizadas em português e em espanhol por quatro professoras universitárias de espanhol, duas espanholas e duas brasileiras, em doze situações hipotéticas apresentadas a elas mediante questionários de hábitos sociais. A pesquisa espelhou-se em um estudo realizado por Piatti (2003) na Argentina, onde a autora observou as diferenças pragmáticas existentes entre um grupo de estudantes estrangeiros de espanhol e um grupo de falantes nativos argentinos. Com um perfil diferente de participantes, quatro professoras que transitam facilmente entre as duas línguas e culturas, buscou-se ampliar as reflexões sobre a competência pragmática e sobre as diferenças interculturais entre brasileiros e espanhóis. A partir dos resultados obtidos, tentamos estabelecer algumas diferenças interculturais entre as estratégias de polidez utilizadas no Brasil e na Espanha.

Post-school quality of life for individuals with developmental disabilities who use AAC

Even when augmentative and alternative communication (AAC) interventions enhance the communication skills and educational achievements of students with complex communication needs while they are in school, there is no guarantee that these gains will be maintained following students' transition to adult life. Unfortunately, information on the post-school quality of life and related outcomes of individuals with complex communication needs is scarce. This study addressed this issue by examining the post-school outcomes of eight Canadian individuals with developmental disabilities who used AAC technology while they were in school. Two surveys were used to compile the data: the Quality of Life Profile: People with Physical and Sensory Disabilities (Renwick, Rudman, Raphael, & Brown, ) and a Communication Survey designed specifically for this study. Four of the participants and the people who knew them best also participated in brief interviews in which they discussed the positive and negative aspects of their school and post-school experiences. Results indicated that participant outcomes in important life domains were generally discouraging. A high positive correlation was found between quality of life and quality of communication scores, and participants who achieved relatively better outcomes showed evidence of higher communicative competence. However, the majority of participants and their supporters were very dissatisfied with the lack of AAC and other services that were available to them as young adults. The results are discussed in relation to outcomes for adults with development disabilities who use AAC and their implications for future research, practice, and advocacy efforts related to transition planning.

"Direction' in Male and female Dental Students" Interaction With Patients: A Confirmation of Similarities

A growing body of literature examining sex-based communication differences of health care providers and/or patients shows mixed results. There appears to be a slight tendency for female patients to perceive and perhaps even receive a higher quality of health communication. We predicted, therefore, that (a) male dental students would demonstrate significantly higher communicative competence with female compared to male patients, and (b) female dental students would demonstrate significantly higher communicative competence with female compared to male patients. Data obtained using a standardized evaluation form from 590 dental appointments over 6 years did not support either prediction. In fact, no significant differences were observed for any combination of dental students' and patients' gender. The large sample in this study supports data from other research showing no male-female communication differences when observational and behavioral measures are recorded in applied settings.