MODEL FOR COMMUNICATIVE COMPETENCE DEVELOPMENT OF MASTER STUDENTS IN MANAGEMENT

The paper describes and discusses the observations and findings of three years of teaching a unique English language course – “Discussion Forum” within the study programme Foreign Languages and Intercultural Communication at the Faculty of Applied Languages, at the University of Economics in Bratislava. It presents the original format as it was introduced in 2010 when the study programme was accredited and its development and alterations based on the collected experience and evidence of both students and teacher. Three debate formats, speech duel, round table and team debate, are described and their shortcomings and merits are evaluated. Finally, the findings and conclusions arrived at since the first implementation, are discussed.

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About Professional-Communicative Competence Development Among Students-Foreigners At Practical Lessons In Russian As A Foreign (Using The Example Of The Lesson “Tasks And Functions Of Public Relations”)

Revista San Gregorio ◽

10.36097/rsan.v0i34.1177 ◽

2019 ◽

Author(s):

Khromov Sergej S.

Keyword(s):

Public Relations ◽

Communicative Competence ◽

Competence Development

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COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF TBLT APPROACH IN FOREIGN LANGUAGE LESSONS

ГРААЛЬ НАУКИ ◽

10.36074/grail-of-science.07.05.2021.076 ◽

2021 ◽

pp. 409-414

Author(s):

Svitlana Nykyporets ◽

Nataliia Hadaichuk

Keyword(s):

Comparative Analysis ◽

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

Communicative Competence ◽

Foreign Language Learning ◽

Competence Development ◽

Low Level ◽

Advantages And Disadvantages ◽

Foreign Language Proficiency

The article contains a comparative analysis of PPP and TBLT approaches to the foreign language learning including the detailed description of the main stages of teaching and lessons planning in the framework of each approach; the advantages and disadvantages of both approaches are also considered in the article. It is also emphasized that using TBLT approach in groups of students from non-linguistic universities with a low level of foreign language proficiency (A2) is rather difficult. In such situations authors recommend considering the traditional PPP method, which allows practicing and fixing the necessary speech patterns.

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Distance Learning Challenges in Translation Teaching: Mediation Competence Development

E3S Web of Conferences ◽

10.1051/e3sconf/202125807078 ◽

2021 ◽

Vol 258 ◽

pp. 07078

Author(s):

Lyudmila Enbaeva ◽

Nina Plastinina

Keyword(s):

Distance Learning ◽

Information Transfer ◽

Online Teaching ◽

Communicative Competence ◽

Focal Point ◽

Competence Development ◽

Online Resources ◽

Teaching Tools ◽

Learning Challenges ◽

Text Simplification

In recent years the COVID pandemic has influenced education significantly. The pace of digital transformation is very fast and requires a change of mindset. Translators or cross-language mediators have to work at the focal point of various information transfer processes. We think that a digital mindset of a future translator can be created by re-contextualising classroom communication reality with online teaching tools that will ensure synchronous and asynchronous studies. The challenges of online resources variety can be responded to by classifying them according to L2 communicative competence and translation competence structural components. Thus the choice of sources can be narrowed down according to specific teaching objectives. The research proposes a classification of online resources for mediation competence development which is a communicative competence component according to CEFR. Classification categories include online teaching tools that can help develop (1) skills of mediating concepts, texts, communication; (2) strategies of explaining new concepts and strategies of text simplification. The classification is used to work out a few sample activities for an L2 course within translation curriculum. It is assumed that the classification and sample activities will help teachers be more flexible facing distance learning challenges in translation teaching.

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