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Journal articles on the topic 'Communicative competence'
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1
Baldanova, Evgeniya Anatol'evna, and Nataliya Bal'zhinimaevna Dondokova. "Language education: communicative tolerance as a component of communicative competence." Litera, no. 6 (June 2021): 1–8. http://dx.doi.org/10.25136/2409-8698.2021.6.35672.
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The subject of this research is language education as teaching a foreign language; the object of this research is the concepts "competency" and "competence". The authors consider the views of foreign and domestic scientists and researchers on the content of the categories "competency" and "competence", and conduct comparative analysis. Particular attention is paid to the elements of the key competencies, namely communication competence. Analysis is conducted on aspects as "communicative competence" and "communicative tolerance". Communicative competence includes not only the command of languages, but also mastering various social roles in the team and the ability to communicate. The author emphasizes the role of the "Foreign languages" discipline in the formation of communicative competence and communicative tolerance of students . The conclusion is made that communicative tolerance is the component of communicative competence. It is necessary to purposefully cultivate communicative competence in students, as the communicative readiness for tolerant communication with the interaction partners. Teaching students a foreign language form communicative competence aimed at mastering the ability of students to communicate tolerantly. The scientific novelty lies in the statement that communicative competence includes not only the command of languages, but also mastering various social roles in the team and students' skill of tolerate communication. The proposed analysis will be of interest to the scientists dealing with the nature of the categories "competency" and "competence".
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Baldanova, Evgeniya Anatol'evna, and Nataliya Bal'zhinimaevna Dondokova. "Linguistic education: communicative tolerance as a component of communicative competence." SENTENTIA. European Journal of Humanities and Social Sciences, no. 3 (March 2021): 56–62. http://dx.doi.org/10.25136/1339-3057.2021.3.35695.
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The subject of this research is the linguistic education as teaching a foreign language; while the object is the concepts of “competency” and “competence”. The authors examine and compare the views of foreign and Russian scholars upon the content of these concepts. Special attention is given to the components of the key competencies, namely communicative competence. Analysis is conducted on aspects as “communicative competence” and “communicative tolerance”. Communicative competence suggests the command of language, as well as various social roles in the collective, including communication skills. The author highlights the role of the “Foreign Language” discipline in the development of students’ communicative competence and tolerance. The conclusion is made that communicative tolerance is a component of communicative competence. It is necessary to develop communicative competence of the students as the readiness for tolerant communication with the interaction partners. Communicative competence aimed at mastering the students’ ability to tolerance communication is being formed in the context of teaching a foreign language. The scientific novelty of the study lies in the fact that communicative competence encompasses not only the command of languages, but also various social roles in the team and the ability to communicate tolerantly. The conducted analysis can be valuable for the researchers of dealing with the nature of the categories of “competency” and “competence”.
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Pavlenko, Olena. "FORMATION OF THE FUTURE SPECIALIST’S COMMUNICATIVE COMPETENCE AND COMPETENCIES IN CONDITIONS OF UNIVERSITY EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 155–23. http://dx.doi.org/10.31499/2307-4906.2.2022.262942.
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The article focuses on the need to implement a competency-based approach as a methodology for designing and forecasting the goals and results of professional and communicative training of social work specialists, aimed at the development of competence and the acquisition of communicative competencies that ensure the formation of communicative culture, taking into consideration both personal and social needs and interests. The analysis of scientific sources on the features of the competence approach, competence and competencies was put through. The author’s interpretation of the definition of “competence approach” is given. The range of communicative competencies that must be adopted by future social work specialists in the process of professional training in the system of university education is outlined. The neediness of introducing a competency-based approach to the educational process is explained by several factors. As the first, the transition from an industrial economy to the “knowledge economy” requires competencies for successful development in conditions of unpredictability and uncertainty. As the second, the most world’s influential business leaders and employers are increasingly saying, that the educational system must better meet the needs of everyday life and be prepared for work in the face of today’s and future complex challenges. As the third, modern information technologies of education allow transforming and optimizing the learning process, professional training of future specialists in the system of university education. Acquired competencies will enable a social worker to be competitive in the labor market, freely possessing their professionalactivities, the acquired baggage of communicative knowledge, skills, and to be ready for constant professional self-improvement.
Keywords: competence approach; competence; competences; communicative competences; future social work specialist; university education; author’s definition; social worker’s professional activity.
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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.
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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.
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Khvalyboha, T. I., and M. I. Palasiuk. "PECULIARITIES AND PERSPECTIVES OF THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION." Медична освіта, no. 4 (March 10, 2023): 94–98. http://dx.doi.org/10.11603/m.2414-5998.2022.4.13639.
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Abstract. The article suggests a comprehensive study of the problem of implementing modern methods of students’ foreign language communicative competence development in foreign language classes. It is proven that at the current stage, the emphasis in education is shifting towards the need to form a system of professional competences in the future specialists, which will help them to perform their professional duties efficiently. The authors consider foreign language communicative competence as an integrative personality formation, which has a complex structure and acts as an interaction and interpenetration of linguistic, sociocultural and communicative competencies.
It is emphasized that forming foreign language communicative competence for future specialists at the current stage of world community development should be considered as a mandatory component of general professional training. It is stressed out that to ensure the effectiveness of the process of foreign language communicative competence development, it is necessary to apply new methodological approaches and determine the pedagogical conditions for their implementation.
The authors characterize the structure of foreign language communicative competence of students of non-language specialties. In the context of foreign language learning for students of higher education institutions, the concepts of “general competency” and “communicative competency” are distinguished and their components are analysed.
It is demonstrated that for the effective development of foreign language communicative competence, a foreign language teacher must use the latest teaching methods that combine communicative and cognitive goals. The article also proves the need to take into account the specifics of professional interests within the specialty, i.e., specialized content (special terminology, typical communication situations and genre specifics of professional language), contextual language study of grammatical phenomena, focusing attention on practical language use, etc.
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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.
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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Tokmakova, Yuliya V. "Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university." Tambov University Review. Series: Humanities, no. 185 (2020): 107–18. http://dx.doi.org/10.20310/1810-0201-2020-25-185-107-118.
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In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.
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Shevchuk, T. I., V. V. Chorna, S. S. Khliestova, T. B. Vasenko, and S. M. Horbatiuk. "Instructional environment for development of communicative competence in future clinical psychologists during their professional training." Reports of Vinnytsia National Medical University 27, no. 3 (September 9, 2023): 430–36. http://dx.doi.org/10.31393/reports-vnmedical-2023-27(3)-13.
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Annotation. The paper looks at the issue of quality training of doctors and development of their professional competencies, including the communicative competence. The aim of the research was to substantiate the instructional environment for the development of the communicative competence in future clinical psychologists. In the course of the research, methods of analysis and synthesis of sources in medicine and teaching were used, as well as a questionnaire method using Google forms to determine the level of development of the communicative competence in medical students. It has been determined that the development of the communicative competence is an integral aspect of the professional training of doctors and is provided for by the Educational and Professional Program in Healthcare. The main definitions used in the research have been clarified: “competence”, “competency”, “communicative competence”. Rationales have been provided for the following structural components of the communicative competence: motivational and axiological component, emotional and volitional component, perceptual component. The analysis of the questionnaire results showed that a significant number of students have certain difficulties with interpersonal interaction and establishing communication with others, but consider it necessary to develop their communicative competence and wish to improve their communicative ability during their training and professional career. The instructional environment for the development of the communicative competence in future doctors has been defined: generation of positive motivation to increase the level of development of the communicative competence; partnership between teachers and students; use of modern interactive teaching methods in the educational process. Thus, the proposed recommendations for the development of the communicative competence can be used in the professional training of clinical psychologists. We consider designing of a model for the development of the communicative competence in future doctors in the course of their professional training as a direction for further research.
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Rodionova, Inga V., and Natalya K. Mayatskaya. "Formation of communicative competency of foreign students in a multicultural environment of higher education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, no. 1 (June 14, 2023): 140–46. http://dx.doi.org/10.34216/2073-1426-2023-29-1-140-146.
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The article reveals a number of issues related to identifying the role of education in ensuring the level of communicative competency and determining the conditions that ensure this process. It is shown that in the system of higher education, when solving the problem, the formation and development of the level required in modern conditions is carried out. So in the article, the authors, when highlighting the tasks of higher education, one should determine the importance of education in ensuring the level of social and intercultural competency, calling upbringing of a widely erudite, cultural, active personality capable of effective communication in the world space among the tasks of higher education. The article highlights the problem of the formation of professional communicative competency of medical students. The analysis of the role of education in the modern world of the meaning of the concepts of “competencyˮ and “communicative competencyˮ in the interpretation of modern and foreign scientists is carried out. The article focuses on the need to create conditions for the formation and development of students' communicative competence through educational programmes of the humanitarian block, which include the discipline “Communication technologies in professional activityˮ, implemented in the training of foreign students – future medical workers. The authors focus on communicative competence as one of the leading among other competences and necessary for solving communicative tasks in professionally oriented and educational and cognitive activities. The allocation of this competency and the formation of communicative competence provides students with the opportunity to acquire professional knowledge, the necessary experience for constructive interaction in a multicultural environment.
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Chathamkulam Abdulrahman, Nishad, and Emad A. S. Abu-Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 19 (November 16, 2019): 7537–52. http://dx.doi.org/10.24297/ijct.v19i0.8505.
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Linguistic competence, communicative competence, and interactional competence have had profound impact on second language teaching, learning, and testing. Although a significant number of studies have been conducted on these three competences, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores all the three competences in more depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertinent to the three types of competence. In order to achieve the study aims, intensive literature survey was conducted. Based on the review of the related studies on linguistic, communicative and interactional competences, this article provides recommendations for effective classroom practice and future research.
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Paradina, Katrina Paulette, and Ronaldo Jabal. "Discussing Health Risk Behaviors in Parent-Child Communication: Influences on Communicative Competence." Plaridel 7, no. 1 (February 1, 2010): 1–16. http://dx.doi.org/10.52518/2010.7.1-01prdnjbl.
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This study analyzes the amount of influence that age, sex, educational attainment, socio-economic status (SES) and religion contribute to the communicative competence of individuals in discussing certain types of health risk behaviors. Competence is a product of social experience or is highly dependent on the context in which the interaction takes place. Through secondary data analysis, this study examines competency levels in discussing smoking, drugs, alcohol and sex and correlates them with the parent’s age, sex, educational attainment, SES and religion. Results show that some selected variables are associated with communicative competence, although mostly weak. The parent’s sex, age, and education are not significantly predictive of communication competence in discussing smoking, drugs, and alcohol, but there are significant differences on the basis of SES. Competencies to discuss sex vary. The results of the study are useful to those who seek to minimize health risk behaviors through the development of strategic communication campaign plans and programs.
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Haletskyi, Serhii. "CATEGORY-CONCEPTUAL ANALYSIS OF THE PROBLEM OF RESEARCH OF THE COMMUNICATIVE COMPETENCE FORMATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 72–81. http://dx.doi.org/10.31499/2307-4906.1.2021.228592.
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The article provides a categorical and conceptual analysis of the problem of studying the formation of communicative competence of future teachers of foreign languages by means of information and communication technologies. The catalog of key and related concepts of the research topic is given: “competence”, “communicative competence”, “formation”, “teacher”, “foreign language teacher”, “tool”, “information and communication technologies”. Analysis of the concepts of communication, communicative competence allows the formulation of basic definitions of concepts that form a set of keywords of the research topic: the concept of “communicative competence” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics communicative skills and abilities, as well as relevant personal qualities that determine the set of communicative competencies of the individual; the concept of “communicative competence of the future teacher of foreign languages” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics of professional and personal communication in learning and teaching a foreign language, a set of communicative skills and relevant personal qualities, enables the implementation of appropriate methods of teaching foreign languages to students in future professional activities; the concept of “formation of communicative competence of the future teacher of foreign languages” as a complex multi-level and multi-component process, the result of which is the formed communicative competence of future teachers of foreign languages by means of information and communication technologies.The connection between the concept of communicative competence and the concept of communication is confirmed; the duality of the concept of communicative competence (as a component of professional or non-professional competence of a specialist, depending on whether the direct professional activity is related to communicative) is substantiated. Some differences between the teacher and the lecturer are determined – by purpose, content, result of activity.
Keywords: competence, competence approach, formation, communication, communicative competence, foreign language teacher, tool, information and communication technologies.
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Strunina, N. V. "Realization of Federal State Educational Standards Competence-Based Aspect in Foreign Languages Teaching at High School." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, no. 1 (2014): 105–10. http://dx.doi.org/10.18500/1819-7671-2014-14-1-105-110.
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The article is devoted to the study of the problems of the competence-based approach implementation while teaching at the institutes of higher education. The terms «competency» and «competence-based approach» are expounded in details. The aims of the competence-based approach are determined; the classification of the key competencies that the students master at English lessons is given. Using of the competence-based approach in foreign languages teaching at high school is described. Various interpretations of the category «communicative competency» are considered; the basic components of communicative competency are defined. Also the article gives recommendations on the competence-based approach forming and introducing into university educational process.
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Siregar, Fenty L. "Needs Analysis of the Important Communicative Features at De La Salle University." Lingua Cultura 2, no. 1 (May 31, 2008): 1. http://dx.doi.org/10.21512/lc.v2i1.244.
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Article analyzed the needs of communicative competence and gather information on the features of communicative competence that are believed to be important by selected foreign graduate students studying at DLSU. The features consist of linguistic, sociolinguistic, discourse, strategic, and intercultural competences. Data were obtained by giving questionnaire to 33 foreign students, consisting of 11 male and 22 females and were analyzed qualitatively. The findings suggest that all features of communicative competence are crucial. In addition, the linguistic competence and strategic competence are considered to be the most essential features of the communicative competence. It can be concluded that the foreign graduate students learn English to achieve their communicative competence and it is used to communicate among students.
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Holdgrafer, Gary, and Carl J. Dunst. "Communicative Competence." Topics in Early Childhood Special Education 6, no. 3 (October 1986): 1–22. http://dx.doi.org/10.1177/027112148600600302.
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A model of communicative development is described that includes seven progressively more complex levels of competence and a set of six criteria (communicative features) for assignment of individual behaviors to particular developmental levels. Research evidence documenting the progressive changes in the genesis of communicative competence is reviewed and synthesized. The paper concludes with a discussion of the implications of the communication model for assessment and intervention purposes.
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Povstyn, O., and M. Kozyar. "THE IMPORTANCE OF "SOFT SKILLS" IN THE FORMATION OF SPECIALISTS’ MANAGERIAL COMPETENCE IN HUMAN SAFETY FIELD." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 122–27. http://dx.doi.org/10.32447/20784643.20.2019.19.
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The article presents the problem of forming the managerial competence of specialists in the field of human security. Particular attention is paid to the analysis of the concepts of "competence", "managerial competence," social competence ", the content of the concepts of" soft skills "," hard skills ". The set of basic knowledge necessary for the development of “soft skills” in forming the managerial competence of future specialists in the field of human security is analyzed. On the basis of the analysis of the psychological and pedagogical literature, it is determined that the structure of managerial competence is a complex integrated dynamic formation, containing worldview, technological, cognitive, psychological, personal, professional and proper management aspects. The essential characteristics of the competencies of the modern leader are presented: strategic, social, functional, managerial, communicative, professional. Soft skills include leadership skills, teamwork skills, teaching skills, negotiating skills, conflict resolution, goal setting and achievement goals, time management of personal and subordinate time, purposefulness, presentation skills, public speaking effective communication skills, stress resistance, creativity and more. The assumption is made that the presence of the listed skills and competences forms the “social competence” of the future manager. It is determined that social competence, along with strategic, functional, managerial, communicative and professional, is one of the defining competency characteristics of the manager, and its essential features give grounds for defining it as basic in the formation of the managerial competence of human security professionals. It is proved that the quality and efficiency of management activities of specialists in the field of human security depend on the degree of mastery of "social competence" and so-called "flexible competencies".
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Bondarchuk, Julia, and Kseniia Kugai. "COMMUNICATIVE COMPETENCE IN TRAINING INTERPRETERS." Scientific Journal of Polonia University 51, no. 2 (June 14, 2022): 25–30. http://dx.doi.org/10.23856/5103.
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The article deals with the issue of future interpreters’ training. The essence, content and components of the interpreter’s professional competence have been characterized. There has been analyzed communicative competence as one of the main skills for future specialists in the sphere of translation. Communicative competence is an integrated use of language and nonlanguage means of communication. The basis of communicative competence are communicative skills formed through speech skills. Communicative competence also implies the ability to interpret non-verbal forms of communication. Translation as a special type of communicative activity aims at providing the opportunity to communicate and exchange information in a situation of intercultural (bilingual) communication. The process of translation is a kind of language activity, which aims at the most complete reproduction of the content and form of a target text. There have been used different methods in the study: general scientific (analysis and synthesis), methods of theoretical research, descriptive method (classification, cataloguing), continuous sampling method alongside definition analysis.
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Zhaukumova, Sh, N. Khanina, and S. Zhakipbekova. "Pedagogical technologies for the development of professional communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 109, no. 1 (March 29, 2023): 62–71. http://dx.doi.org/10.31489/2023ped1/62-71.
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In the modern period of higher education development, the problem of formation of a future specialist, whose main characteristics are the ability to conscious personal growth, orientation to overcome social and professional stereotypes, strengthening of professional responsibility, leadership qualities is relevant. This process is connected with the formation of educational models and technologies. The urgency of the article is caused by the acute necessity to change the content of modern education. The problems of forming professional and communicative competences of students are considered. The authors regard the competence approach as the basic approach in the conditions of humanization of modern education. Emphasis is placed on the fact that there was a change of the vector of the educational process in the direction of learning outcomes from knowledge-based approach to practice-oriented one. In the article the pedagogical conditions promoting effective formation of communicative competence of the future teacher are revealed, which include: realization of interrelation of academic disciplines at formation of communicative competence; use of active and interactive methods of teaching in the educational process; use of integrated courses at formation of communicative competence of the future teacher; introduction of the activity approach in communicatively-oriented practice. In the article, the authors emphasize the need to form the communicative competence of a future teacher in the process of professional formation. Since communicative competence is basic in the professional activity of a teacher and is the main component of the professionalism. Significant skills of a teacher's communicative competence are the ability to build a dialogue, a communicative attack, while showing tact, politeness, correctness, etc. A systematic approach makes it possible to form a teacher's communicative culture, develop his competencies, enrich intellectual potential, and form communicative competence.
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Kondratenko, Nataliya Yu Kondratenko, Hanna V. Marchenko, and Svitlana O. Stezhko. "Psychological and Pedagogical Principles of Development of Communicative Competence of Future Journalists Based on Linguoculturology." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (March 24, 2021): 113–20. http://dx.doi.org/10.52534/msu-pp.7(1).2021.113-120.
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The relevance of the study is conditioned by the active development of socio-cultural factors that require qualitatively new requirements for the development of professional competences, including communicative competence of future journalists, taking into account psychological and pedagogical conditions. The purpose of the study is to determine and substantiate the psychological and pedagogical principles in the process of developing the communicative competence of future journalists based on linguocultural studies. The study of the selected issues was based on a system-structural approach using methods of analysis, synthesis, comparison, as well as the method of rising from abstract to concrete. The urgency of the development of communicative competence in the field of humanities has been identified, in accordance with which the opinions on the interpretation of this concept have been investigated. The study defined the communicative competence of future journalists. The necessity of developing communicative competence based on linguoculturology has been clarified. The main psychological and pedagogical principles of development of communicative competence of future journalists are described, which include motivation, professional interest, development of communication skills and maintenance of the level of all types of speech activity. A list of examples of practical tasks to improve the communicative competence of future journalists, which should be used by teachers in teaching certain disciplines, is proposed and substantiated. It was found that the creative component of communicative competence is the key to successful professional growth of every future specialist in the field of journalism. Prospects for further research are focused on empirical proof of the use of the described methods of developing professional competencies of future journalists
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Ursakiі, Yuliіa, and Valeriia Peniuk. "COMMUNICATIVE COMPONENT OF THE INVESTMENT PROJECT IN CONDITIONS OF THREATS AND RISKS." BULLETIN OF CHERNIVTSI INSTITUTE OF TRADE AND ECONOMICS II, no. 90 (June 28, 2023): 33–47. http://dx.doi.org/10.34025/2310-8185-2023-2.90.03.
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Investment activity makes it possible to provide the enterprise with sources of economic benefits. But finding good investors is impossible without the ability to communicate or negotiate. Implementation of an investment project is a complex process that includes pre-investment, actual investment and post-investment stages. Therefore, it is important to understand what communicative competences are necessary for a business manager/owner in order to implement an investment project and establish close relations with investors in conditions of threats and risks. The purpose of the research is to study the role and importance of communications and communicative competence of managers in the process of ensuring and implementing investment projects of enterprises in conditions of threats and risks. In the process of carrying out the research, general scientific theoretical methods were used: the abstract-logical method - to make theoretical generalizations about the essence of the investment project and the stages of its implementation; generalization - for the formation of communicative competences that provide all stages of the implementation of an investment project. ECONOMICS AND MANAGEMENT OF ENTERPR ISES ACCORD ING TO TYPES OF BUSINESS ACTIVITY Issue II (90), 2023 35 The article defines that the communicative competence of managers representing an investment project includes: the ability to communicate with people at different levels of the organization's structure: with subordinate employees, groups, units; outside the organization: with customers, suppliers, banks; investors; use of formalized communication at meetings, in the process of developing reports, proposals, presentation of business plans; use of informal communication in communicating with employees, consulting, getting to know investors; use of communication to search for information, control, participation in discussions; creation of contact bases of future investors, influence on other people. Based on the conducted research, three stages of investment project implementation were determined: pre-investment, investment and post-investment, and the proposed communicative competences that ensure their implementation. The proposed communicative competencies of the three stages of an investment project can form the basis of the basic competencies needed by modern business managers/executives for the implementation of their projects in conditions of threats and risks, and can also be modified, supplemented and improved depending on the type of activity of the enterprise, the competitive situation on the market, the period of implementation of the business project, etc.
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Leung, Constant. "Convivial communication: recontextualizing communicative competence." International Journal of Applied Linguistics 15, no. 2 (June 2005): 119–44. http://dx.doi.org/10.1111/j.1473-4192.2005.00084.x.
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Ablakulov, Ilkhom Sh. "FORMATION OF COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING." American Journal Of Philological Sciences 03, no. 05 (May 1, 2023): 73–76. http://dx.doi.org/10.37547/ajps/volume03issue05-13.
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This article discusses the formation of communicative competence in English language teaching. To facilitate the formation of communicative competence, teachers need to adopt a student-centric approach that focuses on providing learners with authentic language input, opportunities for practice and feedback, adaptation to learners’ needs, teaching functional language use, and promoting intercultural communication. Additionally, teachers should create a communicative classroom environment that encourages learners to communicate and express their ideas, opinions, and feelings in English. With these factors in place, learners can develop their communicative competence faster and more effectively, enabling them to communicate effectively in a variety of contexts and situations.
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Beseda, Nataliia, Anatolii Martynenko, and Yurii Moroz. "Future Specialists in Physical Culture and Sport Communicative Competence Development by Training Methods." International Journal of Engineering & Technology 7, no. 4.8 (October 13, 2018): 806–9. http://dx.doi.org/10.14419/ijet.v7i4.8.28127.
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Scientific approaches to the of “communicative competence†definition are generalized and analyzed by the authors. Classification of training methods is carried out. The peculiarities of communicative competence development in the specialty 017 “Physical Culture and Sport†on the basis of training methods application during studying of the “Psychology†subject are revealed. The importance of communicative competence in the structure of future specialists in physical culture and sports professional activity is substantiated. It has been proved that in the process of professional training the students' ability to communicate effectively is of special importance. The article examines the essence of pedagogical communication, its functions and styles.The influence of communicative competence on a specialist’ professional skills formation has been characterized. Barriers to communication and approaches to their elimination are defined and described. Exercises for the development of students’ constructive communication skills on the basis of future professional activity modeling are offered. The results obtained in the course of pedagogical experiment confirm the effectiveness of the training methods usage in the process of future specialists in physical culture and sports communicative competence development.  Â
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Никитина and T. Nikitina. "Analysis of Materials of the Federal State Educational Standards of Higher Education in the Context of Formation of Professional Communicative Competence of Cadets of Educational Organizations of Higher Education of the Federal Service for the Execution of Sanctions of Russia." Standards and Monitoring in Education 5, no. 4 (August 21, 2017): 24–29. http://dx.doi.org/10.12737/article_5979fc97c1a348.20728118.
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The author analyzes the Federal State Standard on Higher Professional Education of the third generation and Federal State Standard on Higher Education area of training “Jurisprudence”in search of means of shaping this competence. The author also formulates defi nition and diff erentiates of the concepts “professional competence”and “professionally applied competence”. These normative documents identifi ed requirements for the formation of professional communicative competence. As a result, the analysis identifi ed the proportion of communicative competences of the whole volume of all formed competencies. Matrix, passport and program competencies, basic educational programs and programs of educational disciplines of the Perm institute of the Federal Service for the Execution of Sanctions of Russia are analyzedconcerning formation of professional communicative competence of graduates. The author suggests forming professional communicative competence, not only within the discipline “Russian language and Standard of Speech”, but also to include the communicative blocks of profi le orientation in the cycles of General and professional disciplines, and program practices in the framework of implementation of the basic educational program. This is due to the fact that in the training plan there are not linguistic disciplines (except “Russian language and Standard of Speech”) aimed at building these competencies.
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Chen, Qiuyi. "The Effectiveness of a Role-Play Activity in Practicing EFL Learner’s Communicative Skills." Journal of Education and Educational Research 9, no. 3 (July 30, 2024): 306–9. http://dx.doi.org/10.54097/bd1act44.
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The essence and core pursuit of English learning is to communicate in English. Role-play activity is an important means of English learning. In role-play activities, students communicate and interact under specific learning topics to achieve the purpose of applying what they have learned. This paper expounds on the importance of role-play activity in English teaching to cultivate English learners’ communicative skills and competence. Role-playing activities help stimulate students’ communicative intention, enhance students’ communicative creativity, and create a harmonious communication atmosphere to improve students’ communicative competence. This paper also discusses the methods and suggestions for using role-play activities to improve English learners’ communicative skills and competence. Teachers should create a suitable communication situation, develop students’ communicative competence according to the role-playing Stage, and use communicative strategies and conversational skills to realize communicative intention.
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Romanіuk, Svitlana, Liliia Denysiuk, and Nataliia Danilova. "FORMATION OF COMMUNICATIVE COMPETENCE OF MARKETING SPECIALISTS DURING THE STUDY OF ENGLISH." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 104–7. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-104-107.
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In the context of accelerating integration and globalization processes, English is a key competence of modern professionals. The development of international relations, the active introduction of foreign experience in various spheres of public life and other globalization trends determine the need for the formation of higher education student’s skills and abilities of academic and professional foreign language communication. The purpose of learning English is not only to master it as a means of communication, but also to acquire professionally oriented foreign language competence for the successful implementation of further professional activities. The article highlights the peculiarities of the formation of English-language communicative competence in the training of marketers. It is established that the growing market demand for marketing professionals has led to an expansion of the offer of educational services in this area. The purpose of the article is to investigate the main scientific approaches to the formation of communicative competence of marketers in the process of learning English and to determine the main components of English communicative competence, methods of its formation. Communicative competence is seen as a set of knowledge, skills and abilities, as well as the ability to apply them for effectively communication in certain communicative situations. One of the most important communicative competencies of a future marketer is knowledge of a foreign language: the ability to read professional literature, communicate with business partners, write and study in a foreign language. It is determined that the basic scientific approaches to the formation of communicative competence in marketers are competence, cultural and systemic. It is substantiated that a modern English teacher should have a wide range of teaching methods and technologies, which will facilitate the satisfaction of educational needs of higher education students.
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Beisenbekovа, G. B., G. N. Manashova, S. M. Nurgalieva, and T. K. Orazbekova. "Formation of the communicative competence of preschoоl organizations tutor." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 32–38. http://dx.doi.org/10.31489/2022ped1/32-38.
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Nowadays, one of the acute problems is the communication of a tutor with parents and children. Communicative competence occupies an important place in a person’s life. The success of the work of a tutor, who is constantly in contact with children, parents and colleagues, depends on the ability to communicate. The leading role in communication belongs to the tutor since he is a professional and official representative of a preschool organization. In pedagogical practice, communication is an important factor in professional success. In this regard, the article analyzes the problems of the formation of the communicative competence of future educators in the conditions of modern education. The content of the topic is studied, comparing its broad meaning depending on the diversity and multiplicity of definitions of competence. Communicative competence is characterized as an integral quality that synthesizes the general culture and its specific manifestations in professional. Characterizing the essence of the communicative competence of a tutor, the directions providing their communicative qualities are revealed. The authors of the article consider it expedient to examine communicative competence as an integral part of professional competence and the culture of speech, the professional and pedagogical culture of a modern tutor. The success of pedagogical communication depends on the level of a communicative culture of the tutor. This article reveals the essence of the communicative competence of educators, communicative culture, communicative skills, and communicative abilities.
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Галецький, Сергій. "СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ." Педагогічні науки: теорія, історія, інноваційні технології, no. 5-6(99-100) (August 31, 2020): 24–37. http://dx.doi.org/10.24139/2312-5993/2020.05-06/024-037.
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The purpose of the article is to determine the structure of communicative competence of future foreign language teachers. In the process of research, a number of methods was used, among which: analysis, synthesis, deduction, induction, comparison, monographic method, abstraction. The article substantiates the need to structure the communicative competence of future teachers of foreign languages, highlights the main factors: 1) competence as a scientific and pedagogical category; 2) competence in general and communicative competence in particular are evaluative categories; 3) foreign language communicative competence requires comparative analysis within its structure. The peculiarities of the classifications of competencies offered by different scientists in relation to different areas of training are considered. The analysis of scientific sources on the problem of structuring the communicative competence of future specialists is carried out. The structure of communicative competence of future foreign language teachers is presented in the set of the following components: purposeful, which reflects the level of students’ interest in further growth of their level of communicative competence, on the one hand, and motivated mastery of modern information and communication technologies; cognitive-linguistic component, which is represented by a set of systematic knowledge of a foreign language and methods of its teaching, as well as a course in psychology and pedagogy of higher education; procedural and technological, which allows, on the one hand, development of communicative skills in the field of foreign language communication and teaching foreign languages, on the other – skills and abilities to use modern ICT in the process of learning (and further teaching) foreign languages; reflexive-evaluative, which involves the ability to assess the level of formation of communicative competence of future teachers of foreign languages with the use of modern information and communication technologies, and to implement their own reflection of these processes. The identified and described components of communicative competence are correlated with the list of professional competencies of the specified specialist. We see the prospects for further research in the development and implementation in the practice of higher education institutions of the model of formation of communicative competence of future teachers of foreign languages.
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Khayatov, R. B., and S. A. Shamsikulova. "Psychological aspects of the formation of communicative competence among graduates of medical universities." Virtual Technologies in Medicine, no. 1 (April 15, 2023): 59–64. http://dx.doi.org/10.46594/2687-0037_2023_1_1603.
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One of the main competencies in the field of healthcare is the communicative competence of the individual. The profession of a doctor belongs to the activity of the subject-subject type (person-person), where interpersonal communication with patients and their relatives occupies a special place therefore, speaking about the communicative competence of a doctor as a professionally significant quality, we primarily mean the effectiveness of direct interpersonal communication [1]. At the same time, we note that the development of electronic means of communication allows us to talk about the tendency to reduce the role of direct interpersonal communication, as well as about the decrease of its component in the communicative competence of the individual, but, in our opinion, this applies to a lesser extent to the communicative competence of the doctor.
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Podgórecki, Józef, and Janusz Ropski. "Communicative competence." Current issues of social sciences and history of medicine, no. 1 (April 29, 2015): 47–51. http://dx.doi.org/10.24061/2411-6181.1.2015.71.
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Podgórecki, Józef, and Janusz Ropski. "COMMUNICATIVE COMPETENCE." Historical and social-educational ideas 7, no. 6/1 (October 23, 2015): 173–78. http://dx.doi.org/10.17748/2075-9908-2015-7-6/1-173-178.
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Prastowo, Andi. "PENGEMBANGAN MODEL KOMUNIKASI EDUKATIF REINVENTING SUBSCONCIOUS MIND (RESMI) UNTUK MADRASAH IBTIDAIYAH." ULUL ALBAB Jurnal Studi Islam 17, no. 2 (January 31, 2017): 163. http://dx.doi.org/10.18860/ua.v17i2.3402.
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The effort to develop communicative competence of Madrasah Ibtidaiyah teachers in Indonesia is still low. It is shown from various upgrading programs for teacher’s professionalism and quality which rarely touch communicative competence aspect. However, government regulation on academic qualification standard and teacher competence stated that communicative competence becomes the bases of pedagogic, social, and professional competences, except personality competence. In addition, in teacher training institute the course on learning communication is not always given. While communication play an important role for effective learning process. This article presents the research of development of Fikih learning communications model in Madrasah Ibtidaiyah namely reinventing subconscious mind (RESMI). The result shows that its implementation improves the familiarity between teachers and pupils, learning enthusiasm, ability to memorize materials, and improve learning achievement.
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Zarechnaya, A. A. "Psychological Technologies of Communicative Competence Development in Children Aged 6-8 Years." Psychological-Educational Studies 9, no. 2 (2017): 38–47. http://dx.doi.org/10.17759/psyedu.2017090204.
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The paper describes the data of a developmental research that involved group training aimed at developing key elements of communicative competence in early school-age children. Communicative competence reflects a child’s ability and readiness to be effective in communication with peers and adults and is comprised of three basic competencies corresponding with three aspects of communication (speech/linguistic, evaluative/reflective, and social/behavioural). It was experimentally proved that there is a positive correlation between the general level of communicative competence in children aged 6-8 y ears a nd t heir abilities to plan, coordinate efforts, organise and carry out interactions in pairs in the process of accomplishing mutual tasks. The authors argue that activities aimed at developing key communicative actions in children become the ground for communicative competence development.
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Aslonova, Hurriyat. "Defining The Concepts “Competence” And “Communicative Competence”." American Journal of Social Science and Education Innovations 02, no. 08 (August 29, 2020): 490–93. http://dx.doi.org/10.37547/tajssei/volume02issue08-79.
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Kim, Kyong Hahn. "A study of multimodal literacy as a new paradigm for English education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (December 31, 2023): 499–520. http://dx.doi.org/10.22251/jlcci.2023.23.24.499.
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Objectives This study proposes a model of multimodal communicative competence for English education in Korea based on the review of multimodal literacy theories and suggests instruction, materials, and evaluation methods to implement the model in the school curriculum.
Methods To this end, the study reviewed the theories of Canale and Swain (1980), Byram (1997), and Coccetta (2018) to select sub-competency elements that are applicable from a school curriculum perspective, based on Royce's (2002, 2007) concept of multimodal communicative competence (MCC).
Results The study extracted four sub-competency categories that constitute MCC: linguistic competence, discourse competence, sociolinguistic competence, and multimodal competence, and set up five stages of elements to constitute multimodal competence, considering the current perspective of competency education: attitude, knowledge, receptive skills—viewing, productive skills—presenting, and multimodal literacy.
Conclusions This study proposes a multimodal communicative competence model and its sub-competency elements that expand the traditional language-centered communicative competence model for English education by including non-verbal communicative modes from a school curriculum perspective. This study is expected to contribute to the improvement of the learner’s communicative competence by complementing the learning of non-verbal communicative modes, which have been neglected in the practice of English education.
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Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.
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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.
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Zolotov, Pitirim Y. "Considering pragmatic competence as a structural component of foreign language communicative competence." Tambov University Review. Series: Humanities, no. 184 (2020): 57–64. http://dx.doi.org/10.20310/1810-0201-2020-25-184-57-64.
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Studying the role and place of pragmatic competence in the framework of the formation of communicative competence is important in foreign language teaching. Successful communication in a foreign language requires not only knowledge of vocabulary and grammatical structures, but also the ability to use them in various contexts. We explain the concepts of “pragmatics” and “competence” as basic terms in understanding the pragmatic competence. We define pragmatic competence as the ability to choose appropriate language means in a certain context. We analyze three types of models of foreign language communicative competence. They are functional (or discourse-oriented models), component models and meaning-oriented models. Functional models consider pragmatics as the implementation of functional discourse functions. Component models involve the division into smaller structural units, which, though, are closely related to the time of language use. Meaning-oriented models for the first time consider pragmatic competencies as a discrete element in communicative competence. Basing on the analysis and comparison of the examined models, we form a more complete and broader understanding of pragmatic competencies, including bilateral communication competencies, including coding and using, as well as the basis on three principles - contextual use of the language, interaction of the interlocutors in the conversation and the transmitted meaning.
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Kaźmierczak, Monika. "Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 33 (June 15, 2021): 49–64. http://dx.doi.org/10.14746/ikps.2021.33.04.
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In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence.
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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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Vasilieva, Polina. "Foreign language communicative competence: problems, approaches, searches and solutions." International Scientific Journal of Universities and Leadership, no. 1(9) (August 7, 2020): 98–108. http://dx.doi.org/10.31874/2520-6702-2020-9-1-98-108.
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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.
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ZABLOTSKA, L., L. CHERNIY, and V. MELESHCHENKO. "УДОСКОНАЛЕННЯ ІНШОМОВНОЇ КОМУНІКАТИВНOЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ-БАКАЛАВРІВ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (June 1, 2023): 236–46. http://dx.doi.org/10.31494/2412-9208-2023-1-1-236-246.
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The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.
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Tsai, Meng-Ju. "Rethinking communicative competence for typical speakers." Pragmatics and Cognition 21, no. 1 (November 1, 2013): 158–77. http://dx.doi.org/10.1075/pc.21.1.07tsa.
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The concept of communicative competence has been studied widely for over 40 years in several fields, including linguistics, psychology, and speech communication. Different definitions of communicative competence and measurement of communicative competence exist in these fields. A clear approach to communicative competence for typical speaking individuals and its measurement of communicative competence is unclear. This paper aims to: (1) review four main approaches to communicative competence and highlight strengths and weaknesses of each approach; (2) develop an integrated approach to communicative competence for typical speakers; and (3) address measurement of communicative competence. An integrated approach to communicative competence for typical speakers provides a fundamental access to communicative competence in different fields. For examples, scholars and speech, language pathologists have clear knowledge assessing communicative competence of individuals with communication disorders.
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Järvenpää, Anna-Therése, and Tina Karrbom Gustavsson. "Contextual Communicative Competence in Multinational Infrastructure Projects." Buildings 11, no. 9 (September 10, 2021): 403. http://dx.doi.org/10.3390/buildings11090403.
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Communication is dynamic, social, challenging, and a key quality factor for construction projects. This is especially the case in multinational and inter-organizational infrastructure projects where factors like culture and language differ among the involved actors. As infrastructure projects usually extend over longer periods of time, collaborative relationships need to be established in which the actors can develop, for example, mutual understanding, learning, and efficient working routines. By building on empirical data from contemporary infrastructure projects, we explore how international contractors and a large public client communicate in multinational infrastructure projects (i.e., what the challenges are and what competences are needed). The analysis is based on the linguistic framework of communicative competence, and we contribute to the development of collaborative models in construction project management by suggesting the concept of contextual communicative competence.
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Serdiuk, Liudmyla, Olena Chykhantsova, and Ingrida Baranauskienė. "FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 537. http://dx.doi.org/10.17770/sie2020vol5.5096.
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Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth.
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Xiao, Tan. "Essence and Structure of the Formation of Communicative Competence of Students." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 225–37. http://dx.doi.org/10.31470/2415-3729-2018-8-225-237.
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The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities.
The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.
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Bedina, Vera Y., Viola M. Melekhova, and Natalya V. Pozdnyakova. "Development of communicative competence of high school students in the system of supplementary education." Tambov University Review. Series: Humanities, no. 192 (2021): 157–64. http://dx.doi.org/10.20310/1810-0201-2021-26-192-157-164.
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We describe communicative competence as one of the key competencies of modern high school students, which is a resource for effective future professional realization. The research revealed the content of communicative competence, which is determined by more complex com-munication processes and network interactions. The stages, components and conditions for the development of communicative competence are identified, the levels of development are determined, psychological and pedagogical techniques and technologies for the development of communicative competence are proposed, and a supplementary general educational and developmental program of a socio-pedagogical direction “School of Successful Communication” is developed. The results of the research can be used to organize the development of communicative competence in the system of supplementary education. The main feature of the program is its variability and possibility of realization in both full-time and distance format.
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Iukhno, Nataliya. "The essence and structure of the formation of foreign language communicative competence of specialists." 51, no. 51 (December 29, 2022): 113–19. http://dx.doi.org/10.26565/2074-8167-2022-51-13.
Full textAbstract:
Competence, contextual and personal-activity approaches are the basis for studying students’ foreign language communicative competence. The purpose of the article is to determine the essence of the concept of «foreign language communicative competence» and characterize its structural components based on the literature analysis. Research methods: analysis of psychological-pedagogical and methodological literature, systematization and generalization of various views and approaches of scientists regarding the definition of the essence of the concept and structure of foreign language communicative competence. Foreign language communicative competence is considered as a complex, multi-component education, where in the process of language training the emphasis is on the professional orientation of foreign language communicative competence of students. Foreign language communicative competence is understood as integrative personal-professional education, which determines the student’s ability and readiness to creatively solve practice-oriented and information-communicative tasks in the field of professional activity and foreign language professionally oriented communication. Determinant in the structure of foreign language communicative competence of students is its professional orientation. The author identified the following competencies in the structure of foreign language communicative competence of students: linguistic (mastery of vocabulary, grammar, phonetics, spelling); discursive (mastery of the logic of the organization of speech and written texts); conversational (ability to speak coherently, without tension, at a natural pace, without long pauses to find language forms in receiving and transmitting professional information); pragmatic (ability to convey communicative content in accordance with the social context); information technology (the ability to search for foreign language communicative professionally relevant information from various sources, productively use foreign language information Internet resources in the process of professional activity); strategic (ability to use verbal and nonverbal professional communication strategies to compensate for the lack of knowledge in real language communication); socio-cultural (knowledge of the socio-cultural context in which the language is used, the ability to build foreign language professional communication adequate to these features); personal and creative (ability to increase the level of foreign language proficiency, ability to self-development in the process of independent search and creative activity). Given the complex, integrative and professional- oriented nature of foreign language communicative competence of students, cognitive, operational- effective, emotional-volitional, motivational-value and reflective components were identified.
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Shkurko, Anhelina. "CRITERIA, INDICATORS AND LEVELS OF DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS IN PSYCHOLOGY." Scientific journal of Khortytsia National Academy, no. 2023-8 (May 25, 2023): 131–41. http://dx.doi.org/10.51706/2707-3076-2023-8-18.
Full textAbstract:
In the article, the author thoroughly analyzes the criteria and indicators for determining the level of development of communicative competence developed by domestic scientists. The key characteristics of the criteria that correspond to the evaluation of the professional activity of specialists in the psychological profile are highlighted: cognitive component, perception, empathy, motivation, reflection, the ability to apply one’s knowledge, abilities and skills during real communication. The author came to the conclusion that the lack of clear, generally accepted criteria for the formation of communicative competence is connected with the vision of the scientists on the specified problem. In addition, when developing criteria for the development of communicative competence, it is necessary to take into account the specifics of the professional activity of psychologists: personal qualities, professional abilities of introducing communication with the client, humanism and the ability to empathize. The article focuses on determining the level of motivation to develop one’s own communicative competence and self-improvement in the process of professional activity, the awareness of future psychology specialists regarding the language, culture of professional communication, as well as the ability to apply various methods, forms and technologies to influence the interlocutor (client). conflict resolution, etc. The criteria for the development of communicative competence of future specialists in psychology have been developed, namely: cognitive-speech, interactive-communicative, activity-perceptive. The author is convinced that it is possible to study the real level of development of the communicative competence of future psychology specialists based on the selected indicators for these criteria. In addition, the specified criteria and indicators make it possible to assess the level of development of communicative competence by evaluating the totality of competences, which were presented in previously published articles on the structure of the development of communicative competence of future specialists in psychology. The development of communicative competence has three levels: high, medium and sufficient. As a conclusion, based on the level of development of this competence, it becomes possible to plan, correct the educational process in higher education for the training of highly qualified specialists. The progressiveness of their professional training with the goal of becoming professionals depends on the quality diagnosis of the level of development of communicative competence of future specialists.
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Corpuz, Daisy M. "Beyond eyesight: communicative competence of senior high school student with visual impairment." Sapienza: International Journal of Interdisciplinary Studies 2, no. 3 (September 26, 2021): 89–96. http://dx.doi.org/10.51798/sijis.v2i3.123.
Full textAbstract:
Research on the performance of students with visual impairment based on educational setting has not been conducted. It was the purpose of this paper to find out the communicative competence of senior high school student with visual impairment. This student including his mother, teacher, classmate and schoolmate participated in the research undertaking. Case study was the mode of inquiry in this study. It utilized triangulation method such as classroom observation, interview and review of available documents. As a result of this study, it was found out that the student has high communicative competence. This means that he is competent communicator in the context in public, meeting, and group or dyad to strangers, acquaintances or friends. It was also suggested that further studies should assess the differential impact of a variety of courses on students’ communication competencies in diverse contexts and describe a communication approach to develop communicative competency of student with visual impairment.
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Sidik, Ezis Japar. "Representation of Communicative Competence in English Language Textbooks in Indonesia." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (October 13, 2018): 91. http://dx.doi.org/10.24903/sj.v3i2.201.
Full textAbstract:
English textbooks play a paramount role in teaching process, and are expected to contain appropriate contents that can support students to acquire required competences for effective communication. The expected contents should contain different aspects of language abilities or competences well-known as communicative competence. Thus, the present study is aimed to explicate the representation of communicative competence aspects in the spoken dialogue instances contained in Indonesian EFL textbooks. Three English textbooks, prepared and designed under the auspices of the Indonesian Ministry of Education and Culture, are selected for the analysis. The findings suggest the textbooks have not provided sufficient dialogues that give useful models for students to use in communication. Amid the scarcity of the models, the available dialogues also do not much reflect how authentic spoken dialogues occur in real-life communication due to inadequacy to reflect real-life communication as insufficient representation of the communicative competence particularly in contained dialogue models.