Foreign Language Communicative Competence in the Field of Professional Activity: Model and Method Development

Сергеева, Наталья Николаевна

doi:10.1016/j.sbspro.2014.10.145

Cited by 10 publications

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“…The increase of international and cross-national contracts resulted in not treating future officers apart from the informational environment, which is developing too fast (DeKay, 2012;Sergeeva, 2014). In this situation, the problem of quality improvement of foreign language training for future officers focusing on its practical realization in everyday professional work has become particularly important.…”

Section: Discussionmentioning

confidence: 99%

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

Kozyar¹,

Nanivska²,

Romanyshyna³

et al. 2020

IJHE

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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).

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Section: Discussionmentioning

confidence: 99%

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

Kozyar¹,

Nanivska²,

Romanyshyna³

et al. 2020

IJHE

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“…Currently, a growing body of literature examines theoretical and practical aspects of language competence (Celce-Murcia, 2008). In the educational field, language competence is predominantly understood as the ability to carry out communication in accordance with the study program requirements, based on a set of knowledge, skills and abilities, necessary for successful interaction (Jacobson, 2020;Sergeeva, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Cognitive-Conceptual Model for Developing Foreign Language Communicative Competence in Non-Linguistic University Students

Evtyugina

Zhuminova

Grishina

et al. 2020

IJCRSEE

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This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.

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“…Технология разработки учебно-методического обеспечения вариативного образования предполагает определение способа работы и установление последовательности конкретных действий с целью достижения заранее определенного результата. Результатом (продуктом) применения технологии является учебник, отражающий содержание всего курса дисциплины, учебное или учебно-методическое пособие, содержащее часть курса, ориентированные на развитие языковой личности в сере профессиональной деятельности [14,15] Анализ федеральных государственных образовательных стандартов и профессионального стандарта «Специалист в области охраны труда» (2014г.) позволили выявить трудовые функции и очертить круг профессиональных задач, решаемых на иностранном языке.…”

Section: материалы и методыunclassified

Учебно-Методическое Обеспечение Вариативного Иноязычного Образования В Вузе

Timkina¹

2018

СИСП

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Суть профессионально-ориентированного вариативного иноязычного образования заключается в предоставлении обучающимся свободы выбора образовательного варианта из многообразия содержания, методов и форм, применяемых при обучении иностранному языку в вузе. Для внедрения системы в образовательную практику необходимы специальным образом разработанные учебно-методические материалы.Цель. Статья посвящена созданию технологии разработки вариативного учебно-методического обеспечения. Отмечается необходимость наличия в пособиях и учебниках нескольких вариантов в ряду, обеспечивающих действительную свободу выбора.Методы проведения работы. Анализ учебной литературы по иностранным языкам для студентов аграрно-технологического вуза показал отсутствие пособий по узким направлениям подготовки, что не реализует профессионализацию образования в вузе, образовательных вариантов, направленных на индивидуализацию образовательного процесса, обусловливает необходимость создания технологии разработки учебно-методических материалов вариативного иноязычного образования.Результаты. Автором представлена технология разработки учебных материалов, обеспечивающих вариативное иноязычное образование. Разработано учебное пособие по английскому языку по направлению «Техносферная безопасность».Область применения результатов. Результаты исследования могут быть применены в практике обучения иностранным языкам в неязыковых вузах.

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Foreign Language Communicative Competence in the Field of Professional Activity: Model and Method Development

Cited by 10 publications

References 0 publications

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

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

Cognitive-Conceptual Model for Developing Foreign Language Communicative Competence in Non-Linguistic University Students

Учебно-Методическое Обеспечение Вариативного Иноязычного Образования В Вузе

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