Linguistic Communicative Competence Research Articles

Communicative competence in healthcare and linguistic theories: Insights and applications.

IntroductionPhysician–patient relationship has evolved from paternalistic model to cooperative one, known as patient-centered, where patients are experts on themselves in the socio-psychological, cultural, and material contexts. This transformed role has led physicians to adapt their highly specialized knowledge to effective communication pattern which is now a focal point in achieving therapeutic relationships in clinical context. Communicative competencies are of particular importance in medical practice and teaching medicine. Educational background derives from theories and foundations of linguistics and psycholinguistics.AimThe article presents main linguistic communicative theories that highly influence communicative competencies in medicine. It provides pragmatic guide to what is achieved from the principles of linguistic communicative competence in the current patient-centered model of communication in healthcare.Material and methodsMost important linguistic theories that have their applicative use in teaching medical communication are presented. It is a part of a larger project aimed at bridging the gap between linguistic principles and clinical practice.Results and discussionIn medical discourse, several types of message content funtions are distinguished: informative, emotive, directive, motivational, and therapeutic to influence patients’ emotional state. These discourse skills and associated motivational, volitional, and social abilities to use problem-solving successfully and responsibly, impact compliance, adherence, and concordance process.ConclusionsEfficient communication in medicine consists of several important competencies, but in order to be properly developed, mastering linguistic communicative competence is neccessary. Mastering them jointly with medical expertise is essential for helathcare professionals.

COGNITIVE COMMUNICATION AND RESOURCE APPROACH TO SOCIAL WORK PRACTICES

Actual scientific researches and issues analysis. Recent research and publications are analyzed by integrating the potential of Socratic dialogue, the tradition of dialogical philosophy by M. Buber, J. Habermas's theory of communicative action, discourse ethics by J. Habermas and K.-O. Apel, the phenome-nological investigations into the topology of the Other by B. Waldenfels, trust research by O. Kozhemiakina, historical explorations of “distant closeness” by V. Yermolenko, and other detailed studies that specifically elaborate on cognitive (linguistic) communication as the linguistic-communicative competence of the social worker. The research objective. The research objective is to define the theoretical and practical significance of cognitive (linguistic) communication and volunteerism as a resource in social work. The statement of basic materials. In the paradigm of the communicative turn from subjectivity to intersubjectivity, this study suggests employing the concept of cognitive communication, defining its content and form based on social work theories. It covers psychologically oriented, humanistic-personalistic, role theory and stigma, and the Strength-Based Perspective theories. To describe volunteerism as a resource in social work practices, Pierre Bourdieu's concept of social capital is utilized.

Enhancement of Academic Performance through Developing Cross-Cultural Communicative Competence: A Case Study of Students Majoring in Economics

Background. The article questions the possibility to increase the level of foreign language command through developing cross-cultural communicative competence (CCC) in students of non-linguistic universities. Despite extensive literature on intercultural communication, there are obviously gaps in investigating the way it can and should be built and the potential impact it may have towards students’ academic performance in general. 
 Purpose. The paper aims to find out the possible correlation between the level of CCC formation and a command of a foreign language in general. To pursue the goal, an in-depth research into the CCC structure was carried out and the idea to simultaneously develop all its components was proposed.
 Method. The paper reports on the results of the mixed-method research aimed at gathering the data and evaluating them both qualitatively and quantitatively. Senior students of the Higher School of Economics, Moscow, Russia, were selected and divided into the control and experimental groups with the subsequent training on the pre-designed curricula, with a primary focus on developing all the components of the CCC in the latter. To assess their performance, the method of experimental verification, self- and peer evaluation, educational observation, questioning method were employed. In-depth data analysis and verification provided post-active phase of the experiment conducted.
 Results. The results of the carried-out experiments, first, proved the hypothetical assumptions on the efficiency of developing all the four CCC simultaneously and, second, showed that the targeted CCC development contributes to improving foreign language acquisition in general, which is supported by the increase in 5 out of 6 didactic units of the final testing where the experimental group participants surpassed the students in the control group. 
 Conclusion. The study provides evidence for the impact CCC development has on the linguistic communicative competence. The devised methodology can be borrowed and customized for teaching foreign languages to university students and, in particular for developing intrinsic motivation through CCC. Further, future research should address particular components of the CCC.

Formation of Students’ Language Competencies When Teaching Kyrgyz as a Second Language in Higher Educational Institutions in Kyrgyzstan

The article is devoted to the problem of the formation of students’ language competencies when teaching Kyrgyz as a second language in higher educational institutions in Kyrgyzstan. The article gives a brief description of The Language Competence Concept, considers the approaches of foreign and domestic scientists to the allocation of levels of formation of linguistic communicative competence. The national program of the modern language policy of the Kyrgyz Republic in the field of teaching the state language as a second language opens up the prospect of improving the methodology of teaching the Kyrgyz language on a competence-based basis, in particular, determining its linguistic and didactic foundations. Meanwhile, in the practice of teaching Kyrgyz as a second language, there is a need for further scientific research in this area. In conclusion, the authors of the article emphasize the need to introduce the results of the achievements of modern scientific and methodological directions, innovative teaching technologies in accordance with the ongoing updates and requirements in the field of two-level education.

Rozwój kompetencji językowo-komunikacyjnej ucznia języka angielskiego w ekosystemie szkolnym. Obserwacje poszerzone o doświadczenia w nauczaniu podczas pandemii Covid-19 w 2020 roku

Pandemic Covid-19 was the time which undermined the existing systems of work and communication in all fields including education. Firstly the model of linguistic-communicative competence was defined in ecolinguistic perspective. Secondly the author aimed to verify if development of student’s linguistic-communicative competence in school ecosystem was shattered in pandemic environment and if it did so in what way. It was assumed that a teacher in order to shape student’s resources of skills, knowledge and motivation uses verbal and non-verbal managing strategies at certain levels: managing strategies of knowledge, managing strategies of interaction resources and managing strategies of class infrastructure.

Improving the Teaching of Arabic Language Through Effective Use of YouTube Video As Audio-Visual Aids

This study examines ways of improving the teaching and learning of Arabic language through the application of YouTube video clips as audio-visual aids. This becomes imperative as Arabic is not just a language of religion used by Muslims world over in their religious activities, but as a language spoken by millions of people in the world. It is the official language of the South West Asian and most of the North African countries. It is the 5th in the World’s 10 most influential languages and one of the official languages of many international organizations. The study was carried out by selecting 18 students of Arabic language in Kaduna State College of Education, Gidan –Waya and Kwara State University, Malete to constitute sample of the study. Descriptive method was adopted and Pre-test and Post – test was conducted. Data were collected through the essay writing, translation and structure test. The data were analyzed through the descriptive statistics of frequency (f) and percentage (%). The findings, based on the result of the tests, revealed that the subjects performed better and they were able to demonstrate higher linguistic communicative competence in Arabic language. Finally, the study recommends that YouTube videos should be integrated into Arabic instruction delivery strategies.

MODELING CONSTRUCT OF TECHNICAL TERMINOLOGY VALUING IN THE ROMANIAN LANGUAGE BY ALLOPHONE STUDENTS

The aim of the article is to reflect the theoretical premises in the construction of the specific model of technical terminology exploitation in the Romanian language by allophone students. The theoretical and practical studies devoted to professional languages, mentioned in this paper, have been fundamental elements of the pedagogical model developed for the objective of the research. The models reflected in the Common European Framework of Reference for languages, designed for formative actions, which constitute a privileged opening in supporting the formation of communicative competence in a language other than the mother tongue, served as the basis: Model of development of generalindividual competences; Model of extension and diversification of linguistic communicative competence; Model of performing the determined communicative activity (-ies); Model of optimal functional insertion in a particular domain; Model of enrichment/diversification of strategies in terms of performing tasks. Communicative competence is a category that reflects the authors' point of view equating communicative competence and terminological competence, element in the reference system ofprofessional and personal training purposes. In conclusion, the modeling construct represented in Figure 3 defines the plan to affirm the coordinates of the methodology for valuing technical terminology in higher education (formative and operational), which will be concretized at the level of performance achieved at graduation integrating the technical terminology into a message for various communication contexts.

О НЕОБХОДИМОСТИ ИНОЯЗЫЧНОЙ ЛИНГВИСТИЧЕСКОЙ КОМПЕТЕНЦИИ НА ГОСУДАРСТВЕННОЙ СЛУЖБЕ РОССИЙСКОЙ ФЕДЕРАЦИИ

Subject. Foreign language (linguistic) competence in the Civil Service of the Russian Federation Topic. Problems of linguistic competence in the Civil Service of the Russian Federation Goals. Analysis of normative acts and reference sources that define aspects of linguistic competence in the civil service of the Russian Federation. Identification of the practical need for foreign language (linguistic) competence in the civil service of the Russian Federation. Methodology. The method of comparative analysis of statistical data, assessment of the regulatory framework in the field of foreign language (linguistic) competence. Results. In the process of analyses of the foreign language linguistic competence of the civil servants development, practical and reputational incentives that contribute to an increase of the level of linguistic (foreign language) competence of the civil servants were identified. As a solution, it was proposed to develop a specialized advanced training course «The improvement of the linguistic communicative competence for the civil servants (72 hours)» on the basis of the RANEPA (Voronezh branch), contributing to the development of the linguistic competence of the civil servants of the Russian Federation, Voronezh region. Scope of application. State Service of the Russian Federation. Conclusions. The development of the advanced training course «The improvement of the linguistic communicative competence for the civil servants (72 hours)»on the basis of the RANEPA (Voronezh branch). This proposal will contribute to the development of the linguistic and communicative competence in the public sector. Keywords: competence, linguistic competence, state service of the Russian Federation, state civil service of the Voronezh region, languages, foreign language competence.

ИНОСТРАННЫЙ ЯЗЫК КАК ИНСТРУМЕНТ ОСВОЕНИЯ ПРОФЕССИИ

The article deals with professionally oriented teaching of foreign languages in Universities according to the Program of teaching Design stu- dents (Environmental Design and Graphic Design Divisions). The author proves the worth of teaching foreign languages as a means of forming and developing a professional identity, a tool of communication and acquiring profession through studying foreign professional experience, joining universal professional interculture. Professionally-focused language learning significantly contributes to student’s conscious acquirement of professional linguistic communicative competence and growth of professionally oriented personality. The author suggests the analysis of content and didactics aspects of teaching professionally oriented language on the basis of the foreign language coursebook “Experiential Design”. Up-to-date authentic texts and video re- sources accompanied with assignments help future designers improve the skills of the foreign language. Information communications technology and multi- media projects are essential to develop students’ individual creative activity. Acquiring the skills of fluent foreign language for specific purposes adds value to the future specialists in the field of design.

Improving the Teaching of Arabic Through the Effective Use of YouTube

This study examines ways of improving Arabic's teaching and learning process by applying YouTube video clips as audio-visual aids. Eighteen Arabic students in Kaduna State College of Education and Kwara State University constituted the study sample. A descriptive method with Pre-test and Post-test was conducted. Data were collected through the essay writing, translation, and structure test. The data were analyzed through the descriptive statistics of frequency (f) and percentage (%). The study findings revealed that the subjects performed better and demonstrated linguistic communicative competence in Arabic. Finally, the study recommends that YouTube videos should be integrated into the Arabic teaching-learning process.

LINGUODIDACTIC TESTS IN TEACHING A SECOND LANGUAGE

The article deals with linguodidactic tests, the main purpose of which when teaching languages is to determine the formation of linguistic communicative competence. The authors consider linguodidactic testing as an area of language teaching methods, and on the other hand, tests are classified as pedagogical (subject, didactic) testing as part of a general testology, which also includes psychological, professional and other tests. The choice of the form of test tasks depends on the goals of testing and objects of control. The objects of control when teaching a second language are foreign-language speech activities: speaking, listening, reading, writing - and its components - speech skills, skills, knowledge. The main objects of control are speech skills, since only they testify to the ability to participate in communication. At the same time, an important role in mastering the second language is played by language skills (pronunciation, lexical, grammatical), on the formation of which speech activity is based. Thus, language skills are also subject to control. They may be subject to ongoing monitoring. In this case, the progress of the learning process is monitored. Language skills included in the communicative context may be the subject of final control. In this case, the learning outcome is monitored.

English Language Learners’ Attitudes toward the Effectiveness of Communicative Strategies to Develop Their Speaking Skill

The present study aims at finding out English language learners’ attitudes toward the communicative strategies that are applied in the classroom and thus discover the effectiveness of these strategies so as to improve the learners’ linguistic communicative competence. The aim is achieved by the following null hypothesis which states that English instructors have lacks in teaching and improving the communicative strategies so that the learners have no awareness about the best means to select among these strategies so as to improve their English language main skills generally and speaking skill in particular. The study is limited to the instructors and the students of the second stage of English language department / college of Education / Salahaddin University –Erbil for the academic year 2018-2019. Results show that there is no statistically significance differences among the students concerning the applied communicative strategies but they have positive attitudes towards them. Based on the above result, some conclusions, recommendations and suggestions for future research have been put forward.

ТЕОРЕТИКО-МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ МОВНОКОМУНІКАТИВНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СФЕРИ ПУБЛІЧНОГО УПРАВЛІННЯ ТА АДМІНІСТРУВАННЯ

ТЕОРЕТИКО-МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ МОВНОКОМУНІКАТИВНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СФЕРИ ПУБЛІЧНОГО УПРАВЛІННЯ ТА АДМІНІСТРУВАННЯ

Composición escrita, influencia mediática y ortografía. Una investigación en las aulas de Educación Primaria

Technological advance is changingour society, and school cannot allow itself tomove away from this reality. Therefore, thecurrent study analyzed the media influence inthe students written composition of the secondstretch of Primary Education, establishingrelationships with regard to spelling as part ofthe linguistic communicative competence ofthe students. An intervention was carried outin two schools of the Region of Murcia, witha total of 180 participants. In these centers,the students made a narration from an imagelinked to children’s literature that acted as apretext. Subsequently, all the compositionswere analyzed qualitatively with the Atlas. Ticomputer program. Furthermore the spellingmistakes in each of them were counted. Themain results indicated great media influencein the writing of the students, by extractingmedia elements not linked under the pretext,in its grammatical relation, and highlighted thevideo game console as the element with morespelling mistakes in the productions that hadbeen cited.

Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

This paper aims at presenting and discussing some potentialities and projections of the use of instructional resources for teaching Portuguese as an Additional Language (PAL) with videos of Brazilian youtubers. These kind of videos are considered as authentic materials, which bring out, through samples of real-life language in use, opportunities to develop the linguistic-communicative competence in the teaching context of PAL. Besides, they facilitate the work with different dimensions of the Portuguese language and Brazilian culture. Based on the theories of critical literacy in language teaching (Duboc, 2012; Menezes de Souza, 2011; Monte-Mór, 2012; 2013), we aim at developing learner’s linguistic-communicative competence by making use of critical-reflexive practices. This contribution is part of an ongoing project to elaborate instructional materials for teaching PAL.

ФОРМУВАННЯ У СТУДЕНТІВ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ В УМОВАХ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ ІНШОМОВНОГО СПІЛКУВАННЯ


 
 
 The article is devoted to the problem of professional mobility as a stable integral characteristic of a future specialist which determines the content, direction and success of an activity in the process of professional development in the conditions of modern higher education. Professional mobility is considered in the totality of professional knowledge and skills, specified in the ability to implement professional competencies in a particular professional activity. The author analyzes the formation of professional mobility and mastering of foreign language skills based on the linguistic-communicative competence. Different educational aspects of the formation of future specialists' professional mobility which allows optimizing professional knowledge, skills and abilities are described.
 
 

La reformulation du récit : relations texte ‒ discours ‒ langue dans l’optique didactique

The interweaving of textual, discoursal and linguistic narrative data depends on the pedagogical aims and characteristics of the learner, for whom working with a text is an opportunity to develop linguistic communicative competences and learning competence. The aim of the article is to assess the pedagogical value of the experimental procedure focused on the task of reformulation of narrative texts (stories) offered in two pedagogical contexts at beginners’ level. The analysis addresses text characteristics (the narrative scheme) and the language structures used in the performance of the reformulation task, which, in its particular context, has the value of strategic learning/teaching.

Uma reflexão sobre a competência linguístico-comunicativa e a proficiência do (futuro) professor de língua estrangeira no Brasil

Neste artigo apresento uma discussão sobre a proficiência linguística (PL) em língua estrangeira (LE) de professores de línguas, com ênfase em contextos de formação de professores no Brasil. O foco está na reflexão, a partir de subsídios teóricos e dados de pesquisa, de informações que possibilitem a definição de aspectos da linguagem a serem considerados no estabelecimento de parâmetros dessa proficiência, a qual decorre da competência linguístico-comunicativa desses professores. Busca-se estabelecer, com bases nesses aspectos da linguagem e características da “competência” lingüístico-comunicativa (BACHMAN, 1990; CANALE, 1983; CONSOLO, 2002, entre outros), critérios objetivos para a caracterização dos perfis de PL desses professores, em contextos de ensino de LE no cenário brasileiro. A problemática da “competência lingüístico-comunicativa” de professores de inglês como LE, refletida, por exemplo, nos trabalhos de Consolo (1996, 1999, 2000b, 2002, 2004, 2005a,b) e Teixeira da Silva (2000), é aqui tratada no âmbito de um arcabouço teórico sobre competência lingüística e proficiência em LE (cf. BACHMAN & PALMER, 1996; ELDER, 2001; LLURDA, 2000; SCARAMUCCI, 2000, entre outros). A descrição da PL pode impactar positivamente um construto de domínio de linguagem e de avaliação relevantes para formação e atuação de professores de línguas no contexto brasileiro e em outros contextos.

Un estudio comparativo de la microestructura narrativa en escolares rurales mapuches, rurales no mapuches y urbanos: las estrategias de recurrencia, progresión y conexión en la producción oral

In this paper we compare the textual narrative competence of three groups of spanish monolingual scholars: (A) rural mapuche, (B) rural no-mapuche and (C) urban. We contrast the strategies of manteinnance of reference, progession of information an interclauses connection. The corpus analized is compose of thirty five tales of scholars children of 3o and 6o elementary school and proceed of three differents geo-socio-cultural contexts. We propose that the narrative habilities present minimal differences attributable to the context of sociocultural development, the situation of bilingualism and the development of situated linguistic-communicative competence.

Grammatical and Communicative Competences as one: a study on symbouletic modality

***Competências gramatical e comunicativa integradas: um estudo da modalidade simboulética***O presente artigo busca a conscientizar sobre a importância de uma abordagem integrada de semântica e pragmática no ensino, especialmente a respeito da competência linguístico-comunicativa na sala de aula de língua adicional. Para dar suporte a isto, discutimos a modalidade simboulética, um fenômeno da linguagem natural que ocorre precisamente na interface entre forma e uso. Primeiramente, discutimos o arcabouço teórico de Kratzer (1981, 1991, 2012) para a modalidade em linguagem natural, além da proposta de Yanovich (2013a, 2013b) para a modalidade simbulética. Depois, discutimos as ferramentas da pragmática cognitiva para analisar o processamento da linguagem, especialmente em relação ao significado procedural e conceitual, baseados na Teoria da Relevância, de Sperber e Wilson (1995). Finalmente, via esta ilustração, reforçamos nosso argumento original, esperando construir uma ponte que diminua a distância que por vezes é encontrada entre a pesquisa em linguística e a pedagogia de língua adicional.