scholarly journals FORMATION OF ENGLISH COMMUNICATIVE COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 210-212
Author(s):  
Inna Mishchuk ◽  
Victoria Yushak
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Skills ◽  
Knowing How ◽  
Classroom Activities ◽  
Language Knowledge ◽  
Communicative Approach ◽  
Higher Educational ◽  
Definition Of

Nowadays it is necessary to find effective techniques of teaching foreign languages. The article studies the ways of formation the English communicative competence of the Phylology students of higher educational establishments. Approaches to the definition of the notion of communicative competence, its contents and structure are considered. Communicative language teaching is understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. It is defined that the process of teaching students in higher educational establishments should be organized on the basis of the communicative approach: knowledge of English depends on the competence and ability to use it depending on the situation. It is stated that the communicative approach to learning increases the students’ motivation to acquire a foreign language and improves the efficiency of teaching. Communicative competence includes the following aspects of language knowledge: knowing how to use language for a range of different purposes / functions and vary the use of language according to the setting and the participants; knowing how to produce and understand different types of texts and how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies). The students want to master English to a higher level of accuracy and fluency to improve their further communicative skills in order to effectively carry out communication in the foreign language.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

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.

scholarly journals On Context Theory and Interactive Language Teaching

2015 ◽  
Vol 3 (11) ◽  
pp. 152-156
Author(s):  
Jixin Liu
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Classroom Activities ◽  
Linguistic Rules ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Context Theory

In this paper, the author explores the importance of context in interactive language teaching and how to make the classroom activities interactive through the application of context theory from the perspective of comprehension (listening, reading) and production (speaking and writing) and how to build context in foreign language classroom in accordance with the linguistic rules of English to promote the students’ communicative competence in the context.

scholarly journals COMMUNICATIVE APPROACH TO DEVELOPING LINGUOCULTURAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS VIA THE COURSE “LINGUISTIC COUNTRY STUDIES”

2018 ◽  
pp. 147-152
Author(s):  
Halyna Melnychenko ◽  
Valentyna Radkina
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Cross Cultural ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Cross Cultural Communication ◽  
Language Studies ◽  
Language Knowledge ◽  
Country Study ◽  
Communicative Approach

The article substantiates necessity of including linguistic and country study content while developing communicative competence of students; demonstrates a scheme of applying the communicative approach to developing linguocultural competence of students as a system of country-through-language knowledge, skills and motives that enable effective communication in the process of cross-cultural intercourse. The model of developing such competence is based on the principles of authenticity of linguocultural material, philological way of cognition, polychannel perception of information; and encompasses motivating (psychological), orientating (factual) and communicative (subject-oriented, pseudo-communucative, creative) stages. Keywords: communicative competence, cross-cultural communication, country-though-language studies, linguocultural competence, future foreign language teachers, philological training.

Linguodidactic potential of the complex task “Dictogloss”

2019 ◽  
pp. 70-78
Author(s):  
Inga Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Complex Task ◽  
Language Programs ◽  
Foreign Language Programs ◽  
Definition Of ◽  
New Forms Of Work

Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.

scholarly journals Zum Begriff "Kompetenz" in der Fremdsprachendidaktik

2018 ◽  
Vol 34 ◽  
pp. 25-33
Author(s):  
Małgorzata Czarnecka
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Starting Point ◽  
Definition Of

This paper discusses the role of the notion of competence in foreign language teaching. The starting point is a definition of competence given by Chomsky and other researchers over a span of several decades (Labov, Hymes, Canale & Swain, Coseriu, tyons et al.). In the latter part of the paper, a model of communicative competence by Hans Eberhard Piepho is presented. The author focuses on changes the notion of competence has undergone within the period under consideration; they are presented as a process that - in the linguistics - has manifested itself for years in a tendency „towards the performance".

scholarly journals ІНОЗЕМНА МОВА ЯК ЗАСІБ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПРОГРАМІСТІВ

2017 ◽  
Vol 58 (2) ◽  
pp. 38 ◽  
Author(s):  
Viacheslav V. Osadchyi ◽  
Svitlana V. Symonenko
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Software Engineers ◽  
Higher Educational ◽  
Professional Purpose ◽  
National Universities

The article deals with the problem of foreign language teaching for future software engineers in higher educational establishments. Requirements of employers to applicants for engineering positions as to their linguistic competence are analyzed. Communicative competence requirements for graduates of higher educational establishments according to national branch standards for software and computer engineers are highlighted. The results of the curricula analysis of the leading national universities as to foreign language teaching are given. The aim and the contents of “English for professional purpose” course are presented, as well as described procedural guidelines of the course, its aim, structure and contents; considered some aspects of information and consultation support.

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 Communicative activities to enhance oral production in the EFL classroom

2022 ◽  
Vol 6 (1) ◽  
pp. 6-26
Author(s):  
Adriana Carolina Lara Velarde ◽  
Jessica María Guaranga Lema ◽  
Mayra Jacqueline Iguasnia Guala ◽  
Jhon Jairo Inca Guerrero
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Teaching ◽  
Qualitative Approach ◽  
Oral Production ◽  
General Overview ◽  
Communicative Approach ◽  
Communicative Activities ◽  
Language Competencies

Introduction. Speaking is considered one of the most difficult skills to be developed in class when teaching a foreign language. Therefore, teachers need to look for alternatives to enhance learners’ oral production. In this regard, Communicative activities (CA) play a fundamental role in language teaching due to the fact they provide them with opportunities to use language as in real situations. Objective. The main goal of this research is to provide a general overview of Communicative activities to enhance oral production in the EFL classroom. Methodology. This article was based on the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature review about the main principles of the Communicative Approach, communicative activities, types of CA, and speaking. Results. Results from the reviewed research investigations show that they are quite useful for teachers and learners since CA facilitate learners’ oral production employing the interaction among classmates and teachers. Conclusion. Besides, Communicative activities encourage learners to develop their language competencies due to the dynamic in which these activities are carried out in the EFL classroom.

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