scholarly journals РАЗВИТИЕ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ У СТУДЕНТОВ НЕЯЗЫКОВЫХ НАПРАВЛЕНИЙ С ИСПОЛЬЗОВАНИЕМ АССОЦИАТИВНО-ПРОЕКТНОГО МЕТОДА

2020 ◽  
Author(s):  
Galina Kukarskaya ◽  
Vera Pakhomova ◽  
Irina Trifonova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Project Method ◽  
Second Stage ◽  
English Classes ◽  
Specific Objective ◽  
Final Questionnaire ◽  
Three Stages

Обозначена основополагающая тенденция в обучении иностранному языку – коммуникативная. Ставится проблема поиска эффективных методов обучения студентов неязыковых специальностей навыкам говорения на иностранном языке. В качестве решения поставленной задачи предлагается рассмотреть целесообразность применения ассоциативно-проектного метода на занятиях по английскому языку у студентов неязыковых специальностей. Исследование проводилось в три этапа. Первый этап предполагал опрос студентов неязыковых специальностей об основных трудностях при говорении на английском языке. В опросе приняли участие 97 студентов Тюменского государственного университета. Второй этап базировался на проведении экспериментальной серии занятий с применением ассоциативно-проектного метода. На данном этапе было задействовано 44 студента трех групп с языковыми уровнями Elementary (элементарный), Pre-Intermediate (ниже среднего) и Intermediate Low (средний низкий). На заключительном этапе эти же студенты прошли финальный опрос об эффективности применения данного метода в преодолении основных трудностей при говорении на английском языке. Анкетирование студентов неязыковых специальностей с последующим ранжированием полученных данных позволило на первом этапе исследования установить три основные трудности при говорении. Эти коммуникативные барьеры носят как лингвистический, так и экстралингвистический характер. Применение ассоциативно-проектного метода на занятиях по английскому языку позволило, как показал финальный опрос студентов, в значительной степени преодолеть эти трудности. Ассоциативно-проектный метод представляет собой сочетание двух достаточно новых и актуальных методов (ассоциативного и проектного), применяемых в обучении иностранному языку. Он удовлетворяет современным требованиям образования, способствует формированию ключевых компонентов коммуникативной компетенции (языкового, речевого, социолингвистического и социокультурного) и позволяет справиться с основными барьерами при говорении на иностранном языке.The present article outlines the fundamental tendency in foreign language teaching – a communicative one. Effective teaching methods are necessary to make non-linguistic students sound naturally and confidently. The specific objective of this study is to identify and overcome the main barriers in speaking English using a method that develops foreign communicative competence. The association-project method is considered to become a possible solution of the problem. The study is carried out in three stages. The first stage involves a questionnaire of non-linguistic students about the main difficulties in speaking English. Ninety seven students of University of Tyumen took part in this survey. On the second stage we give English lessons using the association-project method in three nonlinguistic groups. Forty four students with Elementary, Pre-Intermediate and Intermediate Low English Levels were involved. And finally these students take a questionnaire about the effectiveness of the association-project method in overcoming the main difficulties in speaking English. At first questioning of non-linguistic students and following ranking of the obtained data made it possible to identify three main difficulties in speaking English. These communicative barriers are both linguistic and extralinguistic in nature. The use of the association-project method in English classes allowed to overcome these difficulties significantly. The final questionnaire of non-linguistic students proves this fact. The association-project method is a combination of two fairly new and relevant methods (association and project methods) used in foreign language teaching. It meets modern educational requirements, develops the key components of foreign communicative competence (linguistic, discursive, sociolinguistic and sociocultural) and helps to cope with the main barriers in speaking a foreign language.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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

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.

scholarly journals Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership

2016 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Hector Manuel Serna Dimas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Study ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teaching Sequence ◽  
Language Faculty ◽  
Language Program

<p>This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC model together with their students’ perspectives. The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers.</p>

scholarly journals The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment

2020 ◽  
Vol 15 (17) ◽  
pp. 148
Author(s):  
Sandugash Tleubay ◽  
Gulmira Nurzhanova ◽  
Saltanat Ybyshova ◽  
Saltanat Abdigulova ◽  
Aksaule Mankesh ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Communicative Development ◽  
The People ◽  
Globalizing World ◽  
High Level

This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.

Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning

2020 ◽  
pp. 64-76
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Intercultural Interaction ◽  
Cognitive Components ◽  
Conflict Situations ◽  
Ability And Willingness

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

Project work as a tool for communicative competence development

10.12737/3590 ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Марина Гозалова ◽  
Marina Gozalova
Keyword(s):  
Social Behavior ◽  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Project Work ◽  
Individual Contribution ◽  
Teaching Routine

The article focuses on research into project work as a learner’s activity contributing to the development and refinement of his / her communicative competence. The author states that, besides improving a learner’s linguistic competence and promoting his/her involvement with the learning process, project work favourably affects both communication standards and, more broadly, social behavior through providing ample room for cooperation, empathy, creativity, and individual contribution. Thus, embracing project work and making it part of the foreign language teaching routine will ensure that learners acquire communicative competence at a level that meets current requirements.

Invitations and Negative Questions: On Some Problems in the Communicative Approach to Foreign Language Teaching

1980 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Werner Hüllen
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Communicative Approach ◽  
Negative Questions

It is generally accepted that the aim of second or foreign language teaching is communicative competence; after a sequence of courses, students should be able to use the language (approximately and in certain fields of communication) as native speakers do. But how, for that matter,donative speakers use their language? An exhaustive answer to this question would certainly demand more than one paper. Attention will therefore be drawn to only two points that are important for the problem under discussion: correctness and communicative value.

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