scholarly journals Raising the Level of Students' Foreign Communicative Competence in the Field of International Relations on the Material of Ted Talk

2021 ◽  
pp. 148-152
Author(s):  
A. Harchenko
Keyword(s):  
International Relations ◽  
Communicative Competence ◽  
Bill Clinton ◽  
Educational Process ◽  
Communicative Process ◽  
Bill Gates ◽  
New Ideas ◽  
International Audience ◽  
Communicative Approach ◽  
Ted Talks

The specific of the communicative approach is highlighted and its influence on the professional communicative competence of international relations students. The results of the research are described, and it is proved the effectiveness of communicative techniques, improving the level of foreign communicative competence of the students of international relations based on TED talk materials. It is mentioned that the formation of a professional communicative preparation was provided on the different stages of the professional communicative competence approbation of students of international relations. The TED talk video is created from TED presentation (technology, entertainment, design) conferences or important events which took place in the world. TED talks are mostly limited till 18 minutes but there are exceptions. TEDx website's explanation of selection criteria: TED looks for engaging, charismatic speakers whose talks expose new ideas that are supported by concrete evidence and are relevant to a broad, international audience. The first TED conference was in 1984; the conference has been held annually since 1990. Over the years, presenters of TED talks have included Al Gore, Bill Clinton, Bill Gates, Bono, Jane Goodall, Malcolm Gladwell, Gordon Brown, Richard Dawkins Mike Rowe, Larry Page, Sergey Brin and Vint Cerf. So, the intensive communicative approach in teaching English is of great value and has great retrospect into the future, which allows the real and natural communicative process and approaching to the foreign communicative environment on condition of realization the system of communicative preparation by means of audiovisual resources in educational process, creating the authentic atmosphere.

scholarly journals Problem of Competence Approach Realization during the Process of Students’ Language Training at Secondary Schools

2021 ◽  
pp. 153-157
Author(s):  
A. Harchenko
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Process ◽  
Communication Process ◽  
Teaching Methodology ◽  
Grammatical Competence ◽  
Broad Term ◽  
Communicative Approach

In the article the author investigates the problems of forming of communicative competence in secondary schools. The concept of communicative approach is analyzed in the scientific literature, defined the importance of communicative competence of pupils of secondary schools, focuses on issues of competence of language education, including pupils’ poor motivation training . The author analyzes the process of formation of communicative competence in the context of the current Ukrainian language policy, focuses on the communicative approach as one of the priority and emphasizes the importance of the relationship between school language education and real needs of our society. The author notes that modern communicative focus of the educational process in educational institutions will create opportunities to realize value, development and educational aspects of the Ukrainian language as a school subject. In modern teaching methodology the implementation of communicative approach ensures the creation of a special space for child’s training; in which any pupil choose his own way of activity. Linguistic competence is a broad term which includes linguistic or grammatical competence, sociolinguistic or socio-cultural competence. Linguistic and communicative competence must combine to produce, general, overall, language proficiency which can be referred to as integration Although language competence does not determine the success of communication, but creates the conditions for participation in the communication process, which affect both extralinguistic (psychological, social, national, history, age, etc.) and intralinguistic (complexity of the language system) factors.

scholarly journals Formation of language communicative competence of the State criminal and executive service employees on the basis of communicative approach

2021 ◽  
Vol 1 (6) ◽  
pp. 168-178
Author(s):  
Shumeiko Z. Ye. ◽  
Keyword(s):  
Communicative Competence ◽  
The State ◽  
Educational Process ◽  
Research Approach ◽  
Speech Communication ◽  
Special Role ◽  
Professional Orientation ◽  
Service Employees ◽  
Training Courses ◽  
Communicative Approach

The author of the article analyzes the components of the communicative competence of employees of the State Criminal and Executive Service (knowledge, skills, abilities, personal features) on the basis of the definition of this phenomenon. The author emphasizes that a special role in the formation of this phenomenon is played by the training courses of Ukrainian and foreign languages for professional orientation, as well as other disciplines of the social and humanitarian course. Shumeiko Z. Ye. substantiates the expediency of using the communicative approach in the process of forming the language communicative competence of the employees of the State Criminal and Executive Service by analyzing the basic concepts of research (“approach” and “communication”). The author proves that this approach is based on the consideration of educational phenomena through the prism of the concept of educational and pedagogical communication. The introduction of a communicative approach to the training of future specialists of State Criminal and Executive Service involves the implementation of three main conditions, in particular: the purpose of training courses should be to develop skills (grammar, lexical, phonetic, speech) necessary for speech activity; the need to select exercises communicative in nature, as well as tasks for the development of skills and speech skills; formation of the incentive-motivational phase of the activity of the future specialists. The author of the article concludes that for the effective formation of language communicative competence on the basis of the communicative approach teachers should create the communication situations, as well as to select text material taking into account the professional orientation of students, to apply the optimal forms, methods and means of organizing the educational process, as well as to form internal needs of students in speech communication, to encourage development and self-development in this area. Key words: employees of the State Criminal and Executive Service, language communicative competence, communicative approach.

scholarly journals ARRANGEMENT OF FUTURE INTERNATIONAL RELATIONS EXPERTS' INDIVIDUL WORK RELATED TO STUDYING ENGLISH DURING PRACTICAL CLASSES

2021 ◽  
pp. 53-61
Author(s):  
N. Vasylyshyna
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Communicative Competence ◽  
Real Life ◽  
Modern Method ◽  
Educational Process ◽  
Theoretical Research ◽  
Work Related ◽  
Individual Work

At the present stage, individual work of international relations applicants for higher education, approaches to which require radical changes, should become the basis of higher education, an important part of the training process of future experts. Moreover, individual work is considered to be a holistic integral formation that consists of various types of individual and collective activities for applicants for higher education, which are carried out by them in the classroom. In the frame of our research, the purpose of individual work of international relation applicants for higher education is twofold: independence development as a personality trait and English knowledge acquisition along with skills formation. We have verified that it contributes to the development of initiative, creativity, discipline, independence, accuracy, sense of responsibility, ability to solve problems on their own, ability to find constructive solutions, get out of crisis situations that are so necessary for the future specialists in their training and professional activities. In the frame of organizing the research, we optimally combined a set of methods, taking care that such a combination provides a comprehensive information about the development of foreign language communicative competence of future specialists. The methods that were used had to ensure the simultaneous study of activities, communication and awareness of the applicants for higher education. In the ongoing pedagogical research the theoretical research methods were applied. During the pedagogical investigation we have come up to the idea that there are some sufficient modern teaching methods active introduction of which will increase the educational outcomes of the foreign language competence of modern applicants for higher education. So, we have witnessed that the usage of think-outside-the-box activities, such as: gapped texts, pairs of sentences, mini-dialogues, sentence transformations, word-building and sentence formation are likely to provide a set of soft skills necessary for modern applicants for higher education of international relations specialty. We have conducted the research related to possible application of modern teaching techniques, such as: collaborative learning, cooperation of the peers, task-based or activity-based, as well as self-learning. Besides, all these modern methods were supplemented with specially designed real-life activities in English suitable for different foreign language classes. We have created a logical step by step strategy of modern method application in the educational process of shaping foreign language communicative competence necessary for future experts. We believe that modern methodic gives a vast scenario which encourages learners of international relations specialty to study profoundly and study to satisfy their curiosity.

Estimates of Ten Multiple Intelligences

2002 ◽  
Vol 7 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Adrian Furnham ◽  
Thomas Li-Ping Tang ◽  
David Lester ◽  
Rory O'Connor ◽  
Robert Montgomery
Keyword(s):  
Multiple Intelligences ◽  
Male Partner ◽  
Bill Clinton ◽  
The Self ◽  
Tony Blair ◽  
Female Partners ◽  
American Students ◽  
Bill Gates ◽  
Nationality Differences

A total of 253 British and 318 American students were asked to make various estimates of overall intelligence as well as Gardner's (1999a) new list of 10 multiple intelligences. They made these estimations (11 in all) for themselves, their partner, and for various well-known figures such as Prince Charles, Tony Blair, Bill Gates, and Bill Clinton. Following previous research there were various sex and nationality differences in self-estimated IQ: Males rated themselves higher on verbal, logical, spatial, and spiritual IQ compared to females. Females rated their male partner as having lower verbal and spiritual, but higher spatial IQ than was the case when males rated their female partners. Participants considered Bill Clinton (2 points) and Prince Charles (5 points) less intelligent than themselves, but Tony Blair (5 points) and Bill Gates (15 points) more intelligent than themselves. Multiple regressions indicated that the best predictors of one's overall IQ estimates were logical, verbal, existential, and spatial IQ. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's classification of multiple intelligences. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

«Arab Spring»: Transformation of Political Paradigm in Context of International Relations

2012 ◽  
pp. 3-14
Author(s):  
L. Fituni
Keyword(s):  
International Relations ◽  
Arab Spring ◽  
Arab World ◽  
Arab Countries ◽  
New Ideas ◽  
World Economic ◽  
The Arab Spring ◽  
The 19Th Century ◽  
The Relationship

The author presents his own original conception of the 2011 Arab upheavals. First, he tries to find parallels between the Arab Spring and the 19th century European Spring of Peoples. Second, he dwells on the idea of three types of transition in the Arab World: economic, demographic, and ideological. Third, he reflects on the issues of democracy and autocracy in the Arab countries emphasizing the role of youth. Fourth, he puts forward some new ideas as regards the relationship between Europe and the Arab World, offering such terms as “democratic internationalism” and “young democratic safety belt” in the Mediterranean region.

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 Mediation as a Component of Communicative Competence in Training International Relations Professionals: Collaboration Between Russia and Kazakhstan

2021 ◽  
Vol 1 (1) ◽  
pp. 60-71
Author(s):  
Irina E. Abramova ◽  
Anastasia A. Ananyina ◽  
Anna M. Esengalieva
Keyword(s):  
Conflict Resolution ◽  
International Relations ◽  
English Language ◽  
Communicative Competence ◽  
Well Being ◽  
University Teaching ◽  
Special Focus ◽  
Cross Border ◽  
The Republic ◽  
The Impact

The world lives in the era of conflict, when the safety and well-being of states or individuals to a large extent depend on the availability of well-trained professionals who are able to perform mediating functions, keeping in mind ethnic, national, political, cultural and other differences between conflicting sides. However, employers increasingly claim that todays graduates lack the skills required for conflict management and mediation even in homogeneous working environments, let alone multinational teams and international interaction. This problem is particularly relevant for the field of international relations where conflict resolution by peaceful means is very important. Countries with transition economies, such as Russia and Kazakhstan, where there is a gap between labor market requirements and university teaching practices, have been searching for new ways to educate and train young specialists. This article presents the preliminary results of a collaborative project between Petrozavodsk State University of the Russian Federation and Gumilyov Eurasian National University of the Republic of Kazakhstan. The project includes a set of dialogue- and polylogue-based learning activities with special focus on addressing any discrepancies, misunderstandings and divergence of views. The aim of the paper is to assess the impact of professionally oriented cross-border communication in the English language on the readiness of international relations students from Russia and Kazakhstan for resolving future professional disputes through mediation. The authors used formal structured questionnaires with closed-ended questions for obtaining necessary data and the comparative analysis method for interpreting them. The results suggest that systematic English-language cross-border communication in a realistic work-like environment will demonstrate the importance of mediation as a component of professional communicative competence to the students and will better prepare future foreign affairs staff for conflict resolution and mediation.

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.

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.

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