scholarly journals Using the electronic portfolio as a means of formation the foreign language communicative competence when training future tutors-teachers

2021 ◽  
Vol 52 (4) ◽  
pp. 492-505
Author(s):  
Larisa E. Babushkina ◽  
◽  
Natalia A. Sergeeva ◽  
Olga S. Rubleva ◽  
Irina A. Tyutyunnik ◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Statistical Processing ◽  
Electronic Portfolio ◽  
Professional Activity ◽  
Chi Square ◽  
Research Activities ◽  
Language Communication ◽  
Electronic Learning Environment

The problem and the aim. Intercultural, foreign language communication is an integral part of the modern electronic learning environment. The professional competence of the future teacher as a subject of information interaction is manifested in the ability and readiness to speak a foreign language while performing official duties, in research activities, for self-realization. The authors propose to use the capabilities of the electronic portfolio for the formation of foreign language communicative competences of students of pedagogical training programs in the information educational space. Research methods. Theoretical analysis and generalization of scientific literature were used to determine the components of the foreign language communicative competence, the content and structure of the electronic portfolio. The method of pedagogization of the information technology, group interaction, assessment by external experts, mutual assessment and self-assessment are used for designing and scaffolding of the electronic portfolio with digital tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software is the Tilda service (https://tilda.cc/ru/). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, future tutors-teachers used Tilda tools to determine the structure and content of the electronic portfolio (categories, sections, projects), which was subsequently provided for discussion and analysis by other students, external experts. The assessment of the levels of formation of the foreign language communicative competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,07 > 5,99). In conclusion features of designing and using electronic portfolios, implemented on the Tilda platform to present achievements in the foreign language communicative, educational, cognitive, professional activity are summarized.

scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

scholarly journals Teaching written foreign language communication in a nonlinguistic university

2021 ◽  
pp. 94-101
Author(s):  
Z.M. Shadzhe
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Practical Importance ◽  
Language Teachers ◽  
Professional Communication ◽  
Effective Control ◽  
Professional Activity ◽  
Cognitive Approach ◽  
Business Discourse ◽  
Language Communication

The article discusses the problem of effective written foreign language communication teaching, substantiates the need to develop a methodology for teaching written foreign language communication in a nonlinguistic university. The relevance of the research is due to the high interest of employers in employees possessing foreign language business discourse skills. Business writing skills are one of the factors for a young specialist's success. The study of the issue of training competent specialists remains in the problem field of teaching written foreign language communication in a nonlinguistic university. The problem of teaching foreign language writing was touched upon, however, the task of teaching foreign language discourse remains relevant in a nonlinguistic university and requires resolution of the contradiction between the need for specialists with written foreign language communicative competence and the development of the issue of teaching written foreign language communication in a nonlinguistic university. The purpose of the research is to develop a methodology for the development of written foreign language communicative competence in a foreign language practical lessons in a nonlinguistic university. In the course of the research the literature on the topic has been analyzed, the methods of observation and comparison have been used, and a pedagogical experiment has been carried out. The research results are of practical importance. They can be used by foreign language teachers in a nonlinguistic university in teaching «Professional foreign language», «Business foreign language», «Foreign language for professional communication», «Foreign language for business professional communication», «Foreign language in the professional sphere», «Technical foreign language», «Foreign language in the field of professional activity», «Foreign language for the profile of training». The study has showed that teaching written business discourse will be more successful if the learning process is based on a communicative-cognitive approach, the content of educational materials is situational, and an effective control system is developed.

scholarly journals Formation of students' communicative competence based on individually differentiated technology

2021 ◽  
Vol 49 (1) ◽  
pp. 54-65
Author(s):  
Roman S. Nagovitsyn ◽  
◽  
Elena B. Maksimova ◽  
Lyudmila V. Rybakova ◽  
Elena G. Zamolotskikh ◽  
...  
Keyword(s):  
Extracurricular Activities ◽  
Professional Training ◽  
Communicative Competence ◽  
Statistical Processing ◽  
Theoretical Aspect ◽  
Training System ◽  
Professional Activity ◽  
Control Group ◽  
Chi Square ◽  
Professional Self

Introduction. Communicative competence is an integral part of human existence and the main area of professional activity of students – future educational psychologists. Nevertheless, an insufficiently studied issue is the introduction of individually differentiated technologies to improve this process in the practice of vocational training. The purpose of the study is to develop a model of individually differentiated technology for the formation of students' communicative competence and experimentally prove the effectiveness of its implementation in the implementation of professional training of bachelors. Materials and methods. The study involved 168 students of 3-4 courses enrolled in the direction of training "Psychological and pedagogical education" (bachelor's degree). Students of the experimental group in educational and extracurricular activities in the process of professional training implemented the author's individually differentiated technology, and students of the control group used the teaching technologies stated in the work programs of the disciplines. Mathematical and statistical processing of the results obtained was carried out using the Pearson chi-square. Results. The implementation of the individually differentiated technology was based in the theoretical aspect on the synergy of radically differentiated, individually combinatorial and individually modifying approaches, and in practical terms on the training system, including communicative-dialog, activity-oriented and personality-oriented interaction technologies. Significant changes were found for the general cultural (p<0.01), general professional (p<0.05), professional (p<0.05), social (p<0.05), and additional (p <0.01) components. The highest level of effectiveness of the author's development was revealed in the ability of students to work in a team, tolerantly perceive social, cultural, confessional, ethnic and personal differences, and the ability to conduct consultations, professional interviews, trainings to enhance the professional self-determination of students. Findings. The study proves the need to rethink the values of communication in higher education and technologies for involving students in this process. The data obtained showed that the implementation of professional training according to the author's technology allows increasing the level of students' communicative competence from the threshold to the advanced stage.

scholarly journals The problem of forming professional competence with the help of the russian language practical courses based on a course In the world of PR

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Alexandr Petrov ◽  
Olga Fisenko ◽  
Rahman Amini Abdul ◽  
Luiza Petrova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Activity ◽  
Wide Range ◽  
The World ◽  
Different Types ◽  
Daunting Challenge ◽  
The Russian Language

The article proves that formation of professional competence with the help of the Russian language is a daunting challenge which the professors of Russian as a foreign language often face. Professional competence is a complex construct including communicative competence. The matter is that the PR specialists’ professional activity presupposes a wide range of business communications strategies, as well as different types of communication and leverage.

scholarly journals Teaching Dialogue and Polylogue to Non-Linguistic Students: Competence-Based Approach

2020 ◽  
Vol 29 (6) ◽  
pp. 102-110
Author(s):  
I. E. Abramova ◽  
O. M. Sherekhova
Keyword(s):  
Foreign Language ◽  
Information Exchange ◽  
Communicative Competence ◽  
Effective Interaction ◽  
Current Trend ◽  
Business Environment ◽  
Alternative Methods ◽  
Professional Activity ◽  
Business World ◽  
Language Communication

Competence-based approach to the use of practice-oriented technologies and the creation of an innovative learning environment is the current trend of Russian higher education. The task of developing graduates’ communicative competence for the implementation of effective corporate communication and labor interaction in a multicultural business environment is still relevant. Being obligatory components of modern professional activity, dialogue and polylogue in English provide information exchange, promote joint decision-making, effective interaction and creative cooperation between specialists of different nationalities as well. Mastering the correct strategy in foreign language communication in the business world makes it possible to overcome language and communication barriers. It has a positive effect on building trust in multinational teams, on which the performance of the entire company depends. The authors analyze a number of difficulties associated with the teaching of these types of communication in the classroom. The article examines the foreign and domestic experience of teaching dialogue and polylogue and describes innovative methods of training students for professional communication. The authors of the article investigate the readiness of students for foreign language communication in professional discourse and describe the practical experience of teaching dialogue and polylogue to non-linguistic students using alternative methods simulating real communicative situations in business communication. It is concluded that the competence-based approach is effective in developing the communicative competence of non-linguistic students in the classroom bilingualism.

Professional Communicative Competence of the Future Interpreters in View of Regional Specifications

2020 ◽  
pp. 54-63
Author(s):  
Svetlana Yevgenyevna Tsvetkova ◽  
◽  
Yuliya Igorevna Ermakova ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Component Composition ◽  
Fundamental Concept ◽  
Professional Activity ◽  
Research Strategies ◽  
Intercultural Interaction ◽  
Language Communication ◽  
Regional Specificity

The professional activity of a modern translator is characterized by participation in various spheres of intercultural interaction. Successful translation is about acquiring background knowledge of the culture of a particular region. The topical issue of language and translation training in a linguistic university is the formation of the proper level of foreign language communicative and intercultural competence of future translators in view of the regional specifications of professional activity. The purpose of the article is to substantiate and describe the component composition and essential characteristics of the professional communicative competence of future translators, considering the regional specifics, to clarify and expand the fundamental concept of the study. The review of scientific literature considers research data on the problem of teaching foreign language communication; the formation of foreign language communicative / intercultural competence among university students, determining the structure and essential characteristics of communicative competence. The methodology sets out theoretical and empirical research strategies. The research results formulated the pragmatic goal of language and translation training; the regional specificity is characterized, the composition and essential characteristics of the professional communicative competence of the translator are determined; the fundamental concept of the study is clarified and expanded. In the conclusion, the scientific novelty and theoretical significance of the article are formulated.

scholarly journals SIGNIFICANCE OF FUTURE DOCTOR’S FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AND STAGES OF ITS FORMATION

2018 ◽  
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Competitive Ability ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Vocabulary Skills ◽  
Three Stages ◽  
The One ◽  
Different Sources

The article deals with the significance of students’ foreign language communicative competence formation as the important component of future doctor’s professional competence. Communication with patients occurs during all stages of medical practice; as a consequence, effectiveness of doctor’s professional activity mainly depends on speaking skills. Taking into consideration the necessity of continuous professional development with the possibility of receiving information from different sources, knowledge of English becomes an integral part of doctor’s professional training. Thus, foreign language communicative competence formation is determined as the main aim of medical students’ professional training in English for their ability to communicate in international professional society. Vocabulary component is established as the core constituent of future doctors’ foreign language communicative competence formation. Its formation is offered to organize into three stages: visual and language semantization, automation of vocabulary skills at a passage level, automation of vocabulary skills at a text level. Special tasks and activities were developed for each stage. Following them creates an opportunity to encourage discussions among students and in this way improve their foreign language communicative competence. It is considered as the one of the most important competencies of modern doctor which allows enhancing competitive ability of future doctors in the context of globalization and internationalization of society.

scholarly journals Building academics’ foreign-language communicative competence in scientific areas

2020 ◽  
Vol 2 (3) ◽  
pp. 100-117
Author(s):  
N. V. Bykhtina
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Educational Process ◽  
Theoretical Research ◽  
Research Teams ◽  
Professional Orientation ◽  
Scientific Terminology ◽  
Research Activities ◽  
Scientific Papers ◽  
Pedagogical Research

The paper raises the problem of building the communicative competence of academics. Analysis of the theoretical material of the research helps further investigate the process of learning a foreign language by postgraduates within departmental educational milieu and define the foreign-language communicative competence of a research academician. In accordance with the logic of the presented research, the author uses a complex of complementary methods. They are theoretical research (systematic and theoretical analysis, studying the references in Pedagogy and Methodology of teaching a foreign language, comparative analysis of the Russian and foreign experience, considers the peculiarities of the content of research academicians training in a foreign language), pedagogical research (discussion, supervision, interview). The author stresses the necessity to improve the substantive component of foreign language training of the researcher, taking into account the professional orientation, the use of professional terminology by those who are engaged in research activities. That makes them capable of doing interpretation, précis-writing and abstracting scientific papers in English, thus building their foreign-language communicative competence. The author concludes that in the educational process it is advisable to use a manual, an interactive dictionary and a thesaurus for the successful organization of the process of building the foreign-language communicative competence of the research academician. The content of the materials mentioned above should be aimed at forming postgraduates’ readiness to participate in Russian and international research teams and use modern scientific terminology in a foreign language in various international scientific and representative conferences.

scholarly journals Studying of the levels of forming communicative competence of the future police officers

2018 ◽  
pp. 89-93
Author(s):  
Alina Kudlay
Keyword(s):  
Police Officer ◽  
Police Officers ◽  
Information Technologies ◽  
Professional Training ◽  
Interpersonal Relations ◽  
Professional Competence ◽  
Communicative Competence ◽  
Rapid Development ◽  
Professional Activity ◽  
The Future

As a result of the rapid development of intercultural communication and global transformations taking place in the world in the 90s of the XX century, it became necessary to create a new personality with a new set of qualities and competencies that are urgently needed for the rational functioning in a multicultural world. For the successful performance of professional duties is not enough to be a specialist who knows job, today. Modern Ukrainian society needs educated professionals who can think critically and make decisions independently in a situation that requires a choice, that is, to be dynamic, mobile, creative. That is, the main feature of professional activity is its development, which requires constant updating and improvement of skills. Each specialist should acquire new knowledge and improve their skills, and, consequently, improve their professional qualities. According to research, professionals who are not engaged in improving professional competence, there comes a time in life when they have internal dissatisfaction with their activities and they need to improve professional skills, or even change their professional orientation. Given the large variety of information technologies at all educational levels, it is not difficult to improve your professional level, and mobile learning is a way to solve a number of educational problems today. In this regard, the relevance of communicative education of future police officers is increasing. After all, the need to train a competent police officer capable of effective professional activity in a multi-ethnic environment is a priority in the training of future police officers in the parameters of European standards. The socio-cultural aspect in the professional training of future police officers is not only the formation of communicative competence, but also the space of interpersonal relations, in which a holistic culture of the individual is formed. The article presents an analysis of the diagnostic results of the formation of communicative competence of the future police officer. The results demonstrate the levels of formation of communicative competence of future police officers in cognitive, emotional and behavioural components.

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