Rhetorical Competence Research Articles

НАВЧАННЯ СТАРШОКЛАСНИКІВ РИТОРИКИУ ПОРІВНЯЛЬНО-ЗІСТАВНОМУ ВИСТУПІ

Background. This paper focuses on the teaching of rhetoric to high school students in the Ukrainian classroom. It specifically addresses the development of rhetorical skills in 11th-grade students through compare-contrast speeches, an area that has not been extensively covered in Ukrainian language pedagogy. The authors advocate the incorporation of rhetorical education into the high school curriculum in Ukraine, as the current social and professional environment in the country demands that graduates should be proficient in communication, debate, persuasion, and information filtering to succeed in their future careers. The objective of this paper is to explore the development of rhetorical skills in 11th-grade students in a profession-oriented school through compare-contrast speeches in a Ukrainian classroom. Additionally, it aims to create and validate a series of exercises and tasks to enhance the effectiveness of developing these skills. Methodology. The study was conducted as a natural experiment involving 22 students from a professionally oriented high school in Ukraine. Author 2 served as an internship teacher and validated a series of exercises aimed at improving students' oral communication skills, critical thinking, and the use of comparecontrast rhetorical strategies. Results and discussion. The authors used different types of rhetorical exercises (preparatory, training, creative, and evaluative-analytical) to develop a tailored set of exercises for instructing compare-contrast speeches. Following the implementation of these exercises during a teaching internship, the researchers observed notable enhancements in students' rhetorical skills. The percentage of students showing high and adequate levels of rhetorical competence increased, while the proportion at the average level decreased. However, the data obtained reveal an uneven impact of the instruction on different aspects of communicative competence. Students' language and textual skills were more affected as opposed to their rhetorical skills. The overall conclusion from the research is that only targeted and systematic instruction can lead to significant improvement in rhetorical skills. Despite being proficient in language and communication, most students found mastering rhetorical techniques difficult, as it requires higher-order thinking skills and creativity.

Textual Understanding and the Dialectics of Intent in the Works of Qur'anic Exegetes

This article explores the ways a number of exegetes deal with ideas of authorial intent and textual (mis)understanding, on the basis that the Qur’anic discourse is a set of intentions, or rather an ‘intentional discourse’ ( al-khiṭāba al-qaṣadiyya). In their view, the Qur’an is a discourse, rather than a monologic, linear text. As a speech act that uses the power of the spoken utterance, it is able to use language in a ways that allow it to convey its intended meanings fully, thereby guiding the recipient to a complete understanding of the speaker’s intention. Qur’anic Arabic is a specialised language that can be understood primarily through an appreciation of authorial intention ( mabdaʾ al-qaṣad). This is the most significant element in intentional discourses, in contrast to other genres such as literature, in which the reader’s understanding of the text is guided by both linguistic and semantic conventions and personal reader reception. In the case of the Qur’an, a failure to confine oneself to seeking to understand the speaker’s intended meaning leads to misunderstandings, and thus represents the most prominent threat to an accurate understanding of its message. Misunderstandings can arise from issues such as the recipient’s lack of linguistic and rhetorical competence, or their lack of sufficient knowledge of the characteristics and qualities of the author of the discourse, not to mention the effect of personal assumptions. Exegetes have therefore attempted to arrive at a taxonomy of the degrees of textual understanding and misunderstanding of authorial intent in the Qur’an, and the range and scope of their analysis will be addressed in this article.

THE FEATURES OF DEVELOPING RHETORICAL COMPETENCE IN FUTURE TEACHERS

The article explores the theoretical foundations of developing rhetorical competence in future educators during their professional training. The purpose of the article is to substantiate the theoretical foundations for the development of rhetorical competence among future educators in the context of professional training, using a competency-based approach. The research on the issue of rhetorical competence among future educators was conducted using theoretical research methods, including comparative analysis of scientific publications, psychological-pedagogical and methodological literature, and the experience of pedagogical and scientific-educational staff in higher education institutions to determine the current state and prospects of the researched problem. Structural analysis, systematization, and classification were employed to organize and categorize the theoretical materials related to the research problem. It is established that the issue of forming rhetorical competence in future educators is the focus of comprehensive research on the professional training of future teachers, carried out based on a competency-based approach. The views of scholars on the essence of developing rhetorical competence in future educators are examined. It is determined that "rhetorical competence" of future educators is an important component of their education in higher education institutions and involves the ability to effectively shape a communicative strategy, formulate thoughts logically and comprehensibly, communicate proficiently, and skillfully employ rhetorical techniques to develop an individual speaking style.

MODERN METHODOLOGICAL SYSTEM OF THE RHETORICAL COMPETENCE FORMATION OF UNIVERSITY STUDENTS

The article analyzes the problem of rhetorical competence formation of university students in the process of teaching Ukrainian for special purposes and proposes ways to solve it. Some aspects of the methodological system are proposed. Attention is focused on the peculiarities of students' rhetorical competence formation in the conditions of distance learning, in particular on the use of interactive forms and methods of distance learning, which contribute to the linguistic personality formation of the future specialist. One of the main tasks of higher education is the formation of rhetorical competence of university students. The approaches of scientists to the concepts of “rhetorical competence” and “formation of rhetorical competence” were analyzed and the conditions of rhetorical competence formation in the conditions of distance education were substantiated. It was found that scientific studies consider rhetorical competence as the ability to design effective and optimal communication for the speech situation; to realize one's own rhetorical resources in the process of professional activity, to increase the professional language image. Rhetorical education affects the formation of the language image and the trajectory of the professional career of the future specialist. Rhetorical competence involves the formation of personal qualities, the development of thinking, speech, the ability to conduct business communication according to the rules of etiquette. The process of rhetorical competence formation requires updating the methodical system, building the specifics of practical classes in the conditions of a distance learning mode and the complex realities of wartime in Ukraine.

РИТОРИЧНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ ПРАВООХОРОННОЇ СФЕРИ З ПОЗИЦІЙ ПРОФЕСІОГРАФІЧНОГО ПІДХОДУ

The profession of a law enforcement officer, like most others, is closely related to speeches and performances, since language is the main means of organizing and managing personnel, interacting and organizing the processes of education, resocialization of various categories of persons, including those who are in conflict with law, forming the image of law enforcement specialists in society as a whole. Rhetorical competence enables law enforcement specialists to find and apply certain algorithms of influence on interlocutors, which allows to effectively solve multifaceted and complex professional tasks. Therefore, it is important to research and choose innovative methods of forming rhetorical competence from the perspective of a professiogram approach. The purpose of the research is to investigate the process of formation of rhetorical competence of law enforcement specialists from the perspective of a professiogram approach. The methodology of the research is based on modern educational and scientific approaches to the formation of legal awareness, an active socialdemocratic position on the protection of human rights and freedoms, professional skills of monologue, dialogue and polylogue, various forms of discussion of business problems, etc. The theoretical and methodological basis of the research is general scientific principles: terminological, functional, systemic, cognitive. Conclusions. The conducted research made it possible to single out the main problematic issues related to the choice of effective interactive teaching methods and the assimilation of modern knowledge of business rhetoric, the formation of linguistic and rhetorical skills and abilities, which in further professional activity will significantly influence the effectiveness of solving official tasks. Key words: business qualities of a law enforcement officer, professiogram of a law enforcement officer, professiogram approach, professional activity, rhetorical competence.

THEORETICAL PRINCIPLES OF THE FORMATION OF RHETORICAL COMPETENCE OF FUTURE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the theoretical foundations of the formation of rhetorical competence of future teachers in the process of professional training. It has been established that the problem of forming the rhetorical competence of future teachers is in the focus of a comprehensive study of the teacherʼs professional training, which is carried out on the basis of the competence approach. The views of scientists on the essence of the formation of rhetorical competence of future teachers are considered. The following components are distinguished in the structure of professional competence: theoretical, methodical, professional competence; socio-pedagogical, differential-psychological and auto-psychological competence. It was established that the “rhetorical competence” of future teachers is an important component of their training in higher education and involves the ability to effectively form a communicative strategy, formulate an opinion logically, accessible, communicate, skillfully use rhetorical techniques in order to form an individual oratorical style. It has been proven that in order to develop and form the language and communication skills and skills of students, the teacher must possess rhetorical competence, because for the provision of quality educational services, it is important not only to have information and be able to process it, but also to provide it in a high-quality manner to those seeking education. In the educational process of the future teacher, it is advisable to implement measures aimed at the formation of rhetorical competence: project technologies, trainings, master classes on the basics of public speaking, self-motivation, discussions, role-playing rhetorical games-improvisations, rhetorical exercises, exercises for mastering language techniques (setting the voice, developing diction, intonation, correct breathing). This will contribute to the formation of highly qualified teachers capable of solving a number of tasks professionally.
 Keywords: rhetoric; language; communication; linguistic and communicative competence; rhetorical competence; future teachers; competence approach; rhetorical knowledge, skills and abilities.

Formation of Rhetorical Competence in University Applicants as a Necessary Factor for Successful Professional Activity

The article covers the issue of formation of rhetorical competence of higher education students: neuropsychological aspect. It is investigated that a university teacher must not only have a thorough knowledge of his subject, but also should have a high level of rhetorical competence. The meaning of the concepts: "competence", "rhetorical competence", "pedagogical rhetoric", "neurolinguistics" is clarified. The contribution of scientists who proposed a neurolinguistic approach in the study of speech disorders has been studied. A review of articles was made by domestic and foreign researchers on the formation of rhetorical competence of higher education seekers through the prism of the neuropsychological aspect. The components of rhetorical activity of students-psychologists are investigated. It is noted that educational training is a powerful tool for the formation of rhetorical competence of higher education students. Some aspects of training by psychologists are highlighted. It is emphasized that psychologists should have a good understanding of neurolinguistic programming. It has been studied that for successful speech behavior a teacher should use both verbal and nonverbal means of communication. It has been found that damage to the left hemisphere of the brain leads to aphasia. Apraxia has been found to be a disorder of the motor analyzer. It has been studied that children with dyslexia have phonological disorders. It has been proven that neurolinguistic knowledge helps teachers to choose strategies for teaching a foreign language to students. The essence of the suggestive technique is clarified. The requirements for a teacher who works on a suggestive method are considered. It is emphasized that the use of the suggestive method in teaching students helps the teacher to eliminate traumatic factors: fear, incommunicability, rigidity. It is proved that the suggestive method is connected with the formation of communicative competence in students.

THE USE OF DIDACTIC GAMES IN THE UKRAINIAN LANGUAGE CLASSES UNDER PROFESSIONAL GUIDANCE AS A MEANS OF IMPROVING SPEAKING CULTURE OF FUTURE BACHELORS

The question of the formation of the language personality of a student of higher education and increasing interest in learning has always been the focus of psychological-pedagogical and methodical research and remains extremely relevant to this day. The issue of speech culture, which is formed in classes on educational components of the humanitarian direction, among which the leading role belongs to language disciplines, in particular, classes on the Ukrainian language in a professional direction, is of considerable importance for the implementation of professional activities and for solving organizational issues.The article is devoted to the issue of finding such forms and methods of work in Ukrainian language classes for students of higher education institutions, which would promote the activation of students' educational activities, increase their interest in learning, and improve speech culture. The purpose of the article is to highlight the issue of the use of didactic games in Ukrainian language classes for professional orientation as a means of forming the rhetorical competence of future bachelors and improving the level of their speech culture. The article clarifies the role of interesting exercises in the formation of linguistic, communicative, and rhetorical competence of the student of education, and describes the method of organizing classes using didactic games, which will contribute to the development of non-standard thinking, and creativity of students. Features of the use of didactic games in classes are described and concrete examples are given. The results of the study showed that classes using didactic games contribute to the development of the student's creative personality, improvement of the communicative qualities of his speech, improvement of general culture, formation of moral factors, and indifference to the history and language of his native people. The methodical principles of using didactic games in Ukrainian language classes for professional orientation are scientifically substantiated; the method of using such exercises while working on language material was developed and checked, and the proposed method was checked, which contributes to the students' conscious assimilation of the educational material. It can be implemented in the educational process and used to improve programs and textbooks. Prospects for further research in this field are outlined.

Exploring the relation between the structure strategy and source attention in single expository text comprehension: a cross-sectional study in secondary education

Organisational signals and sources can be considered metatextual cues that guide the processing of the discourse. Organisational signals encourage readers to use the structure strategy, while source information reveals the epistemic and formal properties of texts. This study addressed three gaps in prior research about these topics: (1) whether organisational signals were useful for 12–14/14–16-year-old students reading causal and sequential texts, (2) the role of sources in single-text understanding, and (3) the relationship between sensitivity to organisational signals (rhetorical competence) and attention to sources. Participants read causal and sequential texts with or without these metatextual cues and wrote a summary. Summary quality was considered an indicator of understanding and using the structure strategy. The number of sources translated into the summaries was considered an indicator of source attention. The results indicated that (1) organisational signals had an effect on summary quality in both age groups and texts; (2) sources did not affect summary quality, but when participants read signalled texts, the number of sources mentioned made a unique contribution to summary quality beyond decoding, general reading comprehension and rhetorical competence; and (3) the number of sources mentioned correlated with rhetorical competence among participants who read the signalled texts. These results suggest that 12–16-year-old students need the aid of organisational signals to launch the structure strategy with causal and sequential texts and that sources may be more useful in combination with organisational signals, but only for students with some level of rhetorical competence, illustrating the intricacy of literacy development.

„aber ich finds ein bisschen HEIkel eben,“

Abstract In a growing number of schools, class councils are a regularly practiced interactional format to support pupils’ participation in decision making processes as well as the development of social competence. Whether class councils should also be used to resolve social conflicts, however, is controversial. While the class council is viewed as a suitable opportunity to discuss the pupils’ diverging views in many studies, others are highly critical of this idea, citing the potential effects of conflicting requirements. In this article, we take a conversation analytical approach to how the rhetorical practices and social competence of 9- to 15-year-old pupils and the teacher involvement affect the ways in which conflicts are resolved. Focusing on practices of addressing and social positioning, we analyse how the complex requirements of collective conflict resolution are interactionally dealt with during class councils. Our analysis shows that, on a structural level, the participants are confronted with three facets of processing and resolving social conflicts: reconstruction, resolution and organization. Against the backdrop of these core categories, we propose several practical considerations aimed at increasing teachers’ awareness of the interactional requirements of collaborative conflict resolution.

Речь современного судебного оратора: от замысла к воплощению

Based on the material of a separate speech of a particular court speaker in the aspect of communicative effectiveness, the preparing for the speech (work on written versions of the text) and the speech itself (oral implementation of the text) are analyzed. The effective and ineffective strategies of the lawyer's speech behavior during the work on the speech (structuring, editing, and pronouncing) are revealed. Basically, the speaker follows the rhetorical canons. He attaches great importance to his speeches, persuasion with the help of facts, preliminary preparation, but limits the involvement of various language resources. At the same time, the oral form of speech is more expressive; it includes many conversational elements, words that contribute to strengthening the logic and coherence of the text, attracting the audience's attention. There are no unnecessary words, abbreviations, colloquialisms, slang. This is due to the current trend of conducting trials, which does not imply the involvement of emotional means, and is determined by a judicial speaker's personal qualities. When making a speech, the speaker found a balance between non-standard - according to typical rhetorical rules - pace and volume of speech. As a result, it can be argued that the speech behavior of a particular person can become a model for such language personalities and even influence the formation of general rhetorical rules. Recommendations for improving the speaker's rhetorical competence are formulated. It is necessary for this speaker and similar professionals to rely on their own individuality, develop strengths (e.g., self-confidence, reliance on logic and facts, pedantry) and compensate, if possible, for weaknesses. For instance, an excessive focus on specific advantages leads to monotony of texts and predictability of perception. Therefore, it is necessary to expand the set of language tools for any speaker, including the analyzed person, because this increases the communicative and professional competence. The general impression from the speech is that the speaker is a confident, calm, reserved, pedantic, delicate person, who speaks competently, counting on the understanding of intelligent adequate people. The image of this modern court speaker is evaluated as harmonious because the idea is implemented consistently and effectively, but there are a number of aspects to master: eliminating speech errors, expanding the set of figurative words and figures of speech, more active use of gestures and facial expressions when making speeches.

Aspects of language culture formation as a component of professional culture of future specialists

The article is devoted to the study of the problem of formation of language competence as an integral part of the language culture of future physical education teachers and trainers on the way to the formation of their professional culture during the educational process in the higher educational establishment. The author states the globalization of the approach to the use of educational opportunities, namely the improvement of professional culture, reveals the meaning of the concepts “language competence,” “language culture,” “professional culture” and “professional culture of a physical education teacher.” The article analyzes the latest research on the content of these concepts. The close connection of these concepts, their influence on each other and interaction with the concept of “the role of a physical education teacher” are analyzed. The conditionality of these components by the culturological model of the content of education is considered. Given the data of recent studies, it is concluded that the problem can be solved within a comprehensive approach to the formation of rhetorical competence. A questionnaire was conducted to identify the estimated level of language culture formation by students of higher education. It was found that issues related to the ability to speak publicly and understand the causes of communication barriers, the ability to persuade, admitting their mistakes and accepting a different point of view were assessed by students with low scores during the questionnaire. This is evidence of students' feeling of a low level of language culture, which will have a negative impact on the formation of professional culture of future sports professionals. It is concluded that awareness of this problem should lead to a rethinking of methods of forming language competence during the educational process in higher education institutions.

DISCURSIVE PRACTICES OF FUTURE TEACHERS-GLOSSARY IN THE CONTEXT OF RHETORIZATION OF MODERN PHILOLOGICAL EDUCATION

The article examines the issues of the systemic use of discursive practice in the process of teaching languages ​​in higher education. The understanding of the key terms discourse, discursive practices, rhetorical competence is interpreted. A specially developed program for the development of rhetorical competence of philology students within the framework of the compulsory academic discipline "Russian language", where the main didactic unit is discursive practices, is described. This program is designed for 1st year students of level C1 and includes sections related to the development of the levels of rhetorical competence of students. The structure of rhetorical competence (verbal-cognitive, motivational-value and reflexive-activity levels), as well as levels of its development (low, medium, high), criteria for assessing its development are described. The scores of the control cut are given for one of the six topics presented in comparison with the scores received by students at the start of the specified program.

How can rhetorical competence be trained at university? Reflections on the seminar “Rhetorical skills in German as a foreign language”

The paper shows how rhetoric training and the development of rhetorical competence in German as a foreign language can be achieved at university level. The concept of the ‘presentation’ as an example of a type of speech and ‘rhetorical competence’ will be defined. Finally, some reflections on the seminar “Rhetorical skills in German as a foreign language” from the lecturer’s and stu-dents’ perspective will be given.

РИТОРИЧНА КОМПЕТЕНТНІСТЬ У СТАНОВЛЕННІ МАЙБУТНЬОГО ФІЛОЛОГА

The concept of «rhetorical competence of a philologist» is analyzed in the article. It is determined that the rhetorical training of students is a necessary component of the formation and development of the personality of the future specialist. However, for a future philologist this competence is professionally necessary. Based on the research of scholars on rhetorical competence, this concept is interpreted as a set of practical skills of a student of philology, who has learned the necessary block of theoretical knowledge and realizes it in reality, it allows him to successfully and effectively interact with other subjects. It is noted that a high level of rhetorical competence allows to achieve professional and life success, it is an indicator of intellectual development. The article emphasizes that rhetoric is not an independent subject in all universities, it is necessary to use elements of rhetoric in classes in higher education. Exercises and tasks that contribute to the formation of rhetorical competence are highlighted. It is noted that training exercises have a practical orientation and are intended to activate mental processes (memory, thinking, imagination, etc.), to improve speech and communication skills. Preparatory exercises help to reduce stress and overcome psychological barriers, distract and help to relax during the learning process. Analytical exercises help to train students ability to work with text, develop memory, analyze stylistic devices, structure information, etc. Creative (with the creation of own texts) and constructive (reconstruction of sentences, texts, etc.) exercises are productive in the training of philologist. Particular attention should be paid to the use of non-verbal means by students, including facial expressions, gestures. Equally important is the construction of dialogues, questions, the use of communicative exercises, games and situational tasks, because such tasks motivate students, arouse interest in learning, allow them to practice speech. The article emphasizes that working in groups, in pairs develops the ability of constructive dialogue, listen and hear the interlocutor, understand the position of the interlocutor, the ability to use verbal and nonverbal means, to overcome certain closeness in communication. Practical classes in the form of discussion, such as talk shows are important for the formation of rhetorical competence of future philologists. The authors summarize that rhetorical competence will make possible a high level of further professional self-education, will promote the realization of professional knowledge in productive and civilized ways of thinking and speaking.

Риторична компетентність учнів: зміст, структура та шляхи формування

The article examines the formation features of students’ rhetorical competence. The essence of rhetorical competence as the individual ability to rhetorical activity in order to realize himself in professional and socio-cultural life is revealed. The methodological scholars’ views on the content and structure of rhetorical competence are presented. Based on the analysis of works on the research topic it is identified the main rhetorical competence components: motivational component (awareness of the importance of rhetorical activity in future personal life and professional development, students’ readiness and ability to perform rhetorical activities successfully); cognitive component (systemic rhetorical knowledge that is basic for the rhetorical competence formation), activity component (rhetorical skills and abilities that ensure the rhetorical activity effectiveness). Methods of rhetorical competence formation are presented: methods of theoretical rhetoric study, methods of practical rhetoric study, methods of theoretical and practical rhetoric study. The exercises system of analytical, speech-communicative, creative character and rhetorical tasks is characterized. The gradual rhetorical competence formation through the application of tasks aimed at teaching the logical, linguistic and psychological and psycholinguistic rhetoric foundations is proposed.

Formation of students’ rhetoric competence

Formation of students’ rhetoric competence

Методика “storytellingˮ як засіб формування комунікативної компетентності здобувачів освіти

The article deals with the use of storytelling technique as a means of developing communicative competence of students. The authors define the relevance of the topic, which resulted from the demands of contemporary educational process and recent regulations on school reforms and improvement of education according to European standards. Developed communicative competence of students results in fluent Ukrainian, ability to express thoughts and feelings verbally and in writing, explain facts clearly and reasonably, as well as in love for reading, sense of beauty of the words, awareness of the role of language for the effective communication and cultural self-expression, willingness to accept Ukrainian as a native language in different life situations. Described in the article storytelling technique contributes to the formation of a comfortable psychological atmosphere in the class. It helps to establish trusting relationships between teachers and students of different age. The authors explain the origin of the term “storytellingˮ and identify the benefits of using the technique in teaching. They outline the principles of storytelling, its types, structure and recommended duration, noting that storytelling technique is effective due to its contribution to better knowledge acquisition, memorisation and reproduction of information. The peculiar features of storytelling method are: involvement of figurative thinking and perception while creating and listening to the story; the presence of a hero, whose behaviour changes after overcoming obstacles, moral choices and tasks completing; dynamic story plot; influence of a story on students’ emotional well-being. The use of storytelling technique provides an opportunity to develop such students’ competencies as entrepreneurship and financial literacy, which are indicators of a childʼs readiness for life. Keywords: storytelling technique, communicative competence, rhetorical competence, schoolchildren, primary school, educational process.

Written Versus Oral Cues: The Role of Rhetorical Competence in Learning From Texts

AbstractLearning from expository texts demands the processing of metatextual cues (rhetorical devices) and the activating of reading strategies. The main objective of this study was to examine whether profiting from written metatextual cues to launch reading strategies needs higher level of rhetorical competence than profiting from oral cues. Specifically, this study addresses two questions: (1) Is there a gap between the sensitivity to oral versus written metatextual cues depending on the student’s reading skill level? (2) Do the reader’s rhetorical competence, general reading comprehension, and decoding levels interact with the processing of each type of metatextual cue? Three hundred sixty‐seven students (11–13 years old) summarized an expository text after reading it under one of the following four conditions: with written cues, with oral cues, with both cues combined, or with no cues. The less skilled readers who received oral or combined cues provided better summaries (they selected and organized the main ideas better) than the less skilled readers who received written cues or no cues. However, the performance of the more skilled readers was equal under the conditions with written cues, oral cues, and combined cues; these three groups outperformed the readers from the no‐cues condition group. A multicategorical moderator analysis showed that following written cues demanded higher levels of general comprehension and rhetorical competence than following oral and combined cues. These data confirm that rhetorical competence is a specific capability for processing, especially written metatextual cues, and for overcoming the gap between the sensitivity to oral versus written cues.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ В МАЙБУТНІХ ЛОГОПЕДІВ У ПРОЦЕСІ ВИВЧЕННЯ ДИСЦИПЛІНИ «РИТОРИКА ТА КУЛЬТУРА МОВЛЕННЯ»

У статті висвітлено одна із актуальних проблем навчання майбутніх логопедів – формування у них комунікативної компетенції. Охарактеризовано зміст поняття «комунікативна компетенція»; розкрито взаємозв’язок розвитку комунікативної та риторичної компетенцій майбутнього учителя; окреслено організація викладання навчального предмета «Риторика та культура мовлення корекційного педагога» щодо спрямування студентів до засвоєння комунікативно-мовленнєвих і риторичних умінь та навичок у межах предметно-спеціальної підготовки бакалаврів. Узагальнено роль і місце дисципліни в системі компетентносного підходу до професіональної підготовки спеціального педагога. Аналіз категорії «комунікативна компетенція» репрезентовано як лінгвістичний феномен, розкрито концептуальні основи і технологія її розвитку у вчителя-логопеда. На основі стандартів і освітньо-професійних програм проаналізовано зміст комунікативної бази професійної компетенції логопеда. Доведено, що культура мовлення є підґрунтям для розвитку загальної культури людини, а комунікативна компетенція формується в процесі професійної підготовки спеціаліста і системним виявом знань, умінь, здібностей і особистісних якостей, які дозволяють успішно вирішувати функціональні завдання в професійній діяльності. Поряд із теоретичним матеріалом, у статті подано систему вправ, практичні поради, які допоможуть внести відповідні корективи в поведінку учасників комунікаційного акту.