Communicative Competence Of Students Research Articles

A study of Yemeni EFL instructors perceptions on the role of ICTs in developing students communicative competence

A study of Yemeni EFL instructors perceptions on the role of ICTs in developing students communicative competence

Theoretical Provisions For The Development Of The Communicative Competence Of Students In A Foreign Language In Their Professional Domains Through Modular Training

The types of competencies began to increase in the scientific literature with the development of the theory and practice of competence-based approach in higher education. The problem of the development of key competences has arisen which are applied universally in a variety of situations. Theoretical foundations of key competencies and their features in developing the communicative competence of students in a foreign language in their professional domains are analyzed in the article. The modern methodology of teaching a foreign language is based on the following principles of the competence-based approach to teaching oral speech which serve as the theoretical basis for the development of integrative modules for teaching a foreign language.

INTERACTIVE TASKS FOR THE FORMATION OF UNIVERSAL COMPETENCIES OF STUDENTS IN THE CLASSES OF THE KYRGYZ LANGUAGE

The article will focus on the methodology of teaching the Kyrgyz language. When determining the methodology for teaching the Kyrgyz language, it is proposed to use new directions. The author also analyzed the communicative competence of students. As a result, it is proposed to focus on the business approach, rather than on the informational "educational"one and for to develop the basic communication skills of students, examples of communication games and rhetorical tasks are presented.

DIE FÖRDERUNG DER REZEPTIVEN FERTIGKEITEN DER TEXTARBEIT IN DER PRAXIS DEUTSCHUNTERRICHT

The article discusses the effective use of text in the practice of teaching the German language in order to develop the communicative competence of students. The text is considered as a form of speech actualization of linguistic units, and as a basis for the formation of correlated skills in the receptive skills of speech activity.

Humanitarian component of formation of communicative competences of students of technical university

In the article, the authors consider education as a decisive condition for the formation of key personality competencies. The issue of the humanization of technical education is very relevant today. The authors believe that the generation of a technogenic type of culture leads to the spiritual impoverishment of the individual. There is a dehumanization of education, which turns into the development of future engineers only professional skills. The authors believe that the restriction of the humanitarian cycle of disciplines in technical universities casts doubt on the possibility of training engineers who combine high professionalism with well-developed communicative competencies. Particular attention is paid to the place and role of the study of philosophy, which, according to I. Kant, poses its task so that “a person has the courage to live with his own mind.” The authors note that the issue of awareness of oneself as a person, the society in which they live, the values on which relationships between people and children are raised, may arise precisely in the situation if the future engineer is given the opportunity to become acquainted with the philosophy of Platon, Kant or Hegel, with Marx and Heidegger. Most of the students, who are not interested in the issues of the world and the place of the person in it, are the ones who need an explanation of the real state of affairs and those issues that academic philosophy says.The authors reveal the content of the concept of the human factor - that means, first of all, to understand a person, enter the world of his interests, needs, expectations, comprehend many of his actions. , i.e. see his personality. The authors proceed from the fact that the selection of competencies at the moment remains one of the urgent problems of education in the context of a competency-based approach. Accordingly, the purpose of education is related to the formation of key competencies (competencies). It is concluded that the positioning of education (primarily professional) in the field of social meanings depends on the competence content of education.

Panoramas de la alfabetización académica en el ámbito iberoamericano: Aportes para la calidad de la Educación Superior

El desarrollo de la alfabetización académica ha sido objeto de interés en el ámbito iberoaméricano en las últimas décadas. De este interés se han derivado multitud de investigaciones sobre la enseñanza de la lectura y la escritura en la universidad e iniciativas que han tenido como objetivo paliar las dificultades en la competencia comunicativa de los estudiantes en el nivel superior así como hacer que estos se familiaricen con las culturas discursivas de las disciplinas en las que se forman. El propósito de este monográfico es difundir investigaciones y propuestas sobre alfabetización académica en el mundo hispano, con el fin de contribuir a comprender el problema más profundamente y desarrollar esta línea de investigación para afianzar y elevar la calidad de los dispositivos de escritura académica y, de este modo, los programas de formación de la educación superior. A partir de este marco de referencia, cada artículo del monográfico aborda distintos enfoques y factores que intervienen en el tratamiento de la lectura y escritura académicas en diversos contextos, junto con resultados de dispositivos y programas de escritura académica.

Teaching strategies for strengthening written communication competence in university students

Las evaluaciones externas se han convertido en uno de los retos de los sistemas educativos en el mundo, Colombia no es la excepción, razón que ha llevado a investigadores desde diferentes áreas del conocimiento a indagar y gestionar estrategias pedagógicas innovadoras que fortalezcan procesos de aprendizaje, especialmente en lo relacionado con la lectura y escritura. La presente investigación se fundamentó en el análisis estadístico de los resultados de las Pruebas Saber 2014-2017 presentadas por estudiantes de una institución de educación superior de Bucaramanga, insumo relevante para la generación de estrategias que posibiliten el fortalecimiento del proceso lectoescritor a partir de la investigación acción en el aula, teniendo en cuenta el proceso de diseño, implementación, evaluación, reflexión y rediseño en estudiantes desde el primer semestre académico. Los resultados de la investigación apuntan a relacionar las deficiencias en el proceso lectoescritor desde la educación inicial y las dificultades en la gestión de sus emociones con el rendimiento académico en la educación superior.

Interdisciplinary Bonds in the Process of Learning Ukrainian and English Languages for Specific Purposes

The study substantiates the importance of interdisciplinary bonds in the process of language training of students of forestry higher education institution. The paper aims at revealing the necessity of applying interdisciplinary bonds in the mastering both Ukrainian and English languages for specific purposes (USP and ESP) and development of professional communication skills of the future foresters. In course of the research the essence and distinguishing features of interdisciplinarity are defined. Interdisciplinary bonds are described as the main problem of the study. Theoretical background of this issue is revealed. In the course of our research the possibilities of application of interdisciplinary bonds are demonstrated. Dividing of interdisciplinary bonds into content-informative, operational-active and organizational-methodological ones is revealed to be useful in order to form a systematic approach to their use when learning USP and ESP. Each type of interdisciplinary bonds is illustrated with the lexical tasks and exercises. Application of interdisciplinary bonds to form students' linguistic and communicative competence under the conditions of consistent study of USP and ESP and with the emphasis on professional subjects is considered to ensure a synergetic effect. The research findings prompt the conclusion that close cooperation of language teachers and subject specialists for further mutual enrichment at methodological level, formation of holistic systematic vision of training future foresters, and also continuity in mastering professional terms in Ukrainian and English will provide the level necessary to develop students' professional language.

The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence

The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers could not explain in more detail the aspects of communicative competence which could be influenced by politeness strategies in the English textbooks. The interviews with the students indicated that politeness strategies reflected in their English textbooks supported the student's linguistic competence and strategic competence.

Presuming competence: troubling the ideal student

ABSTRACT Using [Canary, D. J., & MacGregor, I. M. (2008). Differences that make a difference in assessing student communication competence. Communication Education, 57(1), 41-63. doi:10.1080/03634520701635133] prototypes of ideal and less-than-ideal student communication behaviors, I rhetorically analyzed participant interview transcripts from young adults with an autism spectrum diagnosis for representative behaviors to determine the implications of such prototypes. Participants revealed that they feel chronically misunderstood by their communication partners. This research offers communication instructors and scholars a better understanding of communication produced by students with an autism spectrum diagnosis. It also challenges use of a normative communication lens to read so-called ideal student communication behaviors such as motivation and participation. It calls for communication experts to expand their own communication competence and to be mindful of the opportunities students have available to represent their interests and skills in the classroom.

The Effects of Immersive Virtual Reality-Based Simulation Learning Program on the Communication Competence and Learning Attitude of Students with Intellectual Disabilities: Focusing on a Convenience Store Situation

The Effects of Immersive Virtual Reality-Based Simulation Learning Program on the Communication Competence and Learning Attitude of Students with Intellectual Disabilities: Focusing on a Convenience Store Situation

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test-Post-Test Study with a Control-Experimental Group.

The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially once the ICCC programme was applied. Furthermore, we found differences between the control and experimental groups which underlined the effectiveness of the program. Regarding gender, no differences were found in the experimental group. This study shows that the development of communicative competence in students has a significant impact on their level of coexistence with other classmates, although the results suggested the need for longitudinal implementation of the programme in order to improve school coexistence and social skills of students from the early stages of education.

Профессиональная подготовка специалистов сферы образования к работе с несовершеннолетними девиантного поведения

Contemporary changes in all spheres of life in Russian society mark a number of complex and multifaceted problems that need to be urgently addressed. One of such problems is prevention and correction of deviant behavior of teenagers. Practice shows that the level of training of higher school graduates studying in the field of «pedagogical education», as well as working teachers, is insufficient for the effective organization of educational work with this category of students, since most of the surveyed teachers do not have the necessary theoretical knowledge in the field of deviantology and do not have sufficient practical skills. In order to improve professional competence, authors of this article organized and conducted a special course on «Correctional and pedagogical support for juvenile deviant behavior». The main objectives of course is provide students with in-depth knowledge of special and correctional pedagogy, deviantology, legal psychology, development of professional competencies, which determine some aspect of teachers readiness to work with this category of students. The growth of indicators of information, methodical and communicative competence of students was identified as a result of diagnostics. This indicates the effectiveness of the special course program developed by the authors and of the work carried out as a whole. Described practical experience and the exemplary program of the special course can be used in the educational process of pedagogical educational organizations, professional development and retraining of pedagogical staff, in the development of educational and methodical documents and recommendations for students, for teaching psychological and pedagogical disciplines.

РОЗВИТОК КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІУ СТУДЕНТІВ ЗАСОБАМИ ПСИХОЛОГІЧНОГО ТРЕНІНГУ

The article presents the theoretical substantiation of the psycholinguistic category communicative competence, which is one of the main professionally important qualities of forming the personality of a future specialist psychologist. Mental reality and speech communication of modern students are mediated by new ways of perceiving information that determine a new type of communicative behavior of its carriers. Based on the analysis of authoritative sources it is found out that the virtual communication space as a whole and the active use of the Internet in particular significantly affect the features of communicatively mediated communication of young people, deforming its verbal component. The purpose of the article is to theoretically substantiate and empirically study the development of communicative competence of future psychologists by means of psychological training. The study used a set of methods, namely theoretical analysis of works devoted to virtual discourse in scientific publications of the last two decades. Also, in order to study the effectiveness of the developed training program, a number of empirical methods were applied – observation, experiment, testing, method of studying products of activity, method of expert evaluation. Results. In order to develop communicative competence, the psychological training “Formation of Communicative Competence” was developed and implemented in the educational process. The algorithm for designing and applying assignments for lessons is characterized. The study was attended by 107 respondents, who form 4 academic groups of students of 1 and 2 courses of the Kiev National Trade and Economic University specializing in psychology. To test the effectiveness of training the development of communicative competence of students in control groups, the method “Diagnosis of communicative setting V.V. Boyko” and the methodology “Diagnosis of communicative social competence (CSC)”. The results obtained were processed using statistical methods. Conclusions. The effectiveness of the influence of psychological training “Formation of communicative competence” on the development of personality-oriented speech communication of active Internet users has been proved, which as a whole is a predictor of more effective communication strategies. The prospect of further research with the involvement of students of other professional fields (future philologists, managers), as well as the study of gender differences in virtual communication and their influence on the mental development of the individual, are offered.

ЛІНГВОКУЛЬТУРА ЯК НЕВІД’ЄМНА СКЛАДОВА ВИКЛАДАННЯ ІНОЗЕМНОЇ МОВИ


 
 
 The article aims at describing main aspects of linguacultural approach to the foreign language teaching. Analyzing the key notions such as linguacultural competence, linguacultural field, linguacultural units and others, the author comes to conclusion that linguaculture is essential and integral part of the process of teaching, which enhances the efficiency of developing general communicative competence of students.
 
 

FOREIGN EXPERIENCE IN APPLYING DIGITAL TECHNOLOGY AT PRIMARY SCHOOL ENGLISH LESSONS

The article deals with the benefits of using digital technology during English lessons in primary school. The research is devoted to the problem of the use of digital technologies, describes some interactive methods, educational software, and Internet resources in the process of learning English within the primary sector. The growth of globalization of trade and the predominance of English in the media, particularly on the Internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the primary sector. Over the last years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into primary education, but slowly teachers have realized the need to adapt their practice in order to reflect the changing nature of technological use in the wider world. The author explores the potential of audio recorders, video conferences, virtual worlds, interactive whiteboards, karaoke, mobile applications, and computer programs, in order to form language skills in students through authentic communication. The introduction of Web 2.0 network services in language education is one of the promising areas of informatization of the educational process, which helps foster a stable communication competence in students under the guidance of an experienced teacher. Innovative technologies can help teachers in a variety of ways, inside the young learner classroom, but also in the home environment and while learners are on the move. The use of educational technologies is very dependent on the instructional context and setting, and meets the individual needs of young learners. Therefore, it is difficult to imagine the modern foreign language teaching and learning without the integrated use of digital technologies in primary school. Creative primary teachers will always be able to see the potential for an idea and are particularly adapted to customising approaches to meet the individual needs of their learners. Digital technologies can be used to develop oral, reading and writing skills when learning a foreign language.

Agriculture faculty students’ meanings translation in conditions of the development of communicative competence

This article discusses psychological characteristics of communicative and speech competence of the agriculture faculty students. The authors pay attention to the study of students communication skills in the process of interaction, their ability to translate meaning, skills of information interpretation and effective meaning transfer. The study involved 120 students aged 17 to 23 years (M=20.75, SD=2.25 (37% men). Methods were used: a survey – “Communicative competence” of L. Michelson in the modification of Yu.Z. Gilbukh; testing – subtest No. 6 of the Wechsler test; analytic tasks – a method of supplementing / completing / restoring a speech utterance, a classification method; statistical methods (descriptive statistics , Mann Whitney U test, Kruskal-Wallis test). The study found that first-year students differ from senior students in communicative competence. The speech competence of graduate students in a qualitative aspect is better developed, however, it is distorted by the influence of personal characteristics and the situation. The research prospects are aimed at studying the differences in speech and communicative competence of students who completed training courses on the development of these abilities. It is also promising to study the characteristics of the process of meaning, as variables in the formation of speech and communicative competence.

Психолого-педагогические условия формирования прагматической компетенции студентов на основе корпусных технологий

We present an analysis of the concept of “pedagogical conditions”. On the basis of a comparative multi-aspect analysis of the concept of “conditions”, we determine the concept of “pedagogical conditions” and the main characteristic features are identified. We analyze pedagogical conditions in the work as an integral part of the pedagogical system; they reflect environmental opportunities that affect the personal and technological aspects of the system, contributing to its successful functioning. We consider various groups of conditions that ensure the effective functioning of the pedagogical system. We reveal the features of three groups of pedagogical conditions (organizational and pedagogical, psychological and pedagogical, didactic). Further, we propose psychological and pedagogical conditions aimed at the development of pragmatic competence based on corpus technologies. The first proposed psychological and pedagogical condition is the motivation of students to develop pragmatic competence based on corpus technologies. The second psychological and pedagogical condition is the development of foreign communicative competence in students not lower than level B1. The third psychological and pedagogical condition for the formation of pragmatic competence based on corpus technology should include the development of information and communications technologies competency in students. The following psychological and pedagogical condition for the development of pragmatic competence based on corpus technology is the formation of information and communications technologies competency in the teacher. And the last psychological and pedagogical condition for the development of pragmatic competence based on corpus technologies should be considered as following by students the designated algorithm for the development of pragmatic competence based on corpus technologies.

Формирование профессиональной иноязычной коммуникативной компетентности студентов в качестве цели обучения иностранному языку в аграрном вузе

In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.

Развитие коммуникативных компетенций студентов технических вузов

Развитие коммуникативных компетенций студентов технических вузов