Developing of Linguosociocultural Competence at Training German Special Lexis on the Subject: «The Solution to Financial Questions in Day-to-day Life While Being in Germany»

10.12737/7777 ◽  
2015 ◽  
Vol 4 (1) ◽  
pp. 36-44
Author(s):  
Шмаль ◽  
Meri Shmal ◽  
Феклистова ◽  
L. Feklistova
Keyword(s):  
Foreign Language ◽  
Financial Regulation ◽  
Communicative Competence ◽  
Research Results ◽  
International Programme ◽  
Language Problems ◽  
German Speaking ◽  
The Subject ◽  
Linguistic Means

This paper presents the research results of language problems to the point of financial regulation for the students educated for international programme in German-speaking countries and the materials schemed out for the practical using of linguistic means for the solution of these problems in the process of formation of the foreign communicative competence of the students studying German as the second foreign language.

scholarly journals PSYCHOLOGICAL FEATURES OF IMPLEMENTATION OF SOCIAL AND COMMUNICATIONAL LANGUAGE

2018 ◽  
pp. 31-33
Author(s):  
O. Kuznetsova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Academic Discipline ◽  
Foreign Languages ◽  
Active Approach ◽  
Direct Knowledge ◽  
The Subject ◽  
Language Environment ◽  
Psychological Features ◽  
Linguistic Means

The article examines the psychological features of the implementation of socially communicative language intentions at non-specialized faculties, the mechanisms of speech formation from the standpoint of an active approach. The article revealed the essence of communicative competence by distinguishing the basic principles of communicative linguistics: the interaction of linguistic and social sides of communication; presence of the purpose, object, place and time of the specific cue in the linguistic intention of the person; training in foreign languages, based on the analysis of functions and conditions of communication, and then – on the identification of systematic features. There is an important role of the presence of linguistic intentions in the communicative competence, the ability to implement them in the process of communication and mastering a variety of linguistic formulas. Analyzing the subject of the study, we have identified some specific characteristics of foreign language as an academic discipline: the inability of foreign language to give a person direct knowledge of the reality; meaninglessness of foreign language, its infinity, dimensionlessness and homogeneity; the opportunity to realize the social and communicative needs of the subject of learning in the course of language activities and learning a foreign language. The subject of the article's analysis was also the differentiation and disclosure of the concepts of "speech", "language" and "speech activity" in terms of the active approach, in comparison with the linguistic concept of language, which is customary to be used in the methodology of teaching foreign languages. Thus language was considered as a mean, and speech – as a way of formulating thought in linguistic activity process of the subject of communication. It was concluded that linguistic means, on one hand, are the subjects of training, means and methods in process of activity are inseparable interconnection and interaction, and on the other hand – knowledge of the linguistic means is not the only condition for successful and effective mastery way of forming and formulating an opinion adopted in a foreign language environment.

Toward a Modified Structural Syllabus

1982 ◽  
Vol 5 (1) ◽  
pp. 34-51 ◽  
Author(s):  
Albert Valdman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Target Language ◽  
General Context ◽  
Teaching Materials ◽  
Rhetorical Devices ◽  
Functional Orientation ◽  
Linguistic Means

This paper argues for an integration of the notion of communicative competence in the elaboration of syllabuses and the preparation of teaching materials for beginning and intermediate generalforeign languagecourses. A distinction is made between such courses and the teaching of English as a medium of wider communication on an international basis. In FL instruction, as opposed to the teaching of a MWC, metalinguistic, epilinguistic, or cultural objectives may be more highly valued than the use of language for daily communication. In addition, the general context of FL instruction precludes the authentic use of the target language in the classroom, a prerequisite for the attainment of communicative competence. The integration of the notion of communive competence in FL instruction, including the inclusion of notions and functions, involves the grafting of these last mentioned considerations onto a structural-situational-functional base. That base would be modified by moving in five directions: (1) adopting a functional orientation, i.e., providing learners with linguistic means to express notions and functions rather than the teaching of structures for their own sake; (2) focus on semantic notions; (3) cyclical progression; (4) aiming for discursive authenticity by identifying rhetorical devices) providing stylistic manoeuver by the recognition of the role of variants.

scholarly journals LANGUAGE ANIMATION AS A MEANS TO FORM FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AMONG MASTER’S STUDENTS

2021 ◽  
Vol 56 (2) ◽  
pp. 72-81
Author(s):  
I.A. Mayer ◽  
◽  
I.P. Selezneva ◽  
Keyword(s):  
Foreign Language ◽  
Group Dynamics ◽  
Communicative Competence ◽  
Language Barrier ◽  
Educational Process ◽  
Master's Level ◽  
Master's Students ◽  
Research Results ◽  
Professional Activities ◽  
Language Communication

Statement of the problem. The article deals with the process of forming a foreign language communicative competence among master’s students through the use of the method of language animation in the educational process, designed to ensure compliance with the requirements of modern higher education for practice-oriented preparation for future professional activities within the educational organization. The need for communicative-game animation programs that prepare students for professional activities, according to the research, is only partially provided by their implementation in practice. The purpose of the article is to present the authors’ recommendations on the use of the method of language animation in the process of forming a foreign language communicative competence at the master’s level. The methodology consists in the analysis of the research results of the use of the method of language animation in process of formation of foreign language communicative competence. Research results. The authors’ recommendations on the use of the method of language animation have been developed, including a block of tasks for the development of group dynamics, aimed at overcoming the language barrier, tested in practice. Conclusion. The results of the approbation of the recommendations indicate that the use of the method of language animation allows us to solve the main problem associated with the implementation of the process of formation and development of foreign language communicative competence: removing the language barrier during the interaction of participants in foreign language communication.

scholarly journals LINGUODIDACTIC TESTS IN TEACHING A SECOND LANGUAGE

2020 ◽  
Vol 73 (3) ◽  
pp. 348-353
Author(s):  
F. Sametova ◽  
◽  
B. Karimova ◽  
G. Orynkhanova ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching Methods ◽  
Communicative Competence ◽  
Language Skills ◽  
Learning Outcome ◽  
The Subject ◽  
Language Teaching Methods ◽  
Communicative Context ◽  
Ongoing Monitoring

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

scholarly journals THE FORMATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE OF THE FUTURE TEACHER OF A FOREIGN LANGUAGE ON THE BASIS OF SITUATIONAL SIMULATION TECHNOLOGY

2020 ◽  
pp. 194-203
Author(s):  
G. B. Zhumabekova ◽  
A. A. Golovchun ◽  
A. Kashkynbekova ◽  
T. Yerkimbayev ◽  
A. Gabdrakhman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Future Teacher ◽  
Intercultural Communicative Competence ◽  
Simulation Technology ◽  
Future Teachers ◽  
The Future ◽  
The Subject

The article analyzes the modern requirements of society to the quality of training of future teachers of English, considered contextual training as one of the ways of professionalization of foreign language pedagogical education, situational modeling technologies in the formation of intercultural communicative competence, problem-communicative situations as a unit of the subject content of professionally-oriented training of future specialists.

scholarly journals DESIGN OF THE SUBJECT O F WEATHER REPORT AS A COURSE UNIT IN LANGUAGE TEACHING

2020 ◽  
Vol 11 (2) ◽  
pp. 183-198
Author(s):  
Hasan Coşkun
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Bologna Process ◽  
German Language ◽  
German Speaking ◽  
The Subject ◽  
The Bologna Process ◽  
Academic Year ◽  
Different Levels ◽  
Selection Of

Aim. In Turkey, in connection with the Bologna process, German is a foreign language course. In this study, the subject of a weather report (forecast) was planned for the German courses. The purpose of this study is the preparation, implementation and evaluation of a sample lesson to describe the selection of the subject of a weather report for the German courses taught at schools and universities.    Methods. This study was conducted by qualitative research (Yıldırım & Şimşek, 2008, pp. 187-193). During the 2019 / 2020 academic year, I taught the subject of a weather report students in German courses and 38 students in master courses. Result and Conclusion. It was observed that participants talk about the weather in their hometown and in the places where they go on vacation. In addition to the subject discussed in class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of this interest. Origin. The students who were in German speaking countries under the Erasmus program participate in German courses to maintain their fluency in German language. In order to conduct German courses effectively for different purposes, and for participants coming from different countries and students with different levels of fluency, a suitable method should be developed.

scholarly journals Strategie aktu przeproszenia w nauce języku portugalskiego jako obcego

2021 ◽  
Vol 1 (XXIII) ◽  
pp. 49-60
Author(s):  
Justyna Wiśniewska
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The Subject

We begin our considerations with claiming that in the process of teaching a foreign language, the primary aim is to develop the pragmatic and communicative competence which means, among others, the ability to construct utterances that are correct and adequate for a particular communicative situation. The subject of this article is to present formal strategies concerning the act of apology, employed by Polish students in the process of learning Portuguese as a foreign language. Since the act of apology can be considered as one of the most essential acts of speech in communication, it is, therefore, important to verify which type of the act of apology is employed by students who are not native users of the Portuguese language.

scholarly journals Linguistic education: communicative tolerance as a component of communicative competence

2021 ◽  
pp. 56-62
Author(s):  
Evgeniya Anatol'evna Baldanova ◽  
Nataliya Bal'zhinimaevna Dondokova
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Social Roles ◽  
Communicative Competence ◽  
Interaction Partners ◽  
Key Competencies ◽  
The Subject ◽  
Development Of Students

The subject of this research is the linguistic education as teaching a foreign language; while the object is the concepts of “competency” and “competence”. The authors examine and compare the views of foreign and Russian scholars upon the content of these concepts. Special attention is given to the components of the key competencies, namely communicative competence. Analysis is conducted on aspects as “communicative competence” and “communicative tolerance”. Communicative competence suggests the command of language, as well as various social roles in the collective, including communication skills. The author highlights the role of the “Foreign Language” discipline in the development of students’ communicative competence and tolerance. The conclusion is made that communicative tolerance is a component of communicative competence. It is necessary to develop communicative competence of the students as the readiness for tolerant communication with the interaction partners. Communicative competence aimed at mastering the students’ ability to tolerance communication is being formed in the context of teaching a foreign language. The scientific novelty of the study lies in the fact that communicative competence encompasses not only the command of languages, but also various social roles in the team and the ability to communicate tolerantly. The conducted analysis can be valuable for the researchers of dealing with the nature of the categories of “competency” and “competence”.

scholarly journals Die Rolle des Radiointerviews im Landeskundeunterricht Ein Mediascher in Paraguay

2021 ◽  
Vol 47 (1) ◽  
pp. 273-281
Author(s):  
Ioana Cusin
Keyword(s):  
Foreign Language ◽  
Visual Media ◽  
Regional Studies ◽  
Cultural Inheritance ◽  
Press Releases ◽  
Standard Language ◽  
Starting Point ◽  
German Speaking ◽  
The Subject ◽  
German Minority

Abstract The tendency to apply media in regional studies for students of German as a foreign language (Deutsch als Fremdsprache, DaF) is no longer a novelty. Thus, we see media applied as such in multiple different forms, like videos, press releases, radio segments or online statements. This contribution is focused on the radio interview, as a constitutive part of the regional studies’ courses for DaF students of Germanistik in Romania. As a starting point serves the assumption, that the application of visual media can be enhanced through dialogue sequences, which further highlight the subject of the course. Through chosen interviews, that have been aired by the state channels, students can become familiar with such issues, that affect the German minority in Romania. The authenticity that is being sought for, will result from the primary situation of the interviewer and the interviewee communicating, as well as through the utilization of Rumäniendeutsch as the standard language of the German minority, living in Romania. Thus can cultural, social, historical and linguistic phenomena that are specific for the local German speaking population and that are (re)constructing the cultural inheritance of Germans in Romania, be regarded in greater detail.

scholarly journals Language education: communicative tolerance as a component of communicative competence

Litera ◽  
2021 ◽  
pp. 1-8
Author(s):  
Evgeniya Anatol'evna Baldanova ◽  
Nataliya Bal'zhinimaevna Dondokova
Keyword(s):  
Foreign Language ◽  
Social Roles ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Languages ◽  
Language Form ◽  
Interaction Partners ◽  
Key Competencies ◽  
The Subject

The subject of this research is language education as teaching a foreign language; the object of this research is the concepts "competency" and "competence". The authors consider the views of foreign and domestic scientists and researchers on the content of the categories "competency" and "competence", and conduct comparative analysis. Particular attention is paid to the elements of the key competencies, namely communication competence. Analysis is conducted on aspects as "communicative competence" and "communicative tolerance". Communicative competence includes not only the command of languages, but also mastering various social roles in the team and the ability to communicate. The author emphasizes the role of the "Foreign languages" discipline in the formation of communicative competence and communicative tolerance of students . The conclusion is made that communicative tolerance is the component of communicative competence. It is necessary to purposefully cultivate communicative competence in students, as the communicative readiness for tolerant communication with the interaction partners. Teaching students a foreign language form communicative competence aimed at mastering the ability of students to communicate tolerantly. The scientific novelty lies in the statement that communicative competence includes not only the command of languages, but also mastering various social roles in the team and students' skill of tolerate communication. The proposed analysis will be of interest to the scientists dealing with the nature of the categories "competency" and "competence".

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