Formation of Speech Competence of Students in the Process of Mastering the Methodology of Ukrainian Language

The purpose of this article is to point out the need to consider a number of criteria and skills required for the formation of speaking competence of students-philologists and pupils of secondary schools. The article emphasizes the need of mastering speech competence. There are shown basic communication skills to be in shape for training students in higher education teaching areas. The author interprets different points of view concerning the problem; considers scientific principles of creating situational tasks and the role of the latter in simulating pupils’ coherent speech; analyses the experience gained in solving the problem and substantiates some ways of its employment at language lessons with good prospects. There is highlighted the importance of systematic work on enriching speech reserve of students, the basic criteria for the formation of high-quality speech utterance are determined (thematic, informative content, linguistic and structural, situational, heuristic, activity oriented, etc.). In terms of mastering specific language activities, particularly at the methodology lessons in Ukrainian language, it is important to pay attention of students and teachers to the list of necessary communicative skills and skills to take into account a number of criteria that will facilitate the ability to correctly build own statement, realize the communication process, achieving this desired communication goals. Prospects for further development of this problem lies in the detailed examination of each of these criteria, expanding their range, identifying and analyzing the factors, activities that contribute to the formation of speaking competence of students-philologists.

Pedagogical conditions of communicative competence formation of the future specialists for socionomic professions

Pedagogical conditions of motivation formation for the development of communicative competence of future specialists in socionomic professions during seminars and practical classes online and offline using interactive methods are defined in the article. The purpose of the article is to substantiate the pedagogical conditions that allow to form future specialists’competences who get higher education in the specialty 081 “Law” at the first (bachelor’s) level, motivation for the development of their communicative competence in the process of studying psychological disciplines. Methodology of the article. The disclosure of the theoretical foundations of pedagogical conditions in order to form communicative competence of future specialists of socionomic professions is based on the analysis of interactive methods and technologies used in the educational process. Theoretical and methodological basis of the article consists of didactic principles and teaching theories, as well as a system of interactive methods and tools that ensure the development of communicative abilities of future professionals in socionomic professions. Results. Substantiation of pedagogical conditions for communicative competence formation of future specialists of socionomic professions at different stages of education in a higher educational institution: adaptation, formation, primary professionalization. To this end, the analysis of publications of both domestic and foreign scholars on the subject, which identified pedagogical conditions necessary for the development of basic communication skills, mastering the technique of interpersonal interaction, forming an individual style of communication by using verbal and nonverbal means, develop the ability to self-presentation. Practical significance of the results is determined by the development of recommendations for teachers who create pedagogical conditions for forming communicative competence of future specialists in socionomic professions to master psychological technique of persuasion and suggestion, individual communication style, ability to resist manipulation, ability to express empathy as an emotional response. Substantiated pedagogical conditions for forming communicative competence of future specialists in socionomic professions must be taken into account in the educational process that will ensure their willingness to cooperate, generalize, analyze and perceive information, the ability to present the ideas logically and reasonably. Value (originality). The originality of the research reveals itself in the fact that it combines different approaches to creating pedagogical conditions for forming communicative competence of future specialists in socionomic professions, in the process of their education in higher educational institution both online and offline. Key words: future specialists, socionomic professions, communicative competence, pedagogical conditions, stages of training, independent study, methods, technologies.

Investigating the English language needs of Statistical Department Students of IST AKPRIND Yogyakarta

The objective of this study was to investigate the English language needs of Statistical Department of IST AKPRIND Yogyakarta. 50 fourth and sixth semester Statistical students, the head of the department, 2 subject specialists and 4 alumni took part in this study. Data collection tools were questionnaire and interviews guide. This study followed qualitative and quantitative method. The findings showed most students studied English for having basic communication skills needed in the workplace. The result also showed speaking and reading skills became the main focus on studying English. Those two skills had a significant effect on their academic performance in content subjects and future jobs. In addition, the most important English language sub skills were listening to lectures, performing academic presentations, reading journal articles, reading textbooks and writing summary. The problems in listening were speakers speak too fast, unfamiliar words and lack of activity using English. Problem with pronunciation was encountered in speaking. Understanding general information of the text and finding specific information were the main problems in reading. The main problems in writing were vocabulary and construct good sentences with correct grammar. The students liked discussion and presentation as teaching and evaluation method. It is hoped those findings would be the basis for designing a suitable course that meet students’ needs.

THE IMPORTANCE OF DEVELOPING STUDENTS' SPEAKING SKILLS

World experience has shown that when learning a new foreign language, the result can be achieved by perfectly mastering and developing the five basic communication skills. In the Kazakh language, this issue has been resolved in recent years and continues to develop. The article "The importance of developing students' speech skills "is devoted to one of the most pressing issues in modern methods of teaching the Kazakh language - the importance of developing students' ability to speak correctly. The article also presents the views of Kazakhstani scientists on the culture of correct speech. It offers goals and objectives, advantages and benefits of developing students ' speech skills, conditions that should be taken into account when developing this skill in students in grades 5-7 and 8-11, as well as several types of methods that can be used in the classroom

INTERACTIVE TASKS FOR THE FORMATION OF UNIVERSAL COMPETENCIES OF STUDENTS IN THE CLASSES OF THE KYRGYZ LANGUAGE

The article will focus on the methodology of teaching the Kyrgyz language. When determining the methodology for teaching the Kyrgyz language, it is proposed to use new directions. The author also analyzed the communicative competence of students. As a result, it is proposed to focus on the business approach, rather than on the informational "educational"one and for to develop the basic communication skills of students, examples of communication games and rhetorical tasks are presented.

Детство в городе 1950–1980-х гг.: двор как пространство социализации

Советское детство обширная тема с мощным дискуссионным потенциалом. В период с 1950-х по конец 1980-х годов прошлого века пространство города, в котором проходила значительная часть жизни ребенка, было важным институтом социализации наряду со школой, общественными организациями и семьей. Двор был местом детства, здесь осуществлялось освоение основных коммуникативных навыков. Этот процесс нашел свое отражение в советском кинематографе и современной литературе.Soviet childhood is an extensive topic possessing a powerful discussion potential. In the period from the 1950s to the end of the 1980s, the city space, where a significant part of a childs life took place, along with school, social organizations and family, was an important institution for socialization. The yard was a place of childhood, where the development of basic communication skills was carried out. This process is reflected both in Soviet cinema and modern literature.

VERBAL AND NON-VERBAL INSTRUMENTS FOR DELIVERING EDUCATIONAL MATERIALS UNDER MODERN TERMS OF TEACHING ACTIVITIES

The article discusses the basic communication skills, verbal and non-verbal tools that provide the necessary level of study of educational materials. To consolidate and test students' knowledge proven examples of exercises are proposed.

Integrated curriculum design: Outcomes of a two-week Spanish intensive course for nursing students

This article analyzes the outcomes of an intensive Spanish course for nursing students of various Spanish language abilities. The course objectives were to enable the students to conduct a nursing assessment interview and data gathering in Spanish, as well as providing instructions and recording information for vital signs and a head-to-toe physical exam. Treating these interactions as standard communicative frames, utilizing Goffman’s (1974) schema, guided the course development. Vocabulary and grammar were restricted to the needs of the assigned tasks, and concentrated on speaking and receptive abilities, not on writing or reading. The course was successful in achieving the stated course objectives, and students demonstrated basic communication skills and the ability to perform the assigned tasks in Spanish at the end of the course.