Cognitive-Conceptual Model for Developing Foreign Language Communicative Competence in Non-Linguistic University Students

This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.

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FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE ASSESSMENT OF UNDERGRADUATE STUDENTS OF NON-LINGUISTIC SPECIALTIES

BALTIC HUMANITARIAN JOURNAL ◽

10.26140/bgz3-2021-1001-0063 ◽

2021 ◽

Vol 10 (34) ◽

Author(s):

Y.A TARABARINA ◽

Keyword(s):

Foreign Language ◽

Undergraduate Students ◽

Communicative Competence ◽

Language Education ◽

Teaching Experience ◽

Bachelor's Degree ◽

Federal State ◽

Competence Assessment ◽

Educational Standard ◽

State Educational

Objective of the article is to develop a scale for assessing the formation of the foreign language communicative competence of undergraduate students of non-linguistic specialties. Applied methods . Analysis, synthesis, generalization of the foreign language teaching experience. Results . According to the Federal State Educational Standard of Higher Education 3 ++, students of non-linguistic universities as a result of mastering the "foreign language" discipline should have Universal Competence-4 formed. The competence includes a language component and a professional component. By the language component a foreign language communicative competence is meant. The development of the communicative competence can be assessed using indicators and level descriptors, which are assessment criteria and objects of control. In order to increase the efficiency and objectivity of foreign language communicative competence assessment, it is necessary to base the assessment scale on the requirements of international exams in foreign languages. Conclusion. The article deals with the problem of unification of requirements for the formation of foreign language communicative competence for students studying in non-linguistic areas of training at the bachelor's degree level. The unification of the requirements is needed to improve the quality of foreign language education in universities. The developed scale for assessing the formation of a foreign language communicative competence makes it possible to assess the foreign language communicative competence of undergraduate students in non-linguistic areas of training. And it is also a means of formative assessment that allows developing the thinking and personality of a student.

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Linguistic Consciousness and Foreign Language Learning in Multilingual Education

International Journal of Multilingual Education ◽

10.22333/ijme.2021.18005 ◽

2021 ◽

Vol X (2) ◽

pp. 71-83

Author(s):

Nataliia Safonova ◽

◽

Alla Anisimova

Keyword(s):

Foreign Language ◽

Language Learning ◽

Communicative Competence ◽

Foreign Language Learning ◽

Language Education ◽

Modern Society ◽

Learning Tools ◽

Language And Culture ◽

Multilingual Education ◽

Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

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Reexamining the priorities of the National Standards for Foreign Language Education

Language Teaching ◽

10.1017/s0261444808005041 ◽

2008 ◽

Vol 41 (3) ◽

pp. 349-366 ◽

Cited By ~ 15

Author(s):

Sally Sieloff Magnan

Keyword(s):

Foreign Language ◽

Communities Of Practice ◽

Student Learning ◽

Communicative Competence ◽

Language Education ◽

Foreign Language Education ◽

Foreign Language Teaching ◽

National Standards ◽

The Past ◽

Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

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

MGIMO Review of International Relations ◽

10.24833/2071-8160-2013-6-33-49-61 ◽

2013 ◽

pp. 49-61

Author(s):

E. B. Yastrebova ◽

D. A. Kryachkov

Keyword(s):

Foreign Language ◽

International Relations ◽

Teaching And Learning ◽

Communicative Competence ◽

Language Teaching ◽

Language Education ◽

Foreign Language Teaching ◽

Foreign Languages ◽

Per Se ◽

Basic Features

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

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Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽

10.2478/eteals-2018-0005 ◽

2018 ◽

Vol 8 (1) ◽

pp. 107-125

Author(s):

Ana Ponce de Leão

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Communicative Competence ◽

Language Education ◽

Language Teachers ◽

English Language Teaching ◽

Intercultural Communicative Competence ◽

Language Teacher ◽

Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

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Resistance to Information Literacy! Towards a Model of Information Literacy for Undergraduate Students: An Exploratory Study

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais702 ◽

2013 ◽

Author(s):

Isabelle Lamoureux

Keyword(s):

University Students ◽

Conceptual Model ◽

Undergraduate Students ◽

Information Literacy ◽

Exploratory Study ◽

Undergraduate University Students ◽

Premier Cycle

Research Roundtable: Undergraduate university students benefit from information literacy (IL) instructions and yet they resist learning IL. This research proposes to explore the factors responsible for students’ resistance to IL in order to create a conceptual model and to improve information literacy instruction.Tables rondes: Les étudiants universitaires de premier cycle tirent avantage de séances d’enseignement de la maîtrise de l’information et malgré tout, ils font preuve de résistance. Ce processus de recherche explore les facteurs responsables de la résistances des étudiants afin de créer un modèle conceptuel et d’améliorer l’enseignement de la maîtrise de l’information.

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A study of Indonesian university students’ vocabulary mastery with vocabulary level test

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v6i4.2685 ◽

2017 ◽

Vol 6 (4) ◽

pp. 187-195

Author(s):

Rully Raslina Novianti

Keyword(s):

Data Collection ◽

Foreign Language ◽

University Students ◽

Undergraduate Students ◽

Vocabulary Knowledge ◽

Receptive Vocabulary ◽

Vocabulary Size ◽

Word Level ◽

Significant Difference ◽

English Instruction

In investigating learners’ vocabulary mastery, some researchers focused their studies on either receptive or productive vocabulary mastery. This study examines university students’ vocabulary knowledge in Indonesia by using the Vocabulary Level Test (VLT). It also compares the receptive vocabulary size of students who obtained extra hours of English instruction with those who had not. Furthermore, this study also identifies their strategies in enhancing their vocabulary mastery. The 2000-word frequency-band from the receptive version of the VLT and questionnaire are used for data collection. The results show that their receptive vocabulary scores are lower than 2000 words and no significant difference was found between the students who had extra hours of English instruction and those who had not. Then it can be stated that even after they had gained extra hours of English instruction, their average vocabulary knowledge was still lower than the 1000 estimated word level in the VLT. Keywords: vocabulary mastery, Vocabulary Level Test (VLT), English as a Foreign Language (EFL), undergraduate students.

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What University Students Expect From Foreign-Language Education:

The Japanese Journal of Educational Psychology ◽

10.5926/jjep.66.95 ◽

2018 ◽

Vol 66 (1) ◽

pp. 95-106 ◽

Cited By ~ 3

Author(s):

Kotaro Ohashi ◽

Kota Takashima

Keyword(s):

Foreign Language ◽

University Students ◽

Language Education ◽

Foreign Language Education

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New trends on mobile learning area: The review of published articles on mobile learning in science direct database

World Journal on Educational Technology Current Issues ◽

10.18844/wjet.v7i1.22 ◽

2015 ◽

Vol 7 (1) ◽

pp. 31 ◽

Cited By ~ 3

Author(s):

Emrah Soykan ◽

Huseyin Uzunboylu

Keyword(s):

Operating System ◽

Data Collection ◽

Foreign Language ◽

Mobile Learning ◽

Undergraduate Students ◽

Teaching Method ◽

Language Education ◽

Foreign Language Education ◽

Research Model ◽

Mobile Education

Articles published in Science Direct between 2009 and 2014 (May) were screened in this research. This is because of its respectable position in the field of technology and peer-reviewed secured structure of this database. From a total of 161 articles within the scope of the screening 156 articles were included in the study. Through this research, new trends in mobile learning activities in recent years will be determined and a new way will be shown for researchers . "Mobile learning" keywords used during researching process and all the articles with "mobile learning" keywords were included in this study. As a result of this research, it is determined that the most studies in the field of mobile learning were published in 2013 in Malaysia, UK and Taiwan. Particularly undergraduate students was selected as the sample group of the researches. It is emerged that, experimental research was used maximum as a research model. Quantitative data collection tools were used most as a means of data collection. It was emerged that foreign language education is the most widely used field in mobile learning. It is seen that smart phones as mobile learning devices and IOS operating system as an operating system were used in the most researches. Mobile-based method is seen to be used as the teaching method in the present study. Keywords: mobile learning, mobile education, mobile technology, content analysis.

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