Communicative Competence Of Students Research Articles

Pedagogical conditions of development of foreign language communicative competence of students

The article deals with the theory and practice of the development of the foreign language communicative competence of students of non-linguistic areas of training in the implementation of the current Federal state educational standard of higher education (bachelor's and master's levels), implemented in the educational process of educational organizations subordinated to the Ministry of foreign affairs of the Russian Federation, in order to clarify the pedagogical conditions of the development of that competence. The educational and methodical pedagogical conditions presented by the author are aimed at the comprehensive development of foreign language communicative competence (to know, to be able, to own) of students, in accordance with the results of training (competencies) indicated in the analyzed Federal state educational standard of higher education. The question of the relevance of non-native language proficiency of students and graduates of non-language universities and their competitiveness in the modern domestic and foreign labor market is touched upon. This fact actualizes the development of the readiness of students studying in non-linguistic areas of training to use a foreign language for self-education in the course of training at the Institute and in subsequent professional activities.The tasks and content of the developed educational and methodical pedagogical conditions are considered. The question of the importance of the development of the content of education adequate to requirements of the current time on a subject "Foreign language" is brought up. The author specifies the actual methods of teaching that meet the requirements of the Federal state educational standard of higher education and competence approach: communicative, method of cases, method of projects, audio-linguistic, audiovisual, method of "Openwork saw", etc. Moreover, the requirements to the teaching staff working in the declared direction, for example: confident possession of the computer, the Internet, as well as distance learning technologies are given. The importance and structure of the funds of evaluation tools for the discipline aimed at identifying the real level of foreign language proficiency of students is explained. Evaluation funds allow the teacher to properly organize the educational process, and students to understand the requirements of the teacher.

Profile of science communication competence of junior high school students on science lesson

Communication skills are important part of the curriculum and education programs. This study aims to describe science communication competence of a junior high school student in Cianjur. This research uses a descriptive method. The data analyzed quantitatively and presented in percentage. The result of students’ science communication competence test is low. Addressee-oriented communication competency reaches 44.97% and Subject-adequate communication reaches 19.85%. Overall students’ science communication competence is very low. There needs to be an improvement over it. One of the factors that cause the result is the lack of learning activities and teaching materials content that oriented to science communication. Researchers recommend improvements to learning activities and teaching materials that oriented to science communication competence.

Психолого-педагогические условия формирования грамматических навыков речи студентов на основе реализации иноязычных интернет-проектов

In connection with the general concept of society informatization and education as its integral component, new requirements are imposed to knowledge and abilities of the main participants of educational process. Positive influence of information and communication technologies development on education is noted in many studies and in a number of official documents. Project activity meets the needs of society for the pragmatic use of educational resources in order to intensify education. Implementation of foreign-language Internet projects allows to form students’ grammatical skills of the speech. However, this result can be achieved when accounting a number of psychological and pedagogical conditions. We raise an issue on identification and justification of psychological and pedagogical conditions which have to be considered when developing a methodical system and technology of formation of students’ grammatical skills of the speech during implementation of foreign-language Internet projects. We designate the relevance of the problem and substantiate the accounting of following psychology and pedagogical conditions: a) balance of a theoretical component and practical importance; b) motivation of students when forming grammatical skills; c) foreign language skills at the level of Intermediate-Upper-Intermediate; d) developed information and communication competence of students; e) developed information and communication competence of teacher; f) existence of teaching technology. We substantiate and describe in detail each of the allocated conditions.

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Developing Communicative Competence in Students of Higher Medical Schools

AbstractCommunicative competence has been the central point of a great number of English for specific purposes (ESP) studies. However, its relevance to second language acquisition by medical students and attainability are still to be established as the critical evaluation of the present findings may help to create a valuable inventory for practical use in a classroom. The review set out to explore the present-day concept of communicative competence with regard to ESP teaching and ways of its development in students of medical universities. It analyzed the structure of the concept of communicative competence generally viewed as comprising both linguistic and extralinguistic constituents. Special emphasis was placed on the aspect of enhancing competitive competence through students’ involvement in oral communication. One of the most effective ways of developing communication skills in ESP classes in medical schools is exposure to authentic communication using Internet facilities. The videos should be thematically adjusted to the students’ professional needs and correlate with their level of linguistic and professional expertise. This approach helps to accomplish a number of teaching goals such as providing students with the information about the framework of speech events iterative in medical and academic spheres, communication patterns used in them, and raising their professional and socio-cultural awareness. It also aims to develop their ability to perform speech activities within a wide range of professional and academic contexts. The review made it possible to identify efficient reproductive and productive teaching methods to be employed.

The formation of speech competence in medical students in classes of “The Ukrainian Language (for Specific Purposes)”

In the article, we investigate the formation of speech competence in medical students in classes of the Ukrainian Language for Specific Purposes. We have substantiated the appropriateness of complex formation of linguistic and speech competence in the students of medical educational institutions. We have emphasized that the professional communication of future medical workers should be formed as a result of thorough training aimed at professional expertise. The professional activity can be exercised only by persons with a high professional level of culture, intercultural communication and ability to improve professionally. In the article, we have stressed the importance of formation of the professional communicative competence in future workers of the health industry. There have been defined the characteristic features of the communicative culture of the medical employee. We have elaborated on the methodology of the formation of communicative competence in future medical workers. We have proved that successful formation of professional communication skills in medical students depends on active enrichment of their vocabulary with terminology based on profession-oriented texts and dictionaries, work on stable skills of communicative self-control and self-analysis, the formation of critical thinking, desire to work independently, compliance with the rules of linguistic courtesy. Communicative competence of students is effectively formed with the aid of the technology of critical thinking development as it gives a possibility to create ambiguous situations and consider one problem from the different viewpoints. We propose to use debates in class as a form of communicative strategy that facilitates the process of new topics acquisition, induces the students to search for new information and extends their knowledge, develops not only communicative, but also intellectual capacities of medical students, and educates morally conscientious professionals.

Influence of communicative culture on the professional development of students in institutions of higher technical education

The current paper deals with the role and place of the communicative culture of students in the education system in institutions of higher technical education. The communicative competence of students in the technical field is not enough sufficient for communication, including the professional sphere. Today, there is a decline in the cultural level of the modern generation. This fact can be explained by various reseasons, including social and economic, moral and ethics, ethnocultural, language, innovative and etc. Training of highly qualified specialists for technical sphere without proper teaching communicative culture is less fruitful as speech culture is an important indicator of professional competence of any specialist. Being a tool of professional activity of a future expert, speech culture aims to deal with complex problems related to teaching the norms of the Russain literary language to students, as well developing their rhetorical abilities and skills. Ways of achieving this objective include self-study for students, efficiency in applying teaching methods, assessment of knowledge acquired and tasks requiring creative strategies.

中外合作办学学生跨文化交际能力调查研究——以北京工业大学北京–都柏林国际学院为例

中外合作办学学生跨文化交际能力调查研究——以北京工业大学北京–都柏林国际学院为例

Substantiation of content and structure of foreign language communication competence of students of technical specialties

Substantiation of content and structure of foreign language communication competence of students of technical specialties

To the issue of research work presentation by foreign students (part 2 – answering the questions)

The article deals with the methods of forming communicative skills of public defense of a diploma or anessay project (the second part of the presentation – answering the questions of the audience). The factors that are necessary for a successful presentation of foreign-language research papers written by foreign students have been determined. The types of questions that are specific for this type of speech interaction have been analyzed. Recommendations for the system of exercises aimed at the development of dialogical professionally-oriented communication, the basis of which is strict compliance with the standard norms of the official sphere of communication, have been developed. The necessity of foreign students of senior courses for public professional communication has been proved. It has been emphasized that observation of the standard norms by participants of speech interaction ensures standardization of the presentation procedure, which positively influences the result of protection. The author scientifically substantiates the importance of forming foreign students' abilities to provide feedback both verbal and non-verbal levels. The results of the study provide the opportunity to use the recommended methodology for improving the communicative competence of students in the process of studying the Ukrainian language as a foreign language. Recommendations can serve as the basis for the development of methodological guidelines for the defense of diploma and essay project, as well as for the creation of teaching aids that facilitate the formation and improvement of communicative skills that ensure the effectiveness of a presentation speech act.

Роль інтерактивного навчання в розвитку комунікативної компетентності учнів

Роль інтерактивного навчання в розвитку комунікативної компетентності учнів

Устойчивые единицы в македонском и русском языках как лингвокультурные репрезентанты

We consider fixed units in Russian and Macedonian languages, latter of which is the youngest literary Slavic language with the aim of maximal immersion into the mental atmosphere of two Slavic peoples. We reveal the actual national and international specificity that is involved in the communicative process optimization. We prove that in order to increase the communicative competence of students who study Russian as a foreign language at an advanced stage of education, first of all, students of philological profile, it is necessary to turn to the study of the phraseological units functioning and the paroemic fund. Personal experience of teaching Russian to Macedonian students of philological profile shows that they do not have sufficient knowledge in the wide use of Russian phraseological units in their speech. To meet these needs, the phraseological examples and material of the paroemic fund of languages are very effective, since they present the national specificity of a given people, reflecting different situational variations. We establish that the structure of fixed units contains a reflection of national and international features as a reflection of reality in human consciousness. These features can represent both holistic, covering the entire object of the perceived, and fractional, when separate fragments of the overall picture are highlighted.

Создание цифровых историй как средство формирования коммуникативной компетенции студентов

Создание цифровых историй как средство формирования коммуникативной компетенции студентов

Features of pedagogical activity in development of communicative universal learning actions in younger school students

Annotation.The low level of communicative competence of students is reflected in the increase in the number of children with high social and interpersonal anxiety.Cases of rejection and harassment of children by classmates, loneliness, hostility and aggression towards peers are increasing.In this regard, there are requirements for the professional competence of the teacher working with children of primary school age.The primary school teacher has a task to organize effective pedagogical activity and to aim it at education of children‘s’ ability to cooperate and work in group, to be tolerant to various opinions, to be able to listen and hear the partner, to state the point of view on a problem freely, accurately and clearly.

Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language

The article considers the project technology as a way of forming the communicative competence in students during extracurricular activities connected with the Russian language, the importance of this pedagogical technology in the organisation of teaching and educational work that allows the teacher to deepen the knowledge and skills of students obtained during the lesson. The project technology has a wide educational impact on the student in extracurricular activities connected with the Russian language: they reveal individual characteristics and abilities of students; enrich personal experience of students and their cognitive interest and develops the desire to be involved in a productive activity approved by society. The use of project technology in extracurricular classes allows the teacher to consolidate the knowledge of students in the vocabulary and phraseology of the Russian language, expand the vocabulary of students; promotes the development of their speech, logical thinking, improving the skills of expressive reading and the implementation of interdisciplinary communications.
 Keywords: Project technology, communicative competence, Russian language, extracurricular activities, methods of language teaching

Essence and Structure of the Formation of Communicative Competence of Students

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

Virtual patient clinical placements improve student communication competence

ABSTRACT Effective communication is a generic competency essential to clinical practice. However, access to work-integrated placements where such competencies are traditionally developed is diminishing, compelling universities to develop supplementary placement opportunities in the form of simulated learning environments (SLE). Virtual or digital patient (VP) placements are an attractive SLE model, but evidence of their efficacy for developing student communication competence is limited. In the current study, 82 second-year undergraduate speech pathology students completed one half-day placement, requiring them to use conversation interaction skills to build rapport with a VP across two 10-minute interactions, separated by clinical educator (CE) feedback and self-reflection. Each student’s interactions were rated by CEs on 25 communication competencies and, following the second interaction, students completed retrospective pre-placement and post-placement self-ratings of their communication skills, knowledge and confidence. CEs’ ratings of students’ performance were significantly higher following the second interaction than they were following the first (median = .710). Furthermore, the students’ post-placement self-ratings were significantly higher than their retrospective pre-placement ratings (median dav = 1.25). These findings suggest that VP placements as simulated clinical learning opportunities support speech pathology education, and may have positive implications for all health professions.

Formation of the Intercultural Communicative Competence of Students in Process of Learning Foreign Languages

The article is devoted to the problem of formation of the intercultural communicative competence of students in process of learning foreign languages. The urgent problem of vocational education is the preparation of students for the use of a foreign language in communicative and professional activities, as well as the formation of intercultural communication. Along with professional and communicative skills, a graduate of a university should know the cultural and social characteristics of other nationalities. It allows them to orientate themselves in repetitive sociocultural situations, make a dialogue with representatives of foreign cultures, seek and find ways to resolve interethnic and interconfessional conflicts and have such qualities as tolerance, openness and willingness to communicate. Formation of intercultural communicative competence among students implies awareness of the native culture and other cultures, their interrelationships; ability and readiness for communication prevent conflicts that inevitably arise from such contacts; the ability to build new patterns of behavior, based on the values and norms of different cultures.

ACTIVATION OF ACADEMIC MOBILITY OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS AS A MEANS OF ENHANCING THEIR COMPETITIVENESS: HOME AND GREEK EXPERIENCE

The article is devoted to the coverage of home and Greek experience in providing the academic mobility of students of higher education institutions. It’s found out that several factors contributed to its development in Ukraine, such as: improving the legislative base, signing an agreement on a visa-free regime with Ukraine, improving and applying the mutual recognition procedure for education documents, and Ukraine's accession to the Erasmus + program. It has been stated that the following negative internal processes hinder the activation of academic mobility: the country economic characteristics (the difference between the standard of living in Ukraine and the countries of the European Union), the quality and cost of studying and living, the availability of household services, compliance with European educational standards, insufficient level of foreign language skills, lack of information students get concerning exchange programs, etc. The peculiarities of the realization of the right of Greek universities students to academic mobility are analyzed basing on the example of law faculties of Democritus University of Thrace and the National and Kapodistrian University of Athens. It has been established that students of Greek universities can take part in the following programs: for studying in foreign partner universities; for participating in various types of practical programs in foreign partner universities. The procedure of students’ participation in practical programs is described in detail, namely the length of practical training, the categories of people who can participate in the relevant programs, the list of documents to be submitted for participation in the program, the criteria for selecting applicants, the size of the scholarship are found out. The emphasis is on the important innovation of relevant programs, which consists in the fact that Erasmus + provides students with free language Internet-support in the study of the appropriate foreign language before and during their stay abroad. The article analyzes the peculiarities of the organization of the master's degree programs in Greek universities together with foreign universities giving the identic diploma of a master's degree. In particular, the master’s program “Specialized Public Law”, organized by the legal department of the National and Kapodistrian University of Athens together with the University of Montesquieu-Bordeaux IV (France), is described. Taking into account the experience of the Greek universities, the range of issues that need to be resolved in the national system of higher education is highlighted. These include improving of state financing of exchange programs; comprehensive informing of students about such programs; organization of joint master’s degree programs of home and foreign universities; increasing the level of foreign language communicative competence of students.

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.