Communicative strategy of university education: current discourse

Abstract

This paper links the relevance of the research on communicative strategy in the frameworks of current university education and national public school system as a whole to fill the gap within both scientific Scholarship and pragma studies that reflect on novelty and changes of conditions and tasks for the development language education in the polyphony of the cultural information and educational spaces as a dominant value of social life of man and the society. This manuscript presents for consideration and discussion some of the authors’ findings of personification of training and learning as a priority of recurrent education and of axiology that involve and constitute the comprehensive model of a) transformations of the requirements for language proficiency of an individual, b) changes of structural, functional and communicative approaches to teaching/training and learning goals, c) selection of knowledge content and methodology of programming and planning in terms of integration processes. In conclusion, the statement of development of functional literacy of a personality in the chaotic space of the multicultural world of global communication and pluralistic essence of the era of postmodernism is suggested as of prior significance.

RETRACTED: Intelligenсe architectonics methodology: international language training of students

“…In this opus in a broad sense, the methodology under consideration based on the personification principles that focuses on the educational challenges of the culture-creation paradigm of education and reads as from observation to generalization and replication through cooperation within the multicultural and poly-language environment of security [1], "from educators to students, and further on to educators as students", and "participants of the human speech communication process as the Self as cultural, intelligent and critical thinking [2].…”

Intercultural communication methodology: teaching sciences and engineering students

“…This includes preserving the traditions of national scientific schools within the study of foreign languages to maintain interest in polylinguall education, and the emergence of linguistic classes / schools/centers in the all-Russian and regional space, and the creation of schools with a national cultural component, including the idea of expanding the range of languages studied (Chinese, Kazakh, Tatar, Italian, etc. ), and testing integrated courses based on the variability of curricula, novel teaching methods, devices, and information materials; early learning of foreign languages, and cultural exchange of teachers/school/university teams, as well as the enrichment of educational and methodological literature on foreign languages for SP [4][5][6][7][8][9].…”