scholarly journals FORMATION OF SOFT SKILLS OF CHILDREN ET PRESCHOOL AGE THROUGH THE USE OF INNOVATIVE TECHNOLOGIES IN WORKING WITH CREATIVE STORYTELING

2018 ◽  
Vol 28 (3) ◽  
pp. 939-943
Author(s):  
Penka Valcheva
Keyword(s):  
Communicative Competence ◽  
Soft Skills ◽  
Preschool Age ◽  
Creative Imagination ◽  
Verbal Creativity ◽  
Narrative Process ◽  
Language Competency ◽  
Speech Interaction ◽  
Linguistic Aspect ◽  
Speech Situation

The development of speech must be seen not only in the linguistic aspect (such as mastering the phonetic, lexical and grammatical habits of the child), but also in the area of communication skills (forming the child's skills to interact with peers and adults) that are important not only for the culture of speech, but also for the culture of communication. Communicative competence in pre-school age is therefore seen as the ability of children not only to form separate phrases but also to choose those that best reflect the necessary concrete behavior in individual speech situations and speech interaction because language as a means of communication it only makes sense in a given context. Namely the relationship between communication and socialization could lead to the formation of children of so-called soft skills. The child's ability to understand a specific speech situation in which he / she is placed allows him / her to actively master the language. In order to structure its narrative and select the correct means of expression, the child is placed in an imaginary speech situation, which largely directs his speech in the service of the specific communicative task and forms the basis of communicative competence. At preschool age, it covers the social context of language competency, that is, everything related to the situation in which the child communicates through language and by all means. The development of the communicative side of the creative storyteling at preschool age requires the development of such a system of speech tasks that stimulates both the creative imagination and the fulfillment of the communicative task set forth in the narrative process. This article focuses on the communicative side of verbal creativity by analyzing the ability of children to organize their own speech in accordance with a specific communicative purpose. It provides a tool for assessing the communicative focus of creative stories by analyzing the correspondence of the produced text with the theme, the preferred speech genre and the speech means that children use in their narrative.

scholarly journals Essence and Structure of the Formation of Communicative Competence of Students

2018 ◽  
pp. 225-237
Author(s):  
Tan Xiao
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Process ◽  
Preschool Age ◽  
Communication Process ◽  
Professional Activities ◽  
Joint Activities ◽  
Effective Use ◽  
Favorable Conditions

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

Creating speech register in Thai conversation

2000 ◽  
Vol 29 (4) ◽  
pp. 519-554 ◽  
Author(s):  
SHOICHI IWASAKI ◽  
PREEYA INGKAPHIROM HORIE
Keyword(s):  
Middle Ground ◽  
Speech Event ◽  
Taxonomic Description ◽  
Different Types ◽  
Speech Interaction ◽  
Speech Situation

Upon engaging in a speech event, participants mutually try to create the most appropriate speech register for that occasion. Special formality-marking particles, pronominals, names, kin terms, titles, and pragmatic particles are some linguistic signs that are available for Thai speakers for this purpose. Through varied frequencies and combinations of different signs, various shades of speech register are created. The type and quality of speech register are largely predictable when the participants are familiar with the speech situation because of their past interactional history, or with the protocol required for a particular type of interaction. However, when the participants are thrown into an unfamiliar situation with strangers, they must find a middle ground in their register and adjust their speech behavior to achieve a balanced speech interaction. In this essay, we analyze four different conversations, both quantitatively and qualitatively, in order to observe how speech register is created in different types of interaction, thereby going beyond simple taxonomic description of sociolinguistic signs.

Teaching and Assessing Oral Skills as Democratic Practice

Politics ◽  
1997 ◽  
Vol 17 (3) ◽  
pp. 197-203 ◽  
Author(s):  
William Stafford
Keyword(s):  
Communicative Competence ◽  
Self Assessment ◽  
Assessment Feedback ◽  
A Value ◽  
Democratic Practice ◽  
Ideal Speech Situation ◽  
Political Studies ◽  
Oral Skills ◽  
Speech Situation ◽  
The Ideal

Teaching and assessing oral skills is important, but relatively novel in the discipline of Political Studies; this article defends the practice, and outlines the ‘nuts and bolts’ of one methodology for doing it. Preliminary explanation in lectures, practice in seminars, assessment, feedback and self-assessment are all covered and the paperwork illustrated. The methodology is based in part on Habermas's theory of ‘communicative competence’ and the ‘ideal speech situation’; it therefore implies and imparts the values of respect, equality, democracy and consensus. It is suggested that a value-free approach to the teaching of oral skills is impossible.

scholarly journals Assessment of the communicative competence in a productive collective activity within digital transformation

2021 ◽  
Vol 273 ◽  
pp. 10023
Author(s):  
Elena Murugova ◽  
Denis Murugov
Keyword(s):  
Higher Education ◽  
Communicative Competence ◽  
Soft Skills ◽  
Communication Technologies ◽  
Digital Transformation ◽  
Hard Skills ◽  
Collective Activity ◽  
High Level ◽  
Personal Fulfillment

In the context of digital transformation, it is necessary to educate a person who will be able to work productively in an uncertain situation with the information deficit possessing soft skills and appropriate hard skills, without which it is impossible to proceed to the educational community with a high level of spiritual, legal and professional culture. The communicative competence is of great importance. The objectives of this research were to study components of communicative competence and diagnostic approach as well as to suggest the way of competence assessment/Search for the mechanisms to manage communicative competence of students is an important task in the development of higher education. The solution to this problem will increase the efficiency of training of future specialists in the period of active development of new communication technologies and create the conditions for successful professional and personal fulfillment. The research presented in the paper is based on the hypothesis that the formation of communicative competence of university students is determined by the interconnectedness of competencies which make up the structure of communicative competence through the sequencing of the stages of development of communicative competence and determination of the algorithm of formation of communicative competence in higher education

scholarly journals A MODEL FOR FORMING SOFT SKILLS THROUGH COGNITIVE MATHEMATICAL ACTIVITIES IN PRESCHOOL AGE

2019 ◽  
Vol 31 (6) ◽  
pp. 1899-1904
Author(s):  
Krasimira Dimitrova
Keyword(s):  
Critical Thinking ◽  
Social Life ◽  
Professional Training ◽  
Soft Skills ◽  
Dynamic Environment ◽  
Interdisciplinary Approach ◽  
Social Institutions ◽  
Preschool Age ◽  
The Future ◽  
Mathematical Activities

The modern children grow and develop in an extremely dynamic environment. They are surrounded by a variety of information and many digital devices. The ways of processing and using knowledge, as well as the formation of specific skills, are based on the child's personal experiences and social contacts. The community responsible for the development and upbringing of the growing generation - parents, school, kindergarten, educational institutions - are confronted with the complex task of preparing children for their lives in the future. The dynamic with which all spheres of social life are developing makes it difficult to predict how to educate children today so they will be ready for the life that awaits them. Traditional learning, which has proven its importance, needs to build on so-called 21st century skills - communication skills, critical thinking, collaboration, digital literacy. It is necessary to identify important and up-to-date knowledge and skills that should be proposed to children in their current cognitive activities. Contextual competencies or so-called "soft skills" are part of the key competences for human success at every stage of its development. Under soft skills, we understand competences for: communication, tolerance, tolerance, mutual assistance, empathy, teamwork, leadership, negotiation, decision making, creativity, etc. The formation of these important personality skills starts at an early age and key factors are the family, community, educational and social institutions with which the child interacts. The modern society based on technology and information forms a digital generation of children. Technologies offer and support communication and team interaction models. To protect the teenage generation from the dangers of technology - cyber-dependence, isolation, and associal behavior - a variety of cognitive and training patterns need to be applied to seek balance between tradition, modernity and the future. Educators who work with children are directly involved in the process of their preparation for their future lives. This fact determines the importance of the professional training of future teachers. They have to be prepared to bring out the most important theoretical and methodological themes and to present them to the children in an interesting and entertaining way. This article proposes a model for the organization of cognitive mathematical activities for children from a preschool age (5-7 years), in which soft skills such as critical thinking, knowledge transfer, creativity, etc. are being developed. An interdisciplinary approach is underpinned in the model. The proposed methodological solutions are derived from work in the 2018/19 school year with students who are taught for kindergarten and elementary school teachers.

Types of Lesson for the Primary School in the Context of the Federal State Educational Standards (FSES) Requirements

10.12737/5288 ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 3-8
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Primary School ◽  
Federal State ◽  
Educational Standards ◽  
Creative Imagination ◽  
Verbal Creativity ◽  
State Educational ◽  
Oral Skills ◽  
Descriptive Language

The article continues the conversation on modern types of lessons, classified according to the Federal State Educational Standards for Primary General Education (FSES PGE) requirements to projected results of education. Developing descriptive language and oral skills through special aspects of creative lessons is reviewed. Various tasks and methods to cultivate verbal creativity are revealed; methodic schemes to promote creative imagination are outlined.

scholarly journals Developing the Language Pragmatic Competence in Children With Moderate and Severe Mental Disorders

2015 ◽  
Vol 3 ◽  
pp. 55
Author(s):  
Dina Bethere ◽  
Inese Roste–Plostniece ◽  
Kaiva Žīmante
Keyword(s):  
Mental Disorders ◽  
Language Development ◽  
Communicative Competence ◽  
Educational Process ◽  
Pragmatic Competence ◽  
Pragmatic Language ◽  
Theoretical Base ◽  
Severe Mental Disorders ◽  
Language Competency ◽  
Methodological Approaches

<p><em>In this research the effectiveness of didactic system is analysed in relation to forming communicative competence of children with moderate and severe mental disorders (MSMD) in the older classes. This publication presents the language competency model, which in this research serves as a theoretical base for studying the language development of pupils and for pedagogical activity. The publication reveals the system of methodological approaches in the educational process for developing pragmatic language competency for pupils with MSMD.</em></p><p> </p>

scholarly journals Style variation of intonation in intercultural communication and in the practice of teaching English

2017 ◽  
Vol 4 (3) ◽  
pp. 139-143
Author(s):  
E. Freydina
Keyword(s):  
Cross Cultural ◽  
Foreign Languages ◽  
Local Context ◽  
Cultural Communication ◽  
Sociocultural Context ◽  
Approaches To Teaching ◽  
Stylistic Variation ◽  
Cross Cultural Communication ◽  
Speech Interaction ◽  
Speech Situation

The article is devoted to the problems of stylistic variation of phonetic means in English oral discourse. The author gives an overview of contextual factors which influence the prosodic realisation of speech. It is demonstrated that in speech interaction the factors related to the local context (the immediate speech situation) are closely connected to the sociocultural context. The problems of phonostylistics are discussed with regard to cross-cultural communication and EFL teaching. It is argued that phonostylistics should be integrated into the course of phonetics for the students of foreign languages faculties. The author outlines some approaches to teaching the fundamentals of phonostylistics.

scholarly journals Exploring the proper cultural content in Indonesian EFL textbooks viewed from intercultural perspectives

2021 ◽  
Vol 12 (1) ◽  
pp. 122-140
Author(s):  
Muhammad Ona Irawan ◽  
Bukhari Daud
Keyword(s):  
Cultural Awareness ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Three Dimensions ◽  
Intercultural Communicative Competence ◽  
Surface Culture ◽  
Cultural Information ◽  
Deep Culture ◽  
Language Competency ◽  
Cultural Content

This research aimed to find out and to describe the cultural content of two Indonesian Senior High School EFL textbooks namely Buku Bahasa Inggris Kelas XII and Pathway to English 3 from the content of cultural information, the elements of surface and deep culture of Hall’s (1976) Iceberg theory and the dimension of intercultural communicative competence of Byram’s (1997). This study is a document analysis, and the writer used descriptive qualitative analysis. The data were collected by reviewing document and were analyzed based on the concept of Miles, Huberman, and Saldana (2014) which covered data condensation, data display, and drawing conclusion. The findings showed that the cultural information in both textbooks mostly presented by elements of surface culture. This research also showed that both textbooks had facilitated the three dimensions of intercultural communicative competence (knowledge, skill, and attitude), while the last dimension (critical cultural awareness) had not been achieved yet. In conclusion, the textbooks are still providing and facilitating the material in improving learners' language competency and cultural knowledge. 

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