Communicative Competence Of Students Research Articles

THE RUSSIAN LANGUAGE FOR FOREIGNERS: FROM THE TEACHING EXPERIENCE

In the article we consider an organic connection between theory and methods of learning of the Russian language as a foreign one with the principles of general didactics, meeting the requirements of which is appealed to simplify work of a teacher while training foreigners Russian. The ways and methods of practical realization of such general didactic principles as scientific character, intelligibility, system, consistency, and use of visual methods, awareness and activeness, the strength of learning are particularly described. Each of these principles is based on objective laws of didactics, which reflect necessary connections between components inside the process of learning. In this regard, the consciousness of necessity to act in accordance with not only principles, which take into account law-governed nature of understanding of the Russian language as the foreign one , but also in accordance with principles of general didactics makes the process of teaching of Russian to foreign audience more effective. The practical realization of general didactic principles is carried out due to keeping to a number of important rules which orientate a teacher towards meeting definite activities and it is shown as examples in certain exercises and situational tasks. Lexical and grammatical filling of tasks and exercises can be changed and vary depending on individual abilities of students and also on a certain step of learning of the Russian language as the foreign one. The presented examples of tasks and exercises from the teaching experience show that the practical realization of general didactic principles promotes not only the basic teaching goals, but also forming of communicative competence of students, based on linguistic competence as a concrete goal of teaching foreigners the Russian language.

Вопросы формирования межкультурной коммуникативной компетенции обучающихся на основе средств и технологий телекоммуникационных сетей

Вопросы формирования межкультурной коммуникативной компетенции обучающихся на основе средств и технологий телекоммуникационных сетей

On Tenor and its Prosodic Markers in Rhetorical Discourse

In rhetorical discourse, tenors can be formed intentionally and used as rhetorical strategies to implement the speaker's goals. The article reports on a study of the contextual category 'tenor' and its prosodic realisation in rhetorical discourse. The paper examines rhetorical, auditory and acoustic features in the samples of English academic presentations (lectures). The author argues that tenors can reflect both the relationships of the participants of a particular speech event and the relationships associated with a broader sociocultural context. Analysing tenor as a sociocultural phenomenon the author demonstrates its correlations with some specific features of British speech culture. Special attetnion is given to the role of prosody in conveying and identifying tenors. The article contains an overview of the prosodic markers of tenor: tone of voice, pitch parameters, temporal characteristics. The study of tenor and its prosodic markers contributes to a fuller understanding of the influence of contextual factors on the prosodic realisation of discourse. The observations made in the paper may be useful to develop cross-cultural communication competence and rhetorical competence of EFL students.

An inventory for assessing interpersonal communication competence of college students

ABSTRACTWe have developed and validated a new Interpersonal Communication Competence Inventory (ICCI) for college students. Study 1 describes the development of the ICCI and results of an exploratory factor analysis of data from 1336 Chinese students, which identified a four-factor model with reasonable internal consistency. Study 2 describes results of a confirmatory factor analysis of data from 593 Chinese students, which cross-validated the four-factor model as well as supporting the validity of the overall scale. Taken together, these results suggest that the ICCI is a psychometrically valid measure of interpersonal communication competence of college students.

TRAINING OF GERIATRIC SPECIALISTS FOR BUILDING OF COMMUNICATION SKILLS FOR WORK WITH ELDERLY PEOPLE WITH DISABILITIES

INTRODUCTION: The development and improvement of medical and social services for people with disabilities is one of the indicators for providing life quality to elderly people. Training of geriatric specialists is one of the ways to overcome the deficiency of professionals possessing specific knowledge and skills to take care of elderly and aged people, with or without disabilities. During their training, the students, majoring in Geriatric Care acquire professional competencies for work with elderly and aged people with or without disabilities (visual disabilities, hearing disabilities, etc). Formation of communication competence in students is an important part of the professiogram. The curriculum envisages diverse training methods, facilitating the formation of skills required for communication with patients, in conformity with their individual characteristics and system of values.AIM: The purpose of this survey is to present the training of geriatric specialists from the Medical College at Trakia University, Stara Zagora, with regards to the formation of communication skills necessary to work with elderly people with disabilities.MATERIALS AND METHODOLOGY: Examination and analysis of training documentation is done.RESULTS: The analysis of the training documentation shows that the training of the geriatric specialists at the Medical College of Trakia University, Stara Zagora is entirely conformed to the special, individual characteristics of elderly people with disabilities. The syllabus includes the elements, necessary to build professional competencies for communication with the mentioned target group within the frame of the approved curriculum.

Impact of Secondary Students’ Content Knowledge on Their Communication Skills in Science

The expert blind spot (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee’s prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial part of cooperative learning methods such as the “jigsaw method”. Our study examined the relationship between science communication competence (SCC) and content knowledge (CK) of 10th-grade students (N = 213). Using latent class analysis, we identified two types of students with a different relationship between CK and SCC. Using path analysis, we found that the first type of 109 students primarily used their science CK as the “resource” for addressee-oriented science communication and both their SCC and their CK were correlated with each other. For the second type of 104 students (who used other resources), their CK even had a small negative effect on their SCC. Using t tests, we found that those students primarily using their CK as the resource for communication performed significantly worse in the communication test than did those students who used other resources. Using the EBS hypothesis, we suggest that students’ CK might have ambiguous effects in communication if the content structure—rather than their addressee’s prior knowledge—is used as the primary orientation for communication. We suggest that an effective use of cooperative learning techniques in classroom requires a special prior training for their science communication skills.

Application and assessment of the flipped classroom in nutrition and food hygiene teaching

Objective To assess the applicative effect of the flipped classroom in nutrition and food hygiene. Methods 48 students of Class One from Grade 2011 majoring in preventive medicine were taken as the TBL group, with 49 students of Class Two as the flipped classroom group. The TBL group used TBL and the formative assessment, while the flipped classroom group used the flipped classroom and the formative assessment. The teaching effect was evaluated through the unified examination and teaching satisfaction questionnaire survey. SPSS 17.0 statistical software was used for the data t test between the groups, and Wilcoxon test, chi square test were used for the linear correlation analysis of the usual grade and final grade of the flipped classroom group. Results The experimental scores (9.21±1.14) and the final scores (66.76±4.53) of the flipped classroom group students were significantly higher than the experimental scores (8.31±1.01) and final scores (61.31±4.37) of the TBL group and the difference was statistically significant (t=4.50, P=0.004; t=5.45, P=0.003). The excellent distribution of the flipped classroom group's overall results were higher than that of the TBL group (u=21.36, P=0.002). The usual scores and the final scores were positively correlated (r=0.960, P=0.000) in the flipped classroom group. The results of the questionnaire showed that the flipped classroom group students' satisfaction with the positive impact the teaching methods had on all aspects of their own was higher than that of TBL group (P<0.05). Conclusion The flipped classroom teaching can help improve the students' learning enthusiasm, thinking activity and com-municative competence. Key words: The flipped classroom; Team-based learning; Nutrition and food hygiene; Formative assessment

General methodological aspects of stimulation of self-development in information and communication competence of students in secondary vocational education

This article is devoted to consideration of the general methodological aspects of stimulating self-development in information and communication competence of students in secondary vocational education, including the specialty 43.02.10 SPO Tourism, which are related to the personal formation of future professionals who possess information and communication competence, have aspiration for realization in informational and educational sphere and willingness to work in the information field. The article touches upon the basic points and the importance of a subjective position in stimulating self-development in information and communication competence of students in secondary vocational education. The authors identify the function of a subjective position of a student, as a kind of objective formation in information and communication competence, such as: humanitarian, social, adaptive and identification function. The stages of formation of a subjective position of a student are considered in the article. Interrelation of the concepts of subjectivity, self-development with the notion of information and communication competence is observed here. In the context of the considered aspects disclosed the structure of information and communication competence together with the following components: cognitive, motivational and integrative. Practical implementation of the general methodological aspect of a subjective position of a student and motivational component of competitiveness is one of the topical issues of educational practice in vocational education system, as it results deepen, extend and elaborate modern concepts of information and communication competence.

Identificación de competencias comunicativas en los procesos de educación superior

Objetivo: identificar el nivel de competencias comunicativas de los estudiantes del nivel técnico de educación superior. Metodología: corresponde al método cualitativo de orden evaluativo y caracteriza los niveles de competencia de estudiantes de primer semestre del ciclo técnico mediante verificaciones de datos y valoraciones sobre el tema investigado. La selección de la población fue intencionada y el proceso se desarrolló con distintos grupos control. Hallazgos: se evidencia la necesidad de trabajar sobre este tema en el primer semestre de formación superior para generar estrategias que fortalezcan las habilidades comunicativas. Conclusiones: el desarrollo de competencias comunicativas es un componente fundamental dentro de los procesos de educación superior que debe ser abordado mediante distintas estrategias que permitan practicar estas habilidades en los múltiples escenarios de formación.

Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

CONTENT OF TEACHING PROFESSIONALLY ORIENTED WRITTEN COMMUNICATION

The article is devoted to the problems of teaching foreign languages in non-linguistic universities in the process of professional education. Special attention is paid to teaching professionally oriented written communication in English and developing professional communicative competence of students, defining components in the system of teaching foreign languages for professional communication, content and objectives of teaching foreign languages to future specialists in the publishing and printing industry. This article examines the genre and cognitive-communicative approaches, analyzes the notions of genre and genre competence and defines their place in the methodology of teaching writing. It stresses the importance to motivate students and to create favorable learning conditions for mastering educational and professional material and to encourage intellectual development and creativity of students. The usefulness of genre approach in teaching students and in the selection of materials for teaching writing in English is explained. The groups of genres that are typical for written communication of future specialists and the classification of genres of the periodical press are analyzed.

Role Play As An Approach In Developing Students Communicative Competence

This study was conducted to examine the outcome of role play as an approach in developing the communicative competence of freshmen. Moreover, the focus of this study was on how the role-play as an approach was conducted; hence, necessary enhancement should be offered if needed. The information were gathered through Focused Group Discussion (FGD). Guide questions were prepared and validated; interviews were recorded, transcribed, interpreted and analyzed. Results revealed that role play as a type of communicative activity was a valuable classroom approach to assist students in developing their communicative competence and to provide the students an opportunity to practice the English language with fluency and accuracy. It was also discovered that role play was beneficial in developing students’ communicative competence provided that it was not done too long. It encouraged students to express themselves; provided self-confidence and opportunity for practicing the rules of social behavior; and allowed learners to use their learned language.

Pedagogical competencies functioning development of social competencies of students

In this paper, we are presenting results of the theoretical analysis of mutual conditioning of pedagogical communication and social competencies of students with special review on the ways in which ways influence the social competencies of students. The research keeps pace with the new comprehension of the process of education, which transcedentaly-philospohically only in the second half of the 20th century started to be treated as 'communication' between teachers and students. Initiating and managing this kind of research are significant for clear conceptualisation of social skills and social competency, because teaching is based on the forms of social interaction and pedagogical effects (value systems, attitudes, interests...), depend on social experience of students. Theoretical analysis proved significant features of pedagogical communication: conditioning with the system of pedagogical work, professional creating and programming its currents and outcomes by the pedagogues, high level of interaction and possibilities of mutual interests, openness, interpersonally, active listening, understanding, exhibiting of emotions, empathy. Pedagogically formulated and realised communication represents the frame for development of communication competencies of students which are multi-dimensional and connected to other competencies and aspects of their personalities. Development of communication competencies of students is not the only and main aim, but their development represents at the same time the basis for development other abilities which are connected to communication competencies and which are chained to them: professional, work, action, social, creative, intellectual... Development of social competencies of students always means that she/he has created (mastered) communication competencies, because without them, he could not be affirmed within social environment. The school is expected to adjust way of work with students to new needs, so that from many individual and social abilities (potentials) some segments could be developed such as capacities for social achievements, i.e. social competency.

The importance and practice of posing questions in teaching English at elementary school age

Techniques of posing questions are one of strategic teaching skills in all school subjects, including foreign languages, because they form a basis for succeccful teacher/student interactions. Since foreign language teachers teach language, a high percentage of teaching activities make use of questions and answers which stimulate the development of the student's communicative competence. The aim of our research was to examine the views of English language teachers about the importance and practice of posing questions in teaching English as a foreign language at elementary school age level. The research included 104 teachers of English as a foreign language in different cities in the Republic of Serbia, The results show that the teachers are aware of practical importance of posing various types of questions in order to stimulate language production and teacher/student as well as peer interaction. In foreign language teaching it is very important to purposefully and skillfully select speech situations which will stimulate students' curiosity, reflection, greater language production and active language learning.

Критериально-уровневая система оценивания развития компетенции профессионального общения у студентов

Критериально-уровневая система оценивания развития компетенции профессионального общения у студентов

Emotional Creativity as a Resource of Communicative Competence of Students

Emotional creativity is considered as an internal resource of person’s activity and as a psychological means of successful interaction as the mechanism of a development origin and functioning of communicative competence. The interrelation of emotional creativity indicators and styles of communication of students is investigated. The participants of the research are 100 senior students of Moscow and Nizhny Novgorod universities. Positive connections of emotional creativity and such indicators of communicative competence as priority orientation on the achievement of main objectives of communication, abilities to understand and differentiate the experience, to distinguish emotions of partners in communication, and also to react emotionally in non-standard way in difficult communicative situations are revealed. Negative correlation connection is established with such indicators as domination, conservatism, conformality characterizing a personality as non-confrontational, democratic in behaviour, independent. Development of emotional creativity is one of the problems of improvement of quality of modern university education. The tasks of formation of students’ qualities of the emotional and creative personality and the conditions of emotionally attractive learning through the usage of substantially semantic and active methods of training based on interaction, reflection, creativity are formulated on the basis of the received results. DOI: 10.5901/mjss.2015.v6n6s7p175

Software educativo para potenciar la competencia comunicativa del inglés en la Universidad

Due to the deficiencies identified in the development of the communicative skills of English Language in higher education institutions of Ecuador, is proposed the implementation of an educational software to improve communicative competence in students. This essay addresses topics about the operation of this software. It also brings a brief History of the English Language in the educational process from its beginnings to the present day, stopping at the time this technological trend was introduced in the teaching and learning process of the language. The use of the software will enhance the four skills (listening, reading, speaking and writing) and will ensure that students achieve an acceptable level to communicate in this language.

Level and Criteria of Students’ Foreign-Language Communicative Competence

This research was conducted to examine the level of students’ foreign-language communicative competence and it was based on general observations of the authors’ pedagogical career and description of the first stage of pedagogical experiment the aim of which was forming a foreign-language communicative competence of students at non-linguistic departments of University. The authors presented the methodology of monitoring the process of diagnosing the level and criteria of student’s foreign-language communicative competence while teaching English as a foreign language. Moreover, foreign-language communicative competence the authors regard consisting of several components such as regulatory, personal, organizing or managing, informative and communicative. DOI: 10.5901/mjss.2015.v6n3s1p301

Effect of a scenario -based simulation communication education based on Calgary -Cambridge Guide on communication competence of undergraduate nursing students

Objective To explore the effect of the clinical scenario-based simulation communication education based on Calgary -Cambridge Guide for undergraduate nursing students. Methods Totally 87 undergraduate nursing students were enrolled and divided into the experimental group (n=44) and the control group (n=43). The experimental group received clinical scenario-based simulation communication education based on Calgary -Cambridge Guide for communication. The control group received traditional class-based education for communication. The clinical communication skills questionnaire and Communication Observing Questionnaire were administered before and after the training. The testing results of both groups were compared. Results After participating in the education project, six dimensions of clinical communication competence and the total score were significantly improved after training compared with those before training in the experimental group. After training, the experimental group was better than the control group in establishment of harmonious relationship, confirming patients' problems, efficient information transfer, validation experience and communication competence,t values were 2.64, 2.32, 2.19, 2.20 and 4.36,P< 0.05. In testing of integrated cases, scores of six aspects such as case design, information collection, explaining behavior, relationship development, conflict coordination and service behavior in the experimental group were significantly higher than those of the control group,t values were 2.15, 2.10, 3.26, 2.84, 2.14 and 2.61,P<0.05. Conclusions The clinical scenario -based simulation education based on the Calgary-Cambridge Guide can improve communication competence of nursing students. Key words: Teaching; Students, nursing; Communication; Scenario-based simulation

Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas

The absence of Chinese culture in foreign language teaching has a strong impact on the exchange between different cultures, and is also an obstacle to intercultural communication competence training. In general, English teaching level in China frontier minority areas is far behind that in developed areas, and shows its own teaching and cultural characteristics. In this paper, the composition of intercultural communication competence, the absence of foreign language teaching culture of college students in China frontier minority areas and the strategy of improving intercultural communication competence of college students were discussed. The characteristics of intercultural communication competence of college students in China frontier minority areas and the law of their intercultural communication competence training were then investigated in depth.