Journal articles on the topic 'Communicative competence Evaluation'
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1
Ušča, Svetlana. "Evaluation Criteria and Indicators of Communicative Competence of Adolescents with Language Disorder." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 234. http://dx.doi.org/10.17770/sie2012vol2.137.
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Communicative competence is called as one of the transversal composed competencies in European reference framework. The article focuses on adolescents with language disorder, the development of communicative competence and the evaluation of the problem. The development of communicative competence is burdened because of the underdeveloped language. This constitutes a menace to successful participation in further professional, cultural, political and social life. Communicative competence evaluation criteria and the indicators are posed. Certain correlations were found out in the processing of data with SPSS and AQUAD 6 programs.
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Ustinova, T. V. "Communicative Competence as the Basis of the Digital Age Metaliteracy." Язык и текст 7, no. 2 (2020): 71–80. http://dx.doi.org/10.17759/langt.2020070208.
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This study aims to clarify the methodological status of metaliteracy and define the role of communicative competence in the structure of metaliteracy. It is stated that metaliteracy is to be regarded as the complex cognitive-communicative information competence. Metacompetence is defined as the person’s ability and readiness for judgment, reasoning, meaning construction and decision-making in learning and communication on the basis of critical selection, processing and evaluation of information. Contribution of linguistic, sociolinguistic and pragmatic competences to information processing ability is analyzed. It is concluded that information processing is communicatively mediated. The didactic value of metacognitive awareness in information processing is highlighted.
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Huang, Jingzhong, Qian Wang, Huanchun Chen, and Xingyuan Gao. "Communicative Competence: The Fifth Report of the Social and Emotional Competence Test of Chinese Adolescents." Best Evidence in Chinese Education 9, no. 1 (September 30, 2021): 1217–21. http://dx.doi.org/10.15354/bece.21.rp035.
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Communicative ability is embodied as "extroversion" in the Big Five Personality Test. Extroversion is an extremely important concept in personality psychology and a more common personality trait. Typically, it includes boldness, self-confidence, liveliness, enthusiasm, optimism, and being. In studying adolescents’ social and emotional abilities, the OECD designed a communication competence evaluation framework based on “extroversion” in the “Big Five Personality” model based on the physical and mental development characteristics of 10-year-old and 15-year-old adolescents. In the OECD evaluation framework, there are three sub-dimensions of communicative competence: happy group, courage and vitality. This study is based on the evaluation data of Suzhou City in China and presents the evaluation results of the communicative ability dimension of the youth social and emotional ability survey in various ways. The data results are presented in the following three parts. The first part uses descriptive statistics to illustrate the overall score of communicative ability, the correlation coefficient of communicative ability and other sub-abilities, and the differences of each ability in age, gender, urban and rural areas, and school categories. The second part uses factors that affect the ability to communicate through multiple regression analysis, including background variables, student variables, teacher variables, school variables, family variables, the impact of student happiness, courage and vitality. Finally, the third part uses multiple regression analysis of the 10-year-old and 15-year-old groups to determine the influence of happiness, courage and vitality on life outcome variables such as health and well-being.
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Mikhailova, Tatyana, Kulyash Duisekova, Farida Orazakynkyzy, Gulshat Beysembaeva, and Saule Issabekova. "The evaluation of intercultural professional technology-based communicative competence formation for students." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 272–87. http://dx.doi.org/10.18844/wjet.v13i2.5700.
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The purpose of the study is to determine the evaluation of the Intercultural Professional-Technology based communication Based Communicative Competence Formation of Students. Overall 22 respondents of the 2nd year at a State university took part in the research like focus groups. The results were taken by the interview in the Google forms. The results of the analyzes showed that the development of the intercultural professional-communicative competence of natural studies students is considered to be a very important requirement, and the formation of their professional communication skills can open up great opportunities for the future career of students. Students’ interview has also shown that from methodological aspect a case study technology-based communication is highly valued. Therefore, effective ways of using communicative-cognitive case technology-based communication in the classroom were analyzed and an algorithm for working with it was developed.
Keywords: Intercultural Professional Communicative Competence, technology based communication, cognitive, intercultural.
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Li, Rui. "Establishment of Evaluation Index System on Intercultural Communicative Competence." Applied Mechanics and Materials 543-547 (March 2014): 4327–30. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4327.
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Intercultural communication is conducted exchanges among people under different languages and different cultural backgrounds, in the exchange process will encounter many problems and obstacles, and develop intercultural communication talents is a priority. This paper based on KLEE method study intercultural communicative competence evaluation index system. Firstly, by hierarchical analysis model representing the index system constituted with 6 level indexes and 24 secondary indexes; then, based on the basic idea of KLEE method to construct a mathematical model to calculate the weights; finally, according the solving steps of KLEE method to calculate the weights of level index and secondary indexes. This paper constructed index system is infrastructure work of intercultural communicative competence evaluation, for cultivating and selecting intercultural communication personnel to provide services, for the leadership decisions to provide support.
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Yefremtseva, Tatyana Nikolaevna, Ryskul Ekinovna Musagulova, Olga Vladimirovna Takanova, Aleksei Analolievich Zaitsev, and Natalya Anatolievna Sergeeva. "Rethinking the intercultural communicative competence evaluation in higher education." SHS Web of Conferences 127 (2021): 02001. http://dx.doi.org/10.1051/shsconf/202112702001.
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The information and digitalization age, the current phase of globalization are changing the way we think about cultures and communities and, as language teachers and cultural trainers, potentially about what and how we teach. Intercultural communicative competence is as needed as ever in today’s world of geo-economic changes, migration, and rising ethnic and national tensions. To prepare future professionals, there have been different efforts in education including the intercultural and communicative components. The essential contradictions in the language and professional training of students, associated with insufficient attention to the issues of interaction of cultures in the content of university curricula, are highlighted. The Map of Intercultural Communicative Competence Formation in Higher Education is developed considering the contents of bachelor and master programmes for Russian and foreign students. The main emphasis is paid to the separate subjects in intercultural communication study. New approaches to the evaluation of the intercultural communicative competence of students in a multicultural environment are proposed, among which a special focus is placed on the need to organize international projects and conduct events in narrow professional fields. Some examples of tasks to assess the competence in cross-cultural communication show practical application and significance of those disciplines for university students in their future career.
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Selezneva, I. P., N. V. Gorbova, and S. N. Perederii. "Constructing a quasi-professional educational environment as a condition of future teachers’ professional and communicative competence formation." SHS Web of Conferences 113 (2021): 00015. http://dx.doi.org/10.1051/shsconf/202111300015.
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The article examines the conditions of constructing future teachers’ (currently B.A. students’) professional and communicative competence in the context of modernization of the present-day system of higher education, which stipulate the need to rethink the concept of future professionals’ competence and the transition from sector-specific professional competencies to meta-competencies of a wider scope associated with the peculiarities of professional and communicative communication. Following on from the theoretical and methodological analysis, it is concluded that the construction of a quasi-professional educational environment reconstituting the conditions of professional communication can be organized in the form of solving situational case problems using such technologies as subject-language integrated learning, blended learning visualization and podcasting. The methodological validity of the proposed scientific research results on constructing a quasi-professional educational environment to form future teachers’ professional and communicative competence has been confirmed by the results of their evaluation at the Humanitarian and Pedagogical Academy (branch) of Vernadsky Crimean Federal University (Yalta) and Krasnoyarsk State Pedagogical University named after V.P. Astafiev (Krasnoyarsk).
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Murzina, Olena. "MEDIA COMPETENCE AND MEDIA LITERACY: THE ESSENCE OF CONCEPTS." Continuing Professional Education: Theory and Practice, no. 4 (2021): 18–23. http://dx.doi.org/10.28925/1609-8595.2021.4.2.
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The analysis of the scientific and pedagogical literature, during which the essence of the concepts of «media literacy» and «media competence» is revealed through different views of scientists is performed in the article. We understand media competence as a set of knowledge, skills, abilities that contribute to the search, selection, interpretation, use, evaluation, critical analysis, creation and transmission of media information. The media competence of future doctors we consider as their competence in the application of media technologies in their professional activities. Media competence includes competence of information, competence of communication, informational and communicative competences. Media competence is formed through media literacy, which, in turn, is achieved in the process of media education. It helps individuals to think critically, which helps to form a certain understanding and make competent decisions in response to media information. We define media literacy as a process of personal development through the media and in order to form media culture, develop communicative and creative abilities, critical thinking, skills of finding, interpreting, evaluating and analyzing media information with the help of media technologies. That is, a media literate person is able to control the media and navigate in the media environment, to find the necessary information, can control erroneous messages.
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Li, Rui. "Linear Comprehensive Evaluation Method on Intercultural Communicative Competence." Applied Mechanics and Materials 543-547 (March 2014): 4323–26. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4323.
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With the continuous development of economic globalization and information network, the intercultural communication people from different regions and cultural backgrounds are widespread. For the problems in intercultural personnel training and evaluation, this paper uses linear comprehensive evaluation method to conduct the study based on evaluation index system. First, building an evaluation mathematical model, and the evaluation could be divided into three steps according to solving process; then, creating the index weight vectors, which includes one-level index weight vector and six two-level index weight vectors; finally, comprehensive evaluation case study should be carried on according to solving steps, so you can get evaluation findings. The advantages of the method presented in this paper is that the interaction between each evaluation index obtains linear compensation, so it ensures the fairness of the comprehensive evaluation and plays an important role in promoting intercultural communication and personnel training.
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Schulz, Renate A., and Sibylle Bolton. "Evaluation de la competence communicative en langue etrangere." Modern Language Journal 72, no. 3 (1988): 331. http://dx.doi.org/10.2307/327510.
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PAVITT, CHARLES. "Accounting for the Process of Communicative Competence Evaluation." Communication Research 16, no. 3 (June 1989): 405–33. http://dx.doi.org/10.1177/009365089016003005.
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Roza, Delvia. "Analysing the Speaking and Writing Competence of an Indonesian Student in the USA: A Case Study." J-SHMIC : Journal of English for Academic 9, no. 1 (February 14, 2022): 13–27. http://dx.doi.org/10.25299/jshmic.2022.vol9(1).6633.
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This case study is aimed to examine the communicative competence of an Indonesian student who is studying in one of the United States Universities. The evaluation of the communicative competence, such as speaking and writing, was based on the theory of Communicative Competence (CC) proposed by Celce-Murcia (2008). The spoken and written data given were from the IELTS test format. The spoken data was collected by face-to-face interview through the Skype application, while the written data was collected by sending the participant two models of the IELTS writing test, Academic and General Training model tests, through email. These data were analysed by transcribing the interview and written word-processed. It was found that the participant demonstrated strengths as well as limitation in communicative competence. It is suggested for the participant to take the opportunity to communicate with the native speakers as much as possible while he is staying in the United States.
Keywords: Communicative Competence (CC), Speaking, Writing
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Боднар, Оксана. "Evaluation of communicative competence of experts in the field of education." Pedagogika. Studia i Rozprawy 29 (2020): 79–90. http://dx.doi.org/10.16926/p.2020.29.04.
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The article considers the content and specificity of the communication competences of an expert in the field of education. The subjective factors influencing the development of the expert's communication skills were identified. Its communication functions in the process of expertise are described, communication barriers and typical errors in providing information to the subjects are presented. On the basis of the developed criteria, a parametric-index model of evaluating an expert's communicative competences is constructed which it is possible to carry out selection experts for research on pedagogical objects.
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Park, Seonyoung, and Eulsoon Lee. "A Study on English Program Based on Nonviolent Communication to Improve English Communicative Competence of Primary Learners." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 1119–39. http://dx.doi.org/10.22251/jlcci.2022.22.22.1119.
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Objectives The purpose of this study was to develop an English program based on nonviolent communication to improve students’ English communicative competence.
Methods This program was developed based on the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stage. After being examined by an expert group, this program was conducted with 23 elementary school students.
Results The study found that nonviolent communication relating to communicative competence could be associated with the 2015 revised curriculum. Secondly, according to the four components of nonviolent communication, communicative functions were categorized and the English program was designed in a way that nonviolent communication could be applied and practiced. Lastly, an example lesson plan was created and provided as guidance and executed in the classroom.
Conclusions Based on the results, it was discovered that there is a possibility to adapt nonviolent communication to improve students’ communicative competence. Also, this study implied that this English program based on nonviolent communication could expand the scope of genuine communication. Further studies on nonviolent communication are required for English education.
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Nguyen, Cang Trung, and Diem Thi Kieu Le. "Communicative Language Teaching: Do Tasks and Activities in School Textbooks Facilitate Learners’ Development of Communicative Competence?" Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 688. http://dx.doi.org/10.17507/jltr.1105.04.
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This paper reports a theoretical evaluation and findings from teachers’ and students’ evaluations of activities and tasks in English 6, an English textbook from a series of four textbooks which have been used as the compulsory textbooks for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). It presents results from a study which involved 8 teachers and 126 students in four secondary schools in the Mekong Delta, Vietnam. Combining a theoretical evaluation and the analysis of the data collected from the questionnaires, semi-structured interviews and classroom observation. It is concluded that there is a lack of a variety of activities and tasks and they mostly focus on form. Therefore, they do not help develop learners’ communicative competence. The present study also draws implications regarding how to use teaching materials effectively for EFL/ESL for developing learners’ communicative competence.
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Kulamikhina, Irina V., Zhanbota B. Esmurzaeva, Dinara G. Vasbieva, and Aleksei Yu Alipichev. "Supporting English competence development in university teachers: Principles and practices." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 256–68. http://dx.doi.org/10.18844/prosoc.v6i1.4177.
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In today’s world, the English language communicative competence is a major soft skill of university teachers which is needed for personal and professional fulfilment and career development. This study aimed at the design and practical realisation of the 72-hour English course stimulating the teaching staff’s engagement in language learning and English communicative competence development at the Omsk State Agrarian University. The authors have discussed the principles and approaches to the course content design and efficacy of four classroom management strategies: the use of real life communication situations, making presentations, visual thinking strategy and short-film-based discussions for developing EFL communicative competence in university teachers. The situational approach to the content design introduced ‘real-life’ communicative situations serving as a teaching method and an assessment tool. The participants of the course took an online test: ‘Evaluation of Readiness for The Certificate Exam in English’, developed by the Tomsk Polytechnic University, at the beginning, in the middle and at the end of the course.
Keywords: Communicative competence, adult language learning, university teaching staff, visual thinking, situational approach, communicative environment.
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HOSTLER, SHARON L., JANET H. ALLAIRE, and RICHARD A. CHRISTOPH. "Childhood Sexual Abuse Reported by Facilitated Communication." Pediatrics 91, no. 6 (June 1, 1993): 1190–92. http://dx.doi.org/10.1542/peds.91.6.1190.
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Facilitated communication remains an unproven and controversial strategy for nonspeaking children with developmental disabilities. It is possible that the process may be influenced by the facilitator. The evaluation of alleged sexual abuse reported by FC must include a full psychosocial history, complete physical examination for evidence of abuse, and the assessment of the child's communicative competence. The demonstration of communicative competence requires a strategy similar to that utilized with Carla. The successful documentation of the child's communication of general information should precede the pursuit of specific abuse issues.
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Savignon, Sandra J. "Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines." Canadian Modern Language Review 41, no. 6 (May 1985): 1000–1007. http://dx.doi.org/10.3138/cmlr.41.6.1000.
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SAVIGNON, SANDRA J. "Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines." Modern Language Journal 69, no. 2 (June 1985): 129–34. http://dx.doi.org/10.1111/j.1540-4781.1985.tb01928.x.
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Geçkin, Vasfiye. "What’s Covid19 Got to Do with My Communicative Competence? Self-reflections of Pre-service English Language Teachers in Turkey." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 2 (May 17, 2022): 261. http://dx.doi.org/10.21093/ijeltal.v6i2.1050.
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With the emergence of the COVID-19 pandemic, nearly all theoretical and practical classes and methods of assessment had to be delivered on digital platforms. This paper reports the use of task-based assessment of the communicative competence of first-year pre-service English language teachers. The aim was to explore the role of the platform where the tasks were held on the students’ self-assessment of their spoken performances. The participants (n=50) evaluated their linguistic, discourse, strategic and sociolinguistics competence on two public speaking tasks. The face-to-face speaking task required elaborating on two famous quotes, whereas the online speaking task had to do with the semiotic analysis of a TV commercial which was decided upon by the teacher candidate. Student evaluations of their communicative competence ranged on a scale from one to five, where one meant very poor and five meant very good. The results indicated that the only component of communicative competence that was viewed to be good was discourse competence in the face-to-face task; however, all the elements of communicative competence were considered to be good except for the sociolinguistic competence in the face-to-screen task. The main findings were (i) that the students had a more positive evaluation of their communicative competence when making online presentations and (ii) that they mostly attributed the differences in their self-evaluations either to the platform or to a combination of the platform and the nature of the task. Yet, face-to-face interaction seems to act as a requirement to improve the sociolinguistic competence of foreign language teacher candidates.
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Stepanets, Ivan, Serhii Bieliaiev, Nataliia Mordovtseva, Olena Ilina, and Natalia Potapova. "Pedagogical foundations of the problem of forming communicative competence of future elementary school teachers." International journal of health sciences 6, no. 2 (June 12, 2022): 907–19. http://dx.doi.org/10.53730/ijhs.v6n2.8772.
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The article is devoted to the problem of forming communicative competence of future elementary school teachers. The objectives of the study were to highlight the conceptual pedagogical foundations and components on which the process of forming communicative competence in future elementary school teachers is based. The task of scientific exploration was to conduct a pilot study to identify the level of understanding of the future elementary school teachers of the phenomenon of “communicative competence” and its importance for further professional activity. The organized research was based on theoretical (study, analysis, systematization, and generalization of scientific-pedagogical, psychological, and methodological literature on the problem under study) and empirical (diagnostic evaluation, questioning, monitoring and educational experiment) methods. The concepts of “competence”, “competence”, “communicative competence”, “communicative competence of a future elementary school teacher” were revealed. The problem of development of communicative competence as a professional value of a modern elementary school teacher is outlined. The results of the survey of students-future teachers of primary classes on the understanding of the essence and necessity of formation of communicative competence during professional training in higher educational institutions of Ukraine are presented.
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Tomšíková, Kateřina, Lucie Smékalová, and Milan Slavík. "Reflection and Self-reflection Regarding Competencies: Comparative View of University Teachers and Their Students." Lifelong Learning 4, no. 3 (2014): 42–57. http://dx.doi.org/10.11118/lifele2014040342.
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In connection with the global trend, the dominant feature of the reforms in the education system moves towards the professional development of teachers. The article deals with competencies of a university teacher, which the teacher acquires and develops throughout his/her career. Competencies are necessary for qualified and professional performance. The significant part of the paper is devoted to the competency which exceeds all the others, the self-reflective competence. The authors of the article describe evaluation process at the Czech University of Life Sciences. Within this process opinions of students and teachers of the teaching process and implementation of the university teachers' key competencies are analysed. The aim of the enquiry was to find whether teachers prove competence as an excellent capability, eventually which of them are difficult to implement. From the results it is evident that the teachers evaluated themselves in all items above average. By highest rate they evaluated managing of the chosen parts of general educational competence, educational and psycho didactic competence, social, psychosocial and communicative competence. Based on the comparison with students, teachers have a tendency to overestimate themselves. That implies that it is necessary to lead some of the university teachers to understand the importance of self-reflection and to use efficient self-reflection methods.
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Andrukh, Alina. "Principles of foreign language communicative competence control and assessment." Tambov University Review. Series: Humanities, no. 179 (2019): 51–57. http://dx.doi.org/10.20310/1810-0201-2019-24-179-51-57.
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We reveal and characterize the foreign language communicative competence assessment principles on the example of students of non-linguistic university of economic programs. We con-sider the traditional definitions educational results of monitoring and assessment. The functions of control are analyzed, the role of the assessment procedure and control in the methodology of teaching foreign languages in the framework of a new pedagogical paradigm-competence ap-proach are revealed. The provisions clarifying the definition of control of educational results in the competency-based approach are offered. We analyze Russian scientists’ views on the principles of learning, the observe openness and constant reinvention of the system of the principles by Russian scientists. The role of the control principles in the assessment procedure is substantiated. The necessity for the combined application of the teaching principles and control during the assessment activities is justified. The modern classification and hierarchy of learning principles are presented, three levels of principles of control and evaluation of foreign language communicative competence are substantiated: general-didactic, general-methodological and special principles. The general-didactic principle of reproducibility of assessment is offered for teaching activity, and also such general-methodological principles of foreign language communicative competence assessment as criterion and variability are offered for implementation.
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Dao, Tam Thi, and Nguyen Thi Hong Thu. "ENHANCING COMMUNICATION COMPETENCE VIA ASSESSMENT ACTIVITIES OF SPEAKING SKILLS FROM COMMUNICATIVE APPROACH." LLT Journal: A Journal on Language and Language Teaching 23, no. 2 (August 12, 2020): 293–303. http://dx.doi.org/10.24071/llt.v23i2.2497.
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In teaching language, testing and evaluation play a very important role in helping teachers identify the proficiency, levels of acquiring knowledge, language skills of students, and assessing the problems that exist in learning and teaching. Thanks to assessment activities, teachers actively adjust and improve teaching methods, helping students solve the difficulties they face. This article focuses on the assessment activities of English-speaking skills through Communicative Approach (CA) for law-major students in order to improve speaking skills effectively. The study was conducted to 80 law-major students at the Hanoi Law University. The findings showed that communicative approach assessment measures bring about a number of benefits and challenges as well as expresses the perspectives of students towards applying CA in assessing speaking skill.
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Zhura, V., and J. Rudova. "Developing Communicative Competence in Students of Higher Medical Schools." Medical University 2, no. 1 (January 1, 2019): 1–4. http://dx.doi.org/10.2478/medu-2019-0001.
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Abstract Communicative 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.
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Pozolotina, Elena Viktorovna. "THE PROBLEM OF COMMUNICATIVE COMPETENCE EVALUATION OF A PRESCOOL TEACHER." Pedagogical Education in Russia, no. 9 (2016): 90–94. http://dx.doi.org/10.26170/po16-09-14.
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GORDIYENKO, Olena, Olena MYROSHNYCHENKO, and Yevgeniya DMYTERKO. "Quality of language exams in evaluation of professional communicative competence." Humanities science current issues 1, no. 48 (2022): 263–70. http://dx.doi.org/10.24919/2308-4863/48-1-41.
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Lakhtadyr, O., O. Polianychko, A. Yeretyk, V. Korotya, and T. Sovgiria. "Levels of formation of communicative competence of the future specialist in physical culture and sport." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(136) (May 22, 2021): 62–67. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).14.
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The impact of new socio-economic, educational and professional demands of today creates the need for study and scientific analysis of communicative competence of specialists in physical culture and sports, it will allow to effectively perform professional tasks and actively interact in their future professional activities.
Aim: on the basis of psychological-experimental research to analyze the levels of development of communicative competence in future professionals in physical culture and sports.
Methods and organization of research. Theoretical - analysis, synthesis, generalization, systematization. Empirical - experiment, observation, conversation, expert evaluation, questionnaire, testing.
Results of research and discussion. A study of the levels of communicative competence and its structural components of future specialists in physical culture and sports depending on gender, specialty.
Conclusions. Psychodiagnostics of levels of communicative competence and some of its components in students gave the following results: future specialists in physical culture and sports are characterized mostly by medium and low levels of development of communicative competence.
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Zahorodna, Oksana, Volodymyr Saienko, Hanna Tolchieva, Nataliia Tymoshchuk, Tetiana Kulinich, and Natalya Shvets. "Developing Communicative Professional Competence in Future Economic Specialists in the Conditions of Postmodernism." Postmodern Openings 13, no. 2 (June 24, 2022): 77–96. http://dx.doi.org/10.18662/po/13.2/444.
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A detailed analysis of psycho-pedagogical, methodological and linguistic sources in the article has allowed one to justify and build a holistic model of developing communicative professional competence in economics students. This author’s model includes the interrelated components of communicative professional activities (motivation and goals; orientation and cognition; functions and activities; evaluation and correction), criteria for their assessment and levels of communicative professional competence in economics students (high, average, low). The following pedagogical conditions have been presented in the context of the research: modelling probable professional communicative situations in the educational process; ensuring communicative professional orientation of information and communication technologies; strengthening the subjective position of students during communicative professional training. Their effective use in the educational process contributes to developing the motivational sphere of students, improving their knowledge of languages and other academic courses, enhancing their abilities to apply the obtained knowledge in practice and adequately assess themselves as specialists. The international relevance of the article lies in offering guidelines for educational institutions that strive to enhance the educational processes in a postmodern society.
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Анна Вовк. "ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ОСІБ, СХИЛЬНИХ ДО УНИКАННЯ В СКЛАДНИХ ЖИТТЄВИХ СИТУАЦІЯХ." World Science 4, no. 3(55) (March 31, 2020): 15–22. http://dx.doi.org/10.31435/rsglobal_ws/31032020/6979.
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A comparison and analysis of temperament peculiarities and character features, self-regulation, cognitive and activity style, communicative, perceptive and іnteractive competence, emotional intelligence and barriers in communication, emotional states and direction, life values, coping strategies for persons with different level of inclination to avoidance in complex life situations are made. Interconnections between inclination to avoidance and rigidity, reactivity, assertiveness, social contacting in complex life situations, asocial inclination, moral normativity, activity modeling and evaluation, chaotic and controlled cognitive and activity style, self-regulation, communicative competence, social intuition, conflict behavior, stress-resilience, aggressiveness, sadness, gnostic and gloristic emotional direction are analyzed and interpreted.
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Musyrifa, Furaida Ayu, Wildana Wargadinata, Nur Ila Ifawati, and Khabibi Muhammad Luthfi. "Al-Mawād at-Ta‘līmīyyah ‘alā Asās al-Kifāyah al-Ittiṣāliyyah fī al-Kitāb al-Madrasī “Al-‘Arabiyyah al-Mu‘āṣirah” li Eckehard Schulz." Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab 4, no. 2 (March 4, 2022): 127–55. http://dx.doi.org/10.38073/lughawiyyat.v4i2.518.
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Abstract
One of the textbooks used in different countries written by non-Arabs is "Modern Standard Arabic" by Schulz. By the author, he allegedly used a communicative input. However, in terms of strategic competence and the perspective of the foundations of the preparation of educational materials, it was not enough. Based on this issue, the objectives of this research are to know the foundations of the teaching materials in the textbook "Modern Standard Arabic" by Schulz, and its educational materials from the perspective of communicative competence. This research used the synthetic-inferential approach with the theory of foundations for preparing educational materials and the theory of communication. The type of this research is qualitative-quantitative through a desk study, which is written data and taken from the textbook "Modern Standard Arabic" by Schulz, whether it was printed or electronic version. The data collection used the documentation method, and the data analysis used the James Spradley method and discourse analysis. The results obtained by the research are the foundations for the preparation of the textbook, "Modern Standard Arabic" by Schulz, which is the structural-communicative approach; purposes; Material consisting of its selection, organization, arrangement and presentation; ways; and evaluation, and the educational material in that book is a perspective of communicative competence is very good which is up to 85.45%.
Keywords: Educational Materials, Modern Standard Arabic, communicative competence
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Dovhanchyna, Ruslana, Roksolana Povoroznyuk, Svitlana Kyrychenko, Anastasiia Petrova, Nataliia Bailiuk, and Bogdana Kolodii. "Foreign Language Competence Development of University Students and its Evaluation in the Context of Modern Neuroscience." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 1 (March 2, 2022): 17–28. http://dx.doi.org/10.18662/brain/13.1/266.
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The article reviews the literature, the main trends and prospects for building and, to a greater extent, evaluation of foreign language competence with university students in the context of modern neuroscience. For the first time, neuroscientific aspects in the now common methods of evaluation of foreign language competencies are determined and the expediency of using the associative method as an effective development and evaluative tool is substantiated. It is found that the neuro-approach at the level of linguodidactics in the evaluation and building linguistic and communicative competencies with students is possible with appropriate and methodically modeled actualization of logical-associative relations of free subjective meanings of words and obligatory (paradigmatic) meanings. The international significance of the article lies in its summary nature related to the methods of evaluating foreign language competencies, determining the relative universality and accessibility of the associative method as the most accessible of the neuro-oriented and accessible to the average higher education language teacher.
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Ilishova, Olha, Lesia Moroz-Rekotova, Yuliia Semeniako, Nelia Podlevska, Oksana Raniuk, and Inna Horiachok. "The Role of Human Communicative Competence in Post-Industrial Society." Postmodern Openings 13, no. 4 (November 29, 2022): 402–26. http://dx.doi.org/10.18662/po/13.4/525.
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The article considers the scientific category of “educational neuroscience” as a promising interdisciplinary field of research that studies relationship between education and the sciences of higher nervous activity. The role of theoretical research in the field of neuroscience for creation of modern distance educational technologies is determined. It is established that use of neuroscience in learning process expands and enhances competency characteristics of higher education students in research, diagnostic and professional activities. The problem of obtaining neuroscientific knowledge by higher education students, which will help provide future specialists with a sufficient communicative level of skills in everyday life and work environment, has been brought up to date. Evaluation of large-scale application of the distance learning system in the process of formation of communicative competencies of higher education students is carried out. The main problems that arise in higher education students and teaching staff when working in the distance learning system are analyzed. Possibilities of application of mobile devices and applications in educational process at a distance form of training are considered. The effectiveness of application of information and communication technologies in the process of formation of communicative competencies in higher education students is clarified. The positive and negative impact, advantages and disadvantages of distance learning for both higher education students and the academic teaching staff of higher education establishments, including in the context of neuroscience, have been identified and generalized.
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Jovanović, Ana. "Standardizing Differences? Standards for Intercultural Competence in Formal Education." Verba Hispanica 26, no. 1 (January 18, 2019): 249–65. http://dx.doi.org/10.4312/vh.26.1.249-265.
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The importance intercultural communicative competence plays in contemporary education of foreign languages has provided the latter with an approach that is frequently termed intercultural education. Nevertheless, the topic is still quite controversial, to say the least, and especially so in respect to issues related with the evaluation of intercultural communicative competence. In addition to the difficulties of defining the concept and criteria for its evaluation, we need to address the fundamental question of whether it is possible to evaluate intercultural competence at all, and, if this is the case, whether it is moral to do so. Here we explore the case of Serbia and a project whose goal was to define the standards of competence for foreign languages in formal primary education. As a member of the working group, and thus with the privilege of an insider’s perspective, I analyse the steps that were followed in the development of the standards for intercultural competence. This auto-ethnographic exposition aims at offering a critical analysis of intercultural competence in the curricular documents of foreign languages, but also at providing a space for reflection and self-evaluation.
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Latypova, Endzhe. "FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES." Humanities & Social Sciences Reviews 8, no. 4 (September 2, 2020): 755–67. http://dx.doi.org/10.18510/hssr.2020.8475.
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Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities.
Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (Н5).
Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach.
Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages.
Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.
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E. Yu. Pogozheva and E. A. Zhuravleva. "DESIGNING COMMUNICATIVE COMPETENCE AS A SYSTEM WITH SPECIFIED PROPERTIES." Bulletin of Toraighyrov University. Pedagogics series, no. 2.2022 (June 30, 2022): 133–43. http://dx.doi.org/10.48081/qgnh6917.
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This article reflects the actual problems of linguistic personality development in the system of bilingual education in the context of the modern socio-cultural situation, the description of the contradictions and perspective ways to solve them. It describes the model of the communicative competence formation of bilingual students, which includes interrelated structural elements and its blocks: target block, motivational, substantive, procedural, technological, criterion-evaluation, and effective block. All these components are connected, mutually dependent and reflect the educational process information. The main feature of the formation of students’ communicative competence model is the consistency and integration of its blocks, which determines the complex orientation of the college educational process to the formation of a graduate who possesses bilingual communicative competence. These model features can combine all participants of the college educational process with the system of goals for each block. The development of any formed quality must be diagnosed in order to clarify the system of specified properties in each block. The diagnostic ways were selected for determining the level of communicative competence development, criteria and indicators correlating with the main structural components of the study were determined. Criteria-based diagnostics of the selected indicators allows us to determine the success of the students’ communicative competence development and the college teachers’ necessary further actions.
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Candolfi-Arballo, Norma, Alfredo Hualde-Alfaro, Yessica Espinosa-Díaz, Patricia Avitia-Carlos, and Bernabé Rodríguez-Tapia. "The Evaluation of Technological Competencies among Leaders of the Renewable Energy Industry: The Case of SMEs in Baja California, Mexico." Energies 15, no. 16 (August 17, 2022): 5946. http://dx.doi.org/10.3390/en15165946.
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This research explores and analyzes the context of the renewable energies industry sector of Baja California, Mexico, regarding the adoption, appropriation, knowledge and usage of Information and Communication Technologies (ICTs) by focusing on human resources, mainly its business managers and directors, as key actors of strategic plans in terms of research and technological development. For this task, a Technological Competencies Profile (TCP), meant for evaluating the incorporation of ICTs by business leaders, was constructed by reviewing the definition of “technological competency” in 140 publications, and by considering the European e-Competence Framework (e-CF), the Skills Framework for the Information Age (SFIA), and other related guidelines. This profile was later applied to analyze 13 SMEs and their leaders’ technological competencies. The investigation was further enriched with the information extracted from 13 interviews made with renewable energy experts in Baja California. The conclusions of this study show that, although SME leaders do have knowledge of ICTs and use them effectively for their own communicative and personal purposes, they do not consider them as a part of their business operation that can optimize their processes and impact its innovative capabilities.
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G. Sheriyeva, Zh. Suleimenova, and A. Meirbekov. "DIDACTIC PRINCIPLES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN TEACHING THE KAZAKH LANGUAGE." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2021 (December 29, 2021): 321–34. http://dx.doi.org/10.48081/adcg4226.
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"The article is devoted to the didactic principles of the formation of intercultural communicative competence in the teaching of the Kazakh language. Intercultural communicative competence at the initial stage of learning. The article defines the «didactic position», the proposed structure of the developed didactic principles and its main components. It includes four interrelated basic blocks: target, methodological, technological, evaluation criteria. The target block defines the general didactic purposes and tasks, needed to reach it. The methodical block offers appropriate approaches and principles of the process of teaching the Kazakh language to students. The technological block highlighted the methods that should be used in teaching the Kazakh language students. Didactic principle is a comprehensive model of learning and the basis for the development of methods of forming intercultural communicative competence of students beginning to learn the Kazakh language and Kazakh culture. Criteria for assessing the level of formation of intercultural students communicative competence is being developed. The article also outlines the didactic conditions for the successful implementation of these didactic principles. "
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Igumnova, Olga V. "Experience of using the interactive form of masters’ midterm assessment in a foreign language." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, no. 3 (September 27, 2022): 99–114. http://dx.doi.org/10.17673/vsgtu-pps.2022.3.7.
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A foreign language in a masters degree course is a tool for conducting research and development in certain problem areas determined by the educational program. The reasoning ability and the ability to report the main facts of the work done in a foreign language reflect the students communicative competence. The success of foreign language communication on professionally-oriented topics should be estimated by means of objective descriptors and in a form that allows the examinee to show his readiness for foreign language communication. The purpose of this paper is to identify the optimal forms of master students midterm assessment on Foreign Language in the sphere of Law. The author suggests discussing the practicability of using three forms of the exam: traditional and innovative with the use of two options for organizing interactive work of students in the masters program at the exam in the form of a presentation and discussion of advanced research directions related to criminology, criminal and penal law. The discussion can be conducted collectively or individually in the student teacher mode. The paper presents the evaluation system for masters midterm assessment, evaluation technique and the experience of conducting an exam using all three mentioned above organizational forms of work. The advantages and disadvantages of each midterm assessment form are outlined. Statistical methods (Mann-Whitney U-criterion) for evaluating the effectiveness of the exam indicate that it is advisable to use an interactive form such as an individual presentation of a scientific problem. At the same time, the qualitative characteristics of the results show that the collective discussion of scientific presentations makes it possible to check all the subcompetencies of the students communicative competence in the best and objective way, while the traditional form and the exam in the model of the individual presentation of a scientific problem allow assessing the examinees competence on its separate components partially. Thus, this paper makes the issues of the selection of measurable indicators for the foreign language competence of students actual and allows to intensify the discussion about the methodological component of the procedure for assessing master students ability to communicate.
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Phothongsunan, Sureepong. "Teachers’ Conceptions of the CLT Approach in English Language Education." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 121. http://dx.doi.org/10.36941/jesr-2020-0071.
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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.
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Sergeevna Vasilyeva, Victoria, and Elena Yurievna Nikitina. "Case of Teachers’ Communicative Competence Development Within the System of Methodological Work in the Context of Preschool Educational Establishments." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 619. http://dx.doi.org/10.14419/ijet.v7i4.38.24634.
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The urgency of the problem of communicative competence development of preschool teachers is caused by the need for constant improvement of pedagogical approaches, methods and technologies. The development of teachers’ skills in the process of continuing professional activities is crucial for meeting the modern requirements of professional standards, imposed by the society based on the recent studies on a teacher’s role in early childhood education, child-rearing and development. The article is dedicated to providing a rationale for methodological approaches to developing teachers’ communicative competence in the course of methodological work in preschool educational establishments, taking into account the personally-significant and professionally-oriented aspects. The main research technique used to study the problem is the method of participant observation. It made it possible to conduct an authentic evaluation, using the communication project method and analysis of the diagnostic study of 332 preschool teachers who took part in putting the concept of teachers’ communicative competence development in the context of systematic employment in preschools into practice. The article shows how the applied pedagogical approaches, patterns and principles of the educational process, ensure the continuing compliance with the current requirements for teachers’ level of professional training, particularly, the need for the constant development of communicative competence. The relevance of the problem is characterized by the qualitative changes in the composition of students of preschool educational establishments, constantly changing social situations, requiring prompt decision-making, aimed at ensuring the most comfortable, safe and progressive conditions for the younger generation. The article presents the results of the practical application of the proposed theoretical and methodological approaches, based on the pedagogical patterns and principles governing the development of teachers’ communicative competence within the scope of preschool educational establishments. The result of the study is an elaborate set of methodological approaches, pedagogical patterns and principles working towards developing teachers’ communicative competence at the general-theoretical, empirical and methodological-technological levels. The materials of the article can be of practical value for students and instructors of pedagogical and humanities universities, people in charge of curriculum and discipline at preschool educational establishments, whose job is to address the issues that preschool teachers face within the boundaries of continuing vocational education.
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Marta Graciela Caligaris, Georgina Beatriz Rodríguez, and Lorena Fernanda Laugero. "Development of soft skills while learning numerical analysis." Global Journal of Computer Sciences: Theory and Research 12, no. 1 (April 23, 2022): 32–40. http://dx.doi.org/10.18844/gjcs.v12i1.7439.
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Many authors argue that effective communication in any professional training is a factor that positively influences future job success. Based on these ideas, in the Numerical Analysis course at the Facultad Regional San Nicolás, Universidad Tecnológica Nacional from Argentina decided to design didactic sequences that try to promote the development of communicative competence, both oral and written, while students learn the different numerical methods. The main objective of this work is to show some of the didactic sequences that were designed to contribute to the training of students in terms of communicative competence and to present the rubrics that were developed, based on the evaluation criteria that were established. Assessment instruments were also designed to analyze the degree of development of skills in students. The didactic sequences presented in this paper show what can be done from different subjects of engineering careers to contribute to the development of soft skills in students. Keywords: Careers; Communication; Engineering; Mathematics; Soft Skills.
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Ovsiienko, Liudmyla. "The Ukrainian language communicative competence formation of foreign students based on the student-centered approach (in the process of teaching Ukrainian as a foreign language)." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 159–74. http://dx.doi.org/10.31470/2415-3729-2020-11-159-174.
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The article aims to offer a student-centered system of work on the communicative competence formation of foreign students in the process of teaching Ukrainian. The author implements it with the help of theoretical (analysis, synthesis and generalization of scientific knowledge to find out the main factors of the Ukrainian language communicative competence formation of foreign students), empirical (author’s own observations on the educational process) and statistical methods (analysis of foreign students’ poll results).
Main results and conclusions. The article suggests the system of work on forming the foreign students’ communicative competence based on the student-centered approach in the process of teaching Ukrainian. The author submits that a number of factors contribute to the foreign students’ effective education and their communicative competence formation, among which she highlights the following: sociocultural adaptation, individual characteristics of the person, direct communicative interaction with teachers and students. These factors convince that the educational process of foreign-language communicators should be based on the student-centered approach and should be carried out in stages. Each of the stages has a certain system of work, a corresponding set of methods and techniques. For example, at the adaptive-propaedeutic and motivational-stimulating stages of foreign speakers communicative competence formation it is recommended to apply the oral method of Herald Palmer and the audiovisual method; at the third stage, it is necessary to implement the method of exercises (pre-communicative, communicative-situational, post-communicative, etc.), imitative, situational-communicative and communicative-game methods; at the production-creative stage it is possible to organize work by means of discussion, text-translation and project methods; the reflection-evaluation stage is provided by the methods of free conversation and reflection. Each method has a number of techniques, which are implemented in the exercises.
Our proposed methods and techniques for the foreign students’ communicative competence formation in classes of Ukrainian as a foreign language are effective, but they are tentative and can be improved. There is no doubt that this issue requires further research, so we will continue to work in this direction and its results will be highlighted in the next articles.
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Ivanova, Viktoria I., and Alina E. Devrisheva. "Optimization of the use of online learning resources for the development of students’ communicative competence." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 634–49. http://dx.doi.org/10.32744/pse.2022.4.37.
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Introduction. The forced switching of universities to distance learning required a change in approaches, technologies and teaching methods. Learning a foreign language is impossible without the practice of oral communication: for the most part, it is in the process of it that the development of communicative competence takes place. We tried not only to bring the new-format learning closer to learning in the traditional format, but also, to a certain extent, to expand the educational potential for the formation of communicative competence through the maximum possible involvement of online learning resources and a well-designed methodological organization. The purpose of the article: to describe the pedagogical technology of the optimal use of online learning resources for the development of students' communicative competence, to evaluate its effectiveness. Materials and methods. The methodological basis of the study was a competence-based approach to teaching a foreign language. The work in the experimental group of students of Tula State University, studying in the section of Linguistics, was aimed at the optimal use of online learning resources for the development of students' communicative competence in its four components: language, speech, socio-cultural, motivational-reflexive. In the process of the study, methods of theoretical knowledge were used: analysis, synthesis, generalization, as well as methods of empirical knowledge: questioning, interviewing, the method of pedagogical observation, the method of expert evaluation, the method of mathematical data processing. Results of the study. At the end of the work carried out in the experimental group, an increase in the indicators of the formation of the components of communicative competence was recorded: in regard to the language component t-statistic = 8.3 (p < 0,001), the speech component t-statistic = 6.7 (p < 0,001), the socio-cultural component t-statistic = 5.4 (p < 0,001). Discussion and conclusion. The efficiency of the technology was proven through comparative diagnostics of the formation of the components of communicative competence among students before the start of the experimental work and at the end of it. In the distance format, there are opportunities for the effective implementation of the didactic principles of individualization, differentiation of learning. There are sources for increasing of students’ motivation to learn a foreign language, for activating their cognitive interest and developing skills of self-control, self-correction.
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Hasanah, Nurul, and Tryanti R. Abdulrahman. "E-LEARNING AND EFL TEACHERS’ INTERCULTURAL COMPETENCE: AN ANALYSIS OF BENEFITS AND CHALLENGES." Akademika 10, no. 01 (May 30, 2021): 197–217. http://dx.doi.org/10.34005/akademika.v10i01.1323.
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This proposed research is aimed to find out to what extent can an online course in intercultural communication influence English language teachers’ intercultural competence and their perception of intercultural communication hence aid in the development of intercultural awareness in an expanding circle university setting. This study is a first step to hold to find out teachers’ intercultural competence after they took online course on language and culture or intercultural communication and explore their perspectives. This study used qualitative method using interview to gain the result. There are three lecturers who are participants of this study. Findings revealed various factors and effect of the online cultural training in developing teachers’ intercultural communicative competence. Several similarities and differences of the participants’ perception and critical evaluation of e-learning and intercultural competence were also found in this study. The advanced development of e-learning platform enables participants to learn many things, share cultural values, having and strengthen their intercultural competence as well as expanding their network for professional development. This study provides benefits and challenges faced by participants during the training. The most common problem they face is internet connection.
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Kotsyuba, R. B., N. O. Fedchyshyn, and I. R. Humenna. "EXPERIMENTAL STUDY OF COMPUTER-ORIENTED METHODOLOGY OF FOREIGN LANGUAGE COMMUNICATIVE DEVELOPMENT OF FUTURE MEDICAL PROFESSIONALS." Медична освіта, no. 1 (May 30, 2022): 61–67. http://dx.doi.org/10.11603/m.2414-5998.2022.1.12945.
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The paper studies a complex research of the problem of computer-oriented methodology for the development of foreign language communicative competence of future medical professionals. Electronic educational resources at Ukrainian medical universities, in particular I. Horbachevsky Ternopil National Medical University (TNMU) is described and analyzed : Moodle program, Teams, Skype programs, electronic correspondence, Google Apps, interactive whiteboard, Power Point for presentations, online resources such as Rosetta Stone, Oxford Latin Course, Internet Workbook for the Oxford Latin Course, author’s resource Anatom (anatom.ua), electronic dictionaries glosbe.com, ABBYYLingvo 12. A computer-oriented methodology of conducting Latin language classes is described in detail and analyzed. Tools and resources are recommended to increase the level of ICC development of future medical specialists. Criteria and levels of foreign language communicative competence’ evaluation of future medical professionals were found out.
An experimental study of the effectiveness of this methodology is explored. The study makes it possible to conclude that the proposed methodology is effective and can be recommended for implementation in the system of higher medical education. The recommendations for improving curricula, developing new computer-oriented tools to improve the level of development of ICC at higher medicinal institutions of Ukraine are proposed. Further research prospects for the development of foreign language communicative competence of future medical professionals by means of information and communication technologies are outlined.
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Hlushchenko, Olena. "CONSTITUTIVE PARAMETERS OF A SPORTS COMMENTARY AS A GENRE OF SPORTS DISCOURSE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 31 (December 2020): 51–65. http://dx.doi.org/10.24195/2616-5317-2020-31-4.
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New media technologies and social media have further added to and exacerbated the powerful cultural configuration that sport (and) media comprise. Sport should be understood as a complex site with many intersecting and interrelated levels and elements that are mutually self-constituting. Modern research in the field of sports discourse, in particular the problem of analyzing sports commentary as a genre of discourse of sport still remains unresolved. The aim of the study is to establish the constitutive characteristics of tennis commentary as a genre of sports discourse. Live tennis commentary is shown to be an internally complex form of media communication that combines elements of live spoken informal conversation. The typology of sports commentary as a genre of sports discourse is determined by the following constitutive characteristics: phatic function, which includes cognitive and axiological competence, descriptiveness and presentation of utterance, semantic sufficiency and control of semantic redundancy, understanding of the context and speech continuum; instrumentality: communicative influence (suggestion), evaluation and dialogicity: appeal to TV viewers. The communicative behavior of the tennis commentator is characterized by a number of specific functions — moderation, the presence of cognitive and axiological competence, descriptiveness and presentation, manifested in the evaluation / figures of speech.
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LIU, Kaili. "Prioritizing Criteria for Evaluating Cultural Contents in EFL Textbooks through AHP." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 841. http://dx.doi.org/10.17507/jltr.0705.03.
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With the rising interest in culture and the development of intercultural approaches in language teaching, evaluating the cultural contents in EFL textbooks is becoming a great concern. The main purpose of this study is to develop a measurement model for assessing cultural contents in EFL textbooks through the analytic hierarchy process (AHP) method. Using AHP, the criteria influencing textbook evaluation are identified and their relative importance is weighted. The results show that among the 17 criteria, the six that rank the highest are intercultural attitude, communication, cultural knowledge, relevance, diversity and interest. These findings suggest that the goals given in textbooks related to promoting intercultural competence and topics with the potential to develop intercultural competence are highly valued. Additionally, the high ranking of the criterion measuring student participation underscores the importance of cultural activities in triggering learners’ active learning. It is hoped that the results will provide teachers with a reference for assessing cultural contents in textbooks and offer textbook writers information that will allow them to revise contents created for the development of intercultural communicative competence.
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Perlaza Torres, Leidy Dayan, Adela Macias Molina, and Gonzalo Romero Martínez. "Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence." Revista Boletín Redipe 10, no. 11 (November 1, 2021): 562–77. http://dx.doi.org/10.36260/rbr.v10i11.1560.
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This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.
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Morska, Liliya, and Olga Zadorozhna. "Foreign language lexical competence in professionally oriented reading as a methodical problem." Scientific and methodological journal "Foreign Languages", no. 1 (May 30, 2022): 9–15. http://dx.doi.org/10.32589/1817-8510.2022.1.257864.
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The article is devoted to the characteristics of the psycholinguistic processes of development of foreign language lexical competence in reading professionally oriented resources and determining the criteria for assessing the development of the mentioned phenomenon. It has been substantiated in the paper that determining the structural elements of foreign language lexical competence in reading professionally oriented literature should be based on understanding the specifics of cognitive processes that provide understanding of the text content, namely memory (short-term and long-term), and attention, as well as defining communicative strategies as a constitutive element of the foreign language communicative competence in reading. The multi-level (seven-level) nature of text comprehension has been considered as the one to serve as the foundation for constructing the methodical model of the teaching/learning process; in this respects, four types of information that the reader receives from the text (categorycognitive, situational-cognitive, emotional-evaluation and motivational-volitional) have been described. At the same time, characterizing the structure of foreign language lexical competence in reading professionally oriented texts involves understanding the specifics of the final result (foreign language lexical competence in reading, developed on a high level), which is possible by determining the criteria for the formation of the studied phenomenon. The results of the analysis of the psycholinguistic mechanisms involved in reading professionally oriented texts, with the selection of appropriate communication strategies to be applied while developing the competence in reading as mandatory elements of lexical competence have been presented in the study. The study also summarizes the achievements of specialists in methods of teaching in determining the criteria assessment of the development of foreign language lexical competence in reading professionally oriented resources.