Communicative Competence Formation of Future Officers in the Process of Foreign Language Training

Abstract

Modernization of the military system and its content has enhanced the value of the foreign language as a subject aimed at the formation of communicative competence of future officers. It mainly concerns a professional language, which is an obligatory part of the cadets' professional training. One of the main tasks of foreign language training of future officers is to form the communicative competency in the spheres of professional and situational communication as well as to learn new professional information from foreign sources. Based on the stated above, the author developed the methodology of forming communicative competence of future officers in the process of foreign language training with the active implementation of informational communicative technologies and computer means of teaching: the virtual reality, military-professional games, role play stimulators, and other software, within which a dialogue appeared. The last is regarded as an active message exchange between participants of the educational process or a user and the information system in real-time. The use of informational communicative technologies has enabled instant access to remoted module informational resources, synchronous (asynchronous) communication between subjects of the educational process. It has also provided new opportunities for testing, administration, and cooperation. The experimental usage of the author's methodology was implemented into the teaching process of the subject “Foreign language” based on the intercultural educational environment as a set of immersion, virtual, interactive, and discourse educational environments. The analysis of the obtained results and objective consideration of the dynamics of the changes in the formation of communicative competence of future officers have been done through the integrated test (targeted monitoring, a set of adapted tests application, an online survey, a questionnaire, case study, situational modelling, individual and group interviews) and methods of mathematical statistics. The conducted study has proved the efficiency of the author’s methodology implementation based on the intercultural educational environment of higher military education establishments. The proposed methodology can be successfully used in the process of foreign language training of various specialists because its main strategic orientation is to form communicative competence and abilities for intercultural communication among students (cadets).

Preparation of Cadets of Higher Military Educational Institutions in Ukraine for Teaching (Perception) of Professional Vocabulary (Terminology) in English Classes

“…According to (Huitt, 2011), vocabulary weaving is an important element in the qualitative memorization of professionally oriented vocabulary. This type of activity involves the act of storing words in memory (with their rules of use and ramifications that link them to other words) (Kozyar et al, 2020). We support this position and add that vocabulary teaching that contains professional terminology should also include the study of personal and professional position, inseparable from the sociocultural component in language learning and teaching.…”

Prácticas docentes emergentes en educación superior: una revisión sistemática de la literatura (2018-2022)

“…Los hallazgos convergen hacia un consenso que subraya cómo la realidad virtual puede mejorar las habilidades prácticas, el rendimiento académico y reducir la ansiedad asociada al aprendizaje. Mientras que la realidad virtual ha demostrado beneficios en el perfeccionamiento de habilidades técnicas, como en medicina (Ojala et al, 2022) y aviación (Thomas et al, 2021), también ha probado su eficacia en áreas más teóricas, como la enseñanza de lenguas extranjeras (Kozyar et al, 2020) y geociencias (Wang et al, 2022). A pesar de los beneficios, una tendencia emergente es la necesidad de integrar la realidad virtual con métodos de enseñanza tradicionales y la presencia del profesor para optimizar los resultados del aprendizaje (Ojala et al, 2022).…”

Retracted: Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

“…Yefimova (2013) in her scientific paper defines the FLCC of the cadets of HMEI as an integrative personality formation, which has a complex structure and should be treated as interaction and combination of linguistic, socio-cultural and communicative competencies, and a level of these components' formation enables a future specialist to effectively perform activities in a R e t r a c t e d foreign language environment, that is, during interlanguage, cross-cultural and interpersonal communication. Kozyar et al (2020) emphasise that future officers' FLCC should be based on values, motivation and attitude to the language, intercultural communicative competence as an integrative professional and personal resource, learned linguistic, and extra-linguistic realia of the surrounding reality according to both specificity of information perception by modern cadets and implementation of innovative technologies.…”