scholarly journals Factors For The Development Of Writing Skills Of Law Students In A Modular System

2020 ◽  
Vol 2 (09) ◽  
pp. 414-422
Author(s):  
Zulfiya Pulatova
Keyword(s):  
Teaching And Learning ◽  
Communicative Competence ◽  
Writing Skills ◽  
Law Students ◽  
Historical Background ◽  
Modular System ◽  
Grammatical Knowledge ◽  
Communicative Skills ◽  
Language User ◽  
Learning Law

Teaching and learning law consists not only of learning all theoretical rules and skills, but also in the acquisition of communicative skills. Accordingly, the purpose of this article is to demonstrate how to promote writing skills in higher education especially law students in modular system. Furthermore, factor of communicative competence is a term that is necessary and much more practical in teaching and learning law direction than in other areas of competence. If we look at the historical background of this term, communicative skills is a term in linguistics that refers to the grammatical knowledge of syntax, morphology, phonology and the like of a language user, as well as to social knowledge of how and how.

scholarly journals Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

2021 ◽  
Vol 10 (11) ◽  
pp. 562-577
Author(s):  
Leidy Dayan Perlaza Torres ◽  
Adela Macias Molina ◽  
Gonzalo Romero Martínez
Keyword(s):  
21St Century ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Integral Development ◽  
English Students

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  

scholarly journals Exploring literary texts to develop students’ creative writing skills: proposed activities for Spanish as a foreign language

2020 ◽  
pp. 41-49
Author(s):  
Carmen Martín de León ◽  
Cristina García Hermoso
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Writing Skills ◽  
Learning Activities ◽  
Literary Texts ◽  
Communicative Skills ◽  
Fictional Worlds ◽  
Cultural Skills

Literary texts offer a rich environment for language learning that teachers can exploit to develop not only students’ linguistic (pragmatic, discursive) and cultural skills, but also communication and creative skills. In our study, we have used literature with different writing activities that involved the use of students’ imagination and creativity. In order to develop these skills, which require students’ communicative competence as well as their imagination, we need for them to be able to create the meaningful contexts that lie within fictional stories. The assumption is that, as students become familiar with the characters in the novels, they will be able to recreate situations that make sense for those very stories, generating a shared world in which they could immerse themselves. In that shared world, they would be able to participate in possible dialogues and build stories that could have taken place, thus developing their creative and communicative skills. In this paper, we show how the literature-based learning activities that we have designed following this hypothesis have helped students empathise with characters in novels and imagine fictional worlds. Such new fictional worlds have in turn empowered students to communicate in Spanish in an authentic way, that is, in a way that is similar to that of the characters in the novels.

scholarly journals Developing Law Students’ Communicative Competence: the ESP Perspective

2020 ◽  
pp. 137-147
Author(s):  
E. Yu. Voyakina ◽  
◽  
L. Yu. Korolyova ◽  
N. A. Gunina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Skills ◽  
Law Students ◽  
Professional Communication

The paper discusses the essence of the communicative competence and ways of its development in law students. Teaching and learning of a foreign language is presented in the context of developing the communicative competence as a combination of linguistic, sociolinguistic, discourse, and strategic competences. The content and the structure of the course in English for Law Students are described. Sample assignments to improve the language skills for professional communication in Legal English are given.

UPAYA MENINGKATKAN KEMAMPUAN MENULIS DEVELOPING PARAGRAPH OF EXPLANATION TEXT MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATA PELAJARAN BAHASA INGGRIS SISWA KELAS XII IPA 4 SMAN 9 PEKANBARU

2017 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Muslainy Muslainy
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Class Action ◽  
Test Results ◽  
English Class ◽  
Survey Results ◽  
Contextual Teaching ◽  
Classroom Action Research ◽  
Daily Writing

This study is a class action (class action reseach). Based on test results daily writing on students' class XII IPA 4 SMAN 9 Pekanbaru encountered symptoms as follows: only 11 students or 30,55% of the 36 students who have the ability to write a developing Paragraph of explanation textdalam good English so it has reached KKM predetermined is 85. A total of 25 students or 69,4% of the 36 students had difficulty in writing textsehingga developing paragraph of explanation they have not been able to achieve a predetermined KKM. Students find it quickly bored with the lessons presented, it can be seen from their activities are often played or talked with friends when subjects exercised. This study was conducted in two cycles, the data is described is writing developing paragraph of explanation text, ie before the action on the first cycle, the second cycle, each cycle is done in one meeting. This classroom action research in order to work well without barriers obstructing the smooth running of the study, researchers compiled stages traversed in action research, namely: (1) planning/ preparatory actions; (2) Implementation of the action; (3) observation; and (4) reflection. Based on the results of the discussion and analysis as presented in chapter VII can be concluded that the application of the approach contextual teaching and learning (CTL) can improve the ability to write a text explanation developing paragraph of english in english class students of class XII IPA 4 SMAN 9 Pekanbaru. Based on the survey results revealed that developing writing skills of explanation text paragraph british student before action classical gained an average of 64,40 in the first cycle of classical gained an average of 72,50, the second cycle obtain the average classical 90,20.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

Professional and Communicative Proficiency of a Mentor as a Tool of Image Building in Public Service

Communicology ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 74-88
Author(s):  
D.A. Kemenev
Keyword(s):  
Public Service ◽  
Role Models ◽  
Communicative Competence ◽  
Public Servants ◽  
Scientific Publications ◽  
Communicative Skills ◽  
The Public ◽  
Public Servant ◽  
Professional Business ◽  
Image Building

The article investigates the imageological aspect of mentor’s communicative competence in public service and reveals the communicative functions of mentor’s image in relation to the mentees. The author determines the communicative skills necessary for the mentor in all processes and stages of this personnel technology. Based on the analysis of scientific publications, the author discloses and justifies the role models of mentor’s behavior in relation to the mentees from the perspective of the mentor’s image, authority, and communicative competence. The author has conducted an expert survey among public servants, which allowed identify the main professional, business, moral, psychological, and integral qualities that are the most effectively developed by the public servant in the process of performing mentor’s functions. As a result, the author suggests a structural-logical model of the communicative competence of a mentor in the public service in the process of perceiving its communicative knowledge, skills, and competencies for achieving the effectiveness of mentoring.

Perspective Taking als Methode zur kommunikativen Kom­pe­tenz­entwicklung im Jurastudium

Rhetorik ◽  
2021 ◽  
Vol 40 (1) ◽  
pp. 31-46
Author(s):  
Theresa Gleiss ◽  
Olaf Kramer
Keyword(s):  
Communication Skills ◽  
Perspective Taking ◽  
Communicative Competence ◽  
Legal Education ◽  
Communicative Skills ◽  
Interdisciplinary Project ◽  
Everyday Work ◽  
The University

Abstract Although lawyers and judges often face communicative challenges in their everyday work, communicative skills are hardly trained in legal education. Based on the interdisciplinary project „Law and Rhetoric“ at the University of Tübingen, the paper highlights addressee-oriented communication and perspective-taking as central aspects of communicative competence. Through addressee orientation and the development of the ability to adopt perspectives, students are given the opportunity to think through communicative situations systematically and to anticipate communicative resistances. In contrast, the widespread focus on performance in the field of rhetorical key qualifications in legal educations only allows a restricted growth of communication skills and does not reach far enough.

scholarly journals Factors of formation of foreign language communicative competence of future construction specialists through overcoming the language barrier

2021 ◽  
Vol 274 ◽  
pp. 12002
Author(s):  
Khanif Makayev ◽  
Guzal Makayeva ◽  
Natalia Sigacheva
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Barriers ◽  
Speech Development ◽  
Construction Sites ◽  
School Students ◽  
Communicative Skills ◽  
Practical Development ◽  
Language Growth

Employees at construction sites need to have good communicative competence on all the issues occurring there. The survey of higher school students revealed presence of language barriers in the process of communication. They should be able to cope with all the speech situations requiring proper practical language skills. Therefore, the research considers necessity of development of communicative speech skills of future construction specialists in English considering the factors that would contribute to overcoming language barriers. To realize this, the authors empirically surveyed groups of a higher school final-year students to improve their language level through mastering their communicative skills on the base of necessary teaching factors, and simultaneously eliminating possible obstacles. The research was conducted on the base of communicative method and the teaching-practicing-controlling approach supported by observing, questioning, and surveying methods. The results obtained show that proper practical development of future specialists’ communicative skills taking into account all kinds of barriers can improve their professional language growth and overcoming their speech barriers. The research results obtained one can use in language teaching practice, as well as for making some possible contribution to education and through it communication skills of research participants’ speech development.

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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