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.

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".

scholarly journals Foreign language communicative competence: problems, approaches, searches and solutions

2020 ◽  
pp. 98-108
Author(s):  
Polina Vasilieva
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Professional Competence ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Professional Needs ◽  
Self Development ◽  
Professional Self ◽  
Language Environment ◽  
Definition Of

The article discusses foreign language communicative competence of future teachers of foreign language and the problem of interconnection of foreign language communicative and professional competence of the future teacher of foreign languages. General language competences were considered and it was proved that foreign language communicative competence is what distinguishes a foreign languages teacher. The definition «foreign language communicative competence» and its content was analyzed. It was proved that foreign language communicative competence is an important component of communicative culture and an integral part of the preparation of modern specialists for further application of the acquired knowledge, skills and personal qualities in the foreign language environment, carrying out of interlingual, intercultural and interpersonal communication. It was clarified that the formation of the foreign language communicative competence is in such knowledge of the foreign language, which allows to use it to satisfy professional needs, to realize personal business contacts and further professional self-education and self-development. The definition analyses of the term «foreign language communicative competence» was carried out. The analysis of sources and recent publications of the subject has been carried out and the factors of forming of the foreign language communicative competence in practice were distinguished. Special attention was paid to the publications over the last twenty years. It was proved that foreign language communicative competence is an important and integral part of the professional competence of the teacher of foreign language. The goal of the formation of the foreign language communicative competence was specified. Different approaches to the definition of the foreign language communicative competence were researched three main approaches to the understanding of the notion of foreign language communicative competence were distinguished on the basis of the publications of the domestic researchers. Author's definition was proposed based on the theoretical analyses.

scholarly journals A MECHANISM TO SHAPE SOCIAL AND PROFESSIONAL COMPETENCE OF NON-LINGUISTIC UNIVERSITIES STUDENTS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

2018 ◽  
Vol 64 ◽  
Author(s):  
T.M. Ridel
Keyword(s):  
Foreign Language ◽  
General Model ◽  
Professional Competence ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Specific Content ◽  
The Social ◽  
Subject Specific ◽  
The Subject

The general model of the mechanism to shape social and professional competence in the process of teaching foreign languages at non-linguistic universities is presented. The problem of selecting the subject-specific content of teaching foreign languages is considered. The main ways of functioning of the model as the development of foreign language communicative competence in the social, cultural and professional areas of communication are defined. The efficiency of the model, on the basis of which social and professional communicative competence is formed, is analyzed. It has been proved that social and professional communicative competence is a means of mastering the social and professional competence of a specialist.

scholarly journals Foreign Language Teaching Practices: Online Projection

2021 ◽  
Vol 30 (2) ◽  
pp. 3409-3420
Author(s):  
Elena G. Tareva
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Learning Experience ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Educational Practices ◽  
Digital Environment ◽  
The Subject

Nowadays, educational technologies, in particular, digital means and methods of teaching have become the subject of research studied from different angles. Of interest are educational practices that most successfully disseminate a positive learning experience. The purpose of this paper is to consider the phenomenon of ‘best/effective educational practices’ and present a set of those that have successfully proven to be effective in teaching foreign languages in a digital environment, in the context of distance learning. The research methods comprised an analysis of existing approaches to productive educational practices, their classification and spheres of application and a survey of 48 experienced higher education teachers followed by the processing and systematization of the data obtained. The research results are an innovative classification of educational practices recommended for teaching foreign languages in a digital environment followed by recommendations for the development of new teaching technologies that can ensure the quality of development of foreign language communicative competence of students.

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 Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

scholarly journals Distance learning of foreign languages for students of economic specialties

2021 ◽  
Vol 5 (S4) ◽  
pp. 780-798
Author(s):  
Iryna Hnatyshena ◽  
Inna Khariuk ◽  
Inessa Azarova ◽  
Iuliia Ivanytska
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Analysis Method ◽  
Professional Orientation ◽  
Experimental Teaching ◽  
Diagnostic Models ◽  
Economic Profile ◽  
The Subject

Distance education at lightning-fast speed has become the only possible form of education. Distance learning of a foreign language for students of higher educational institutions has a number of advantages due to the fact that we are talking about pedagogical interaction with the age group of psychologically mature individuals with relatively formed mechanisms of motivation and outlined personal and professional orientation. The purpose of the present research is a comprehensive analysis of the process and results of distance learning of a foreign language (English) for students of economic specialties. The research methods are as follows: the analysis of modern opportunities for organizing distance learning; study of theoretical and methodological papers on the subject matter; method of experimental teaching of foreign languages with an emphasis on tactics of stimulating the personal and motivational sphere of students’ educational activities; development of author’s diagnostic models in order to reveal the dynamics of development of knowledge and practical skills in a foreign language of students of economic profile; qualitative and quantitative analysis of empirical data; statistical and mathematical interpretation of results, their functional analysis; method of generalization and abstraction. According to the data obtained, the hypothesis of the research has been confirmed.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

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