Specific features of intercultural communicative competence development in philological vocational training

Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty

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Intercultural Communicative Competence development in an EFL context in Thailand

Localizing Global English ◽

10.4324/9781003082705-6 ◽

2020 ◽

pp. 65-83

Author(s):

Pragasit Sitthitikul ◽

Malinee Prapinwong

Keyword(s):

Communicative Competence ◽

Competence Development ◽

Intercultural Communicative Competence ◽

Efl Context

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Technology "Debate" as a tool for communicative competence development

Revista Amazonia Investiga ◽

10.34069/ai/2020.27.03.40 ◽

2020 ◽

Vol 9 (27) ◽

pp. 367-375 ◽

Cited By ~ 1

Author(s):

Olga I. Vaganova ◽

Larisa V. Tsyganova ◽

Elena A. Chelnokova ◽

Anna V. Lapshova ◽

Lyudmila A Turchina

Keyword(s):

Professional Education ◽

Technology Implementation ◽

Vocational Training ◽

Communicative Competence ◽

Effective Interaction ◽

Effective Means ◽

Competence Development ◽

Professional Activity ◽

Highly Qualified ◽

Educational Production

The task of a modern university is to produce a highly qualified and competent specialist, ready for independent implementation of professional activities. Communicative competence is one of the fundamental in such preparation. The purpose of the article is to review the experience of implementing the Debate technology as an effective means of developing communicative competence of future vocational training teachers. The article focuses on the specifics of their future activities, its features and conditions, as well as their role in the field of professional education. The teacher of vocational training carries out pedagogical, educational-production and organizational-methodological activities in students training in secondary vocational schools. The basis for the implementation of his professional activity is the construction of effective interaction in the classroom between the teacher and students. For this, future teachers of vocational training must master communicative competence which is one of the main components of their future activities success. The article reveals features of the "Debate" and their capabilities in students’ training. The study allowed us to check the level of communicative competence development in dynamics, as well as to identify the level of students' motivation before using the Debate technology and after. Based on the data obtained, we can talk about the effectiveness of technology implementation. "Debate" provides ample opportunities for students to develop interaction skills, conduct constructive dialogue, select arguments, effective interaction strategies, the ability to balance emotional stress during the discussion, the ability to speak in public and other skills that contribute to the development of communicative competence and provide highly qualified specialist training.

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