scholarly journals AN INTEGRATIVE APPROACH TO THE ORGANIZATION OF A FOREIGN LANGUAGE ENVIRONMENT IN TERMS OF PRE-SCHOOL EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 121-131
Author(s):  
Nataliya Voloshchenko ◽  
Iryna Mordous
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Integrative Approach ◽  
Productive Activities ◽  
Initial Stage ◽  
Significant Difference ◽  
Communicative Approach ◽  
Language Environment ◽  
Main Engine ◽  
Children's Activities

The initial stage of mastering a foreign language resembles the process of a native language formation, although there is a significant difference between them. It should be emphasized that the main engine that encourages a child to master the language is the vital need for communication, the need to solve communicative tasks, if necessary. So, all aspects of learning a foreign language should be subordinated to communicative goals. Communicative competence is integrated in its content and consists of three main types of competencies: speech, language, socio-cultural, which, in turn, also include a number of competencies. Integration of a foreign language into all types of children's activities ensures the implementation of communicative competence. Play activity allows you to implement a communicative approach in learning a foreign language at ease, through interpersonal activities of children. In the preschooler's productive activities, a foreign language becomes a means of expressing emotional experiences. In educational activities, the communicative approach implies both the assimilation of the rules and their practical usage, which occurs on the conscious and subconscious levels. The independent activities of children help to unlock the personal potential of children, is a means of socializing the child and helps to realize communicative speech competence.

scholarly journals Formation of paremiological competence using mobile applications in a foreign language lesson in elementary school

2021 ◽  
Vol 113 ◽  
pp. 00058
Author(s):  
M.A. Kulkova ◽  
A.I. Giniatullina ◽  
N.V. Konopleva
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Mobile Applications ◽  
Mobile Application ◽  
Communicative Competence ◽  
Teaching English ◽  
Initial Stage ◽  
Flexible Adaptation ◽  
The Individual

This article is devoted to the study of the conditions for the formation of paremiological competence in a foreign language lesson using mobile applications. Their usage allows to improve the quality of the process of learning foreign language thanks to the elements of interactivity. Mobile applications provide the ability of flexible adaptation of educational content to the individual needs of the teacher. Using the mobile application called ‘Quizlet’ is one of the most effective ways to form the paremiological component of communicative competence in schoolchildren at the initial stage of education. The success of using this mobile application in teaching English vocabulary is confirmed by the results of the pedagogical experiment.

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 Impact of the Audio-Visual Learning Method on the Development of Foreign Language Communication Competence of Future Interpreters and Translator

2021 ◽  
Vol 26 (1) ◽  
pp. 112-120
Author(s):  
Tetiana Sobol
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Visual Learning ◽  
Long Term Memory ◽  
Educational Materials ◽  
Real Process ◽  
Language Communication ◽  
Communicative Approach ◽  
Effective Use

This article purpose is to concern the importance of applying a communicative approach to learning a foreign language by future interpreters and translators. The communicative approach creates situations that are as close as possible to the peculiarities of the real process of communication.  Therefore, the object of this study can be considered the didactic process of communicative competence formation of future interpreters and translators. This approach is aimed at paying more attention to the functions of language, lexical and grammatical units, which contributes to the development of communicatively oriented mastery of educational material by future interpreters and translators. The author has established the fact that thanks to a communicative approach, future interpreters and translators will be able to master foreign language communicative competence, which is necessary for orientation in the cultural aspect of a foreign language. There was used the methodology of interdisciplinary research such as analysis of scientific sources and educational materials. It confirmed that a foreign language communicative competence includes a system of knowledge and skills necessary for the effective use for a foreign language in professional and intercultural spheres. It is especially important for interpreters and translators, who must always know the language situation and know the cultural specifics of a foreign nation. Therefore, the result of this study can be considered as the following. The most effective way to achieve this goal is audiovisual reproduction of the linguistic and cultural situation, because standards of foreign language samples can come to our mind and can stay in long-term memory only with audio and visual perception. In addition, image and visual support is important not only for the semantic understanding of individual words or expressions, but also for the correct transmission of all content. Conclusion: the audiovisual method of learning a foreign language is one of the most effective for the foreign language communicative competence formation for future interpreters and translators.

scholarly journals COMMUNICATIVE APPROACH IN THE FOREIGN LANGUAGE TRAINING

2020 ◽  
Vol 2020 (1) ◽  
pp. 375-378
Author(s):  
Ol'ga Sitosanova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Training ◽  
Basic Principles ◽  
Communicative Approach

The development of communicative competence depends on sociocultural and sociolinguistic knowledge, skills that ensure the personality enters into another society. The article deals with the communicative approach as one of the main approaches in the foreign language training. The author determines the main goal and objectives of the communicative approach and considers its basic principles: speech orientation, situationality, novelty, personality-oriented communication and modeling.

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.

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.

scholarly journals APPLYING THE INTEGRATIVE APPROACH IN THE PROCESS OF FORMING FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

World Science ◽  
2020 ◽  
Vol 3 (3(55)) ◽  
pp. 11-15
Author(s):  
Iryna Pinchuk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Training ◽  
Communicative Competence ◽  
Basic Knowledge ◽  
Integrative Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Time Requirements ◽  
The Individual

The article deals with proving the advantages of multi-subject integrated training. It was defined the importance of taking into account the theoretical and methodological foundations of using an integrative approach in the process of forming future primary education teachers’ foreign language communicative competence. It was determined the specifics of conducting integrated courses, practical classes, including binary ones, in order to implement the professional training of future primary school teachers according to time requirements. The integration principle corresponds to the mental and physiological nature of the individual, through integration of a person-centered approach to training, as the student is able to choose basic knowledge and skills in different subjects and to apply them in practice.

scholarly journals SOME ASPECTS IN TEACHING SCIENTIFIC LANGUAGE STYLE IN THE COURSE OF UKRAINIAN LANGUAGE AT THE INITIAL STAGE

2021 ◽  
Vol 1 (194) ◽  
pp. 70-73
Author(s):  
Tetyana Babich ◽  
◽  
Maryna Lipatova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Educational Institutions ◽  
Main Stage ◽  
Scientific Language ◽  
Current Trends ◽  
Initial Stage ◽  
General Scientific ◽  
Two Stages

The actuality of theme is due to current trends in education. The article deals with problems of professional language formation competence of foreign students. The article considers special features of studying scientific style by the students of the Preparatory faculty, with the actual issues related to the questions of teaching the language of speciality in the course of Ukrainian as a foreign language at the initial stage. The importance of learning the language of speciality at the initial stage in the course of learning Ukrainian as a foreign language is emphasized. The article examines the problems of selection and presentation of language material for foreign students training at the pre-university level of education. The authors define the basic methods of scientific words and semantization of terms, the ways of developing and forming general scientific concepts. Сommunicative skills are the leading tendency in the modern methods of teaching foreign languages. The peculiarities of formation of professional communicative competence of foreign students are regarded in the article. Process of the formation of professional and communicative competence of foreign students in higher technical educational establishments has two stages and is a complicated phenomenon. Formation of communicative competence at the initial stage will intensify the process of formation of professional and communicative competence on the main stage. At the preparatory department of the main goal is the formation of knowledge, skills and abilities in the volume, which provides further successful learning of foreign students in higher educational institutions of Ukraine.

Game Method of Studying Species-Tense Form of the Russian Verb

2019 ◽  
Vol 8 (2) ◽  
pp. 59-62
Author(s):  
О. Арискина ◽  
O. Ariskina ◽  
Ю. Бокатина ◽  
Yu. Bokatina ◽  
Е. Дрянгина ◽  
...  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Practice ◽  
Language Game ◽  
Educational Process ◽  
Interactive Methods ◽  
State University ◽  
Initial Stage ◽  
Russian Verb ◽  
Language Environment

In this article, we will discuss gaming techniques to study species-tense forms of the Russian verb at the initial stage of teaching Russian as a foreign language. Game techniques belong to the group of interactive methods in modern education. Interest in them emerged when educational practice showed that positive changes in society could not be achieved within the framework of the traditional model of education. Game techniques contribute to the formation of foreign students communicative, linguistic and linguistic competencies, develop the ability to work in a team to defend their own opinion. Of particular relevance is the use of interactive techniques in the study of the species-temporal forms of verbs at the initial stage of teaching Russian as a foreign language. Develop and verify the effectiveness of the proposed in the article the methodology was carried out in 2016-2018, the experiential learning was conducted on the basis of the National Research Ogarev Mordovia State University. Analysis of the results of application of game methods in the study of species-tense forms of the Russian verb showed that the proposed method gave educational process more informed and fascinating character. Interactive tasks contributed to the development of communicative and linguistic competence of students and helped foreign students acquire social experience of interaction in the language environment.

scholarly journals Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

2018 ◽  
Vol 11 (1) ◽  
pp. 23 ◽  
Author(s):  
Gökhan Ilgaz ◽  
Menekşe ESKİCİ
Keyword(s):  
Foreign Language ◽  
Lifelong Learning ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Communicative Competence ◽  
Female Teacher ◽  
Learning To Learn ◽  
Significant Difference ◽  
Key Competences ◽  
Learning Competence

The purpose of this research is to determine the level of teacher candidates’ lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, “Key Competences for Lifelong Learning Scale” and “Basic Motivation Resources Scale” were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from “communicative competence at a foreign language/s” sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the “communicative competence at a foreign language/s” sub-dimension of “Key Competences for Lifelong Learning Scale” in favor of male teacher candidates and, on the other hand, significant differences were found in the “the competence of learning to learn” and “the competence of cultural awareness and expression” sub-dimension of “Key Competences for Lifelong Learning Scale” in favor of female teacher candidates.

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