Practical Ways of Implementation of the Integrated Approach to Training Professionals in the Field of Professional Communication

This scientific article presents an integrated approach to the study of some ontological aspects of modern humanitary communication. Each phenomenon in science life has fundamental basis and modern humanitary communication is not an exception, because it has own invariable ontological basis of origin, existence and development. Professional communication in the humanities is based on immanent constituents that bear multifaceted ontological reflection to be investigated with a view to objectivise truth. Modern professional communication in the Humanities has a number of immanent constituents among which the leading place is taken by the linguistic process of philosophy of history and pragmatics as some of the sources the development of science. Modern humanitary communication is based on ontological peculiarities, regularities of its origin, existence and development. If one does not pay enough attention to the ontological aspects in research of the communicative process together with the anthropocentrism and humanism, it results in the one-sided enlightenment of relevant problems, connected with the humanitarian communication of the present time. The philosophical and linguo-psychological lexical units perform in German texts and discourses sometimes an expressive function and various connotations. They serve as vehicle of expressing pragmatic traits of corresponding notions owing to their being euphonious and exotic in our modern life. Particular attention is paid to the way of the linguistic, pragmatic and philosophical mental intelligence strategies that characterise the speaker/writer as an authoritative linguistic personality. Emphasized here are discursive and interpretive strategies tactics used to construct a cooperative scholarly communication, which sometimes depend on epochal intelligence, political, cultural, immanent philosophical peculiarities and development of present nation and civilization.

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Interdepartmental interaction in an agrarian university as a basis for the development of a professional foreign language course based on the model of content and language integrated learning

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-190-69-78 ◽

2021 ◽

pp. 69-78

Author(s):

Ksenia V. Kapranchikova ◽

Elena L. Zavgorodnyaya ◽

Elena S. Saenko

Keyword(s):

Foreign Language ◽

Professional Competence ◽

Integrated Approach ◽

Professional Communication ◽

Integrated Learning ◽

Professional Orientation ◽

Thematic Content ◽

Course Assessment ◽

Professional Activities ◽

Definition Of

One of the new approaches to foreign language teaching for professional communication in non-linguistic universities, including agrarian ones, is content and language integrated learning. In contrast to a foreign language for special purposes, an integrated approach aims to develop a foreign language communicative competence and professional competence of students within one course. In this case, the discipline “Foreign Language for Professional Communication” is aimed at intra-profile specialization. However, the main difficulty in developing an integrated course arises in determining the subject-thematic content of training, reflecting the future professional activities of students. A foreign language teacher, for objective reasons, is not compe-tent to highlight this subject-thematic content of education. In this regard, interdepartmental inte-raction is presented as an effective and efficient solution to the current problem. In this work we: a) determine the relevance of interdepartmental interaction for the development of integrated courses; b) highlight the key differences between teaching a foreign language for special purposes and content and language integrated learning; c) illustrate interdepartmental interaction at all stages of the development of an integrated course and teaching materials. There are seven such stages in the work: 1) assessment of students’ needs; 2) defining the goals and objectives of the course; 3) definition of course topics or subject-thematic modules; 4) definition of subtopics of each sub-ject-thematic module; 5) selection of foreign language texts of a professional orientation; 6) development of problematic tasks of foreign language speech and professional orientation; 7) course assessment.

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PROFESSIONAL COMMUNICATION OF LEGAL SUBJECTS IN THE CONTEXT OF INTRODUCED CHILD-FRIENDLY JUSTICE

PSYCHOLOGICAL JOURNAL ◽

10.31108/1.2020.6.11.10 ◽

2020 ◽

Vol 6 (11) ◽

pp. 104-113

Author(s):

Olga Davydova ◽

Keyword(s):

Communicative Competence ◽

Integrated Approach ◽

Mental Development ◽

Social Adaptation ◽

Professional Communication ◽

Traumatic Experience ◽

Emotional States ◽

Age Related ◽

The Law ◽

Legal Subjects

The article substantiates that it is important to protect children from modern life risks. An integrated approach to improvement of justice mechanisms in relation to children is needed; this approach should ensure children’s rights through implemented crime prevention programs, used effective measures of social adaptation and rehabilitation of children who has troubles with the law. We have formulated suggestions for the psychological part of the training course “Strengthening a child’s protection system in relation to children who are in troubles with the law”, aimed at development of legal subjects’ communicative competence in professional situations involving children in troubles with the law. The proposed psychological training includes the following educational topics and questions. Topic 1. Age characteristics of a child as a participant of legal relations: 1) the dynamics and patterns of children’s mental development; 2) the determinants of a child’s personality formation; 3) the personal features of a child as a participant in legal relations in different age periods (preschool, primary school, adolescence and early adolescence). Topic 2. Violence and its impact on a child’s personality development: 1) types and forms of violence against children; 2) potential changes in children’s psychological development as a result of violence against them; 3) the main sings of children’s behavior and communication, indicating possible violence against them. Topic 3. The psychological features of interview with a child’s and their interrogation: 1) markers and tools for psychological examination of a child’s actual emotional state during interview and interrogation; 2) psychological aspects of children’s testimony; 3) the crisis forms of children’s deviant behavior and a typical “set of victimization symptoms”; 4) presentation of the Green Room technique. Topic 4. Legal subjects’ communicative competence during professional communication with children in troubles with the law: 1) characteristics of conflict and non-conflict situations during professional communication with children; 2) psychological barriers during legal subjects’ professional communication with children and possible ways to overcome them; 3) means counteracting manipulative influence of children and other participants in legal relations (representatives, parents, etc.) during professional communication. We have discussed the factors influencing effective interactions with children having witnessed a crime or being a victim. The necessary motivation for communication should be understood and formed by taking into account children’s age-related mental development, their emotional states and abuse consequences. Children’s traumatic experience was noted as a factor that complicated a psychological contact established during professional communications with law enforcement officers. The application the Green Room technique is considered. The necessity of psychologists’ participation in pre-trial investigation and court proceedings against children is substantiated based on the studied current criminal procedural legislation and analyzed investigative and judicial practice.

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STUDENTS’ CRITICAL THINKING SKILLS DEVELOPMENT WITHIN PEDAGOGICAL SPECIALTIES OF MASTER'S EDUCATIONAL LEVEL IN THE CONTENT OF THE DISCIPLINE «PROFESSIONAL COMMUNICATION IN A FOREIGN LANGUAGE»

Educological discourse ◽

10.28925/2312-5829.2020.2.2 ◽

2019 ◽

Author(s):

Natalia Kosharna

Keyword(s):

Critical Thinking ◽

Foreign Language ◽

Educational Level ◽

English Language ◽

Integrated Approach ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Professional Communication ◽

Professional Activity ◽

Future Teachers

The article is devoted to the issue of studying the ways of developing students’ critical thinking skills within pedagogical specialties of master’s educational level in the content of the discipline «Professional communication in a foreign language». It was found out that the development of future teachers’ critical thinking skills directly depends on developing their communicative skills in the field of professional activity. It is pointed out the need to apply an integrated approach (language and professional) in mastering a foreign language professional communication (the English language), which allows future teachers to communicate in professional, pedagogical, social and personal spheres of activity; to develop a critical style of thinking. Its characteristics are flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, alternative decisions, formation the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers’ activities.

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Workplace Simulation

Business and Professional Communication Quarterly ◽

10.1177/2329490616660814 ◽

2016 ◽

Vol 79 (4) ◽

pp. 487-510 ◽

Cited By ~ 4

Author(s):

Norhayati Ismail ◽

Chitra Sabapathy

Keyword(s):

Higher Education ◽

Student Engagement ◽

Real Estate ◽

Communication Skills ◽

Teaching And Learning ◽

Integrated Approach ◽

Task Design ◽

Professional Communication ◽

Workplace Communication ◽

Communication Course

In the redesign of a professional communication course for real estate students, a workplace simulation was implemented, spanning the entire 12-week duration of the course. The simulation was achieved through the creation of an online company presence, the infusion of communication typically encountered in the workplace, and an intensive and integrated approach to task design. An analysis of students’ and tutors’ perceptions of the changes shows higher student engagement, with the redesigned course resulting in learning that is both relevant and meaningful to workplace communication, which has implications for the teaching and learning of professional communication skills in higher education.

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