Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  foreign language communicative competence
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ІНШОМОВНА КОМУНІКАТИВНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ІНОЗЕМНОЇ МОВИ

100%
Іванчук Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
267-274
EN
The problem of the relationship of foreign communicative and professional competence of the future foreign languages teachers is considered in the article. It is established that professional competence of the future foreign languages teachers is understood as a unity of theoretical and practical preparedness for the professional activity that has a communicative focus, describes a set of professionally important qualities and characteristics. Foreign language communicative competence is a set of knowledge, skills and experience of their use that allows future teachers to use foreign language for professional activities effectively and efficiently. The author notes that involving future teachers to the culture of people of the foreign language education promotes cultural understanding of other people, creates the ability to orient in today’s multicultural and information society, ensuring the establishment and development of contacts with speakers of different languages and cultures. Foreign language communicative competence is an important and integral part of the professional competence of foreign languages teachers is proved. The foreign language communicative competence is understood as “the ability to successfully meet individual and social needs, act and perform tasks”. It is based on knowledge, skills, and abilities, but is not limited to, necessarily covering the personal attitudes of the person, as well as its experience. The content of the teachers’ professional competence determines not only normative model of competence-qualification characteristic that reflects the scientifically based set of professional knowledge and skills. The new model of teacher’s competence is scientifically sound set of professional knowledge and skills, including design and distinguishes Gnostic, analytic, projective, reflective, organizational, communication skills, and culture of teacher’s communication. Thus, an important part of professional competence of teachers is knowledge and skills related to communication aspects of its activities and teacher communication
2
Publication available in full text mode
Content available

Analysis of Study Results of Development of Foreign Language Communicative Commptence of Lecturers of Higher Military Educational Institutions

88%
Aristarkhova M.
Journal of Education, Technology and Computer Science
|
2021
|
vol. 12
|
issue 2(32)
165-170
EN
The article deals with the essence of theoretic and experimental check of author’s andragogical model of development of foreign language communicative competence of lecturers of higher military educational institutions into educational process. The definition of “foreign language communicative competence” and its structure is proposed by author. The article reveals the main stages of experiment of foreign language communicative competence development. The results of pedagogical experiment on development foreign language communicative competence were presented and substantiated with help of Fisher F-test. The efficiency of the andragogical model was statistically proved.
3
Content available remote

Креативні методи навчання у формуванні іншомовної комунікативної компетенції студента

75%
Гусак Л., Воробйова Т., Смалько Л.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2015
|
issue 1
85-91
EN
The article considers the ways of developing foreign language communicative competence of students by using creative methods of teaching and learning. It focuses on such methods as mindmapping, questioning, patchwork thinking, VAK-friendly techniques. The author puts emphasis on the possibilities of each method for developing student’s creativity and mastering foreign language competence in the learning process while working with foreign language material.
4

МЕТОДИЧНІ ПОГЛЯДИ НА ФОРМУВАННЯ В УЧНІВ ЛІНГВОСОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ ТА КОМПЕТЕНТНОСТІ В ЧИТАННІ

63%
Кушніров М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
296-303
EN
The aim of the article is to examine the views of scientists-methodologists on the formation of students’ linguistic and sociocultural competence and competence in reading. The following research methods were applied: examination of the state educational documents, curricula, analysis of research works, practical recommendations, textbooks and manuals. The issues of linguo-sociocultural competence formation are examined by such scholars as L. Chernovatii, V. Safonova, V. Furmanova, S. Somova, F. Kebekova and others. L. Chernovatii explores the sociolinguistic features of English texts in the aspect of translation activities. V. Furmanova studies the issues of formation of intercultural competence. Undoubtedly, one of the goals of modern language education is the formation of sociocultural and sociolinguistic competences. The formation of linguistic and sociocultural competence is not a separate process. It occurs within acquisition of all language and speech competences. A useful work is a textbook for students of classical, pedagogical and linguistic universities “Foreign languages and cultures teaching methods: theory and practice” (authors Bіgich O.B., Borisko N.F., Boretskaya G.E., etc., under the general editorship of S.Y. Nikolaeva). The book introduces the basics of the formation of language, speech, linguistic and sociocultural competence and educational-strategic competencies based on competence, communicative, cultural, reflexive, and professionally oriented approaches; shows the way of implementation of integrated teaching of foreign languages and cultures. In particular, the goals, stages and means of formation of linguistic and sociocultural competence are defined; recommendations for the control of the level of its formation are given. A. Kvasova recommends to teach reading using the authentic texts. Such texts have the advantage, as they are samples of real communication. A publicistic text is considered the best example of authentic text. The combination of the formation of linguistic and sociocultural competence and competence in reading is effective and integral component of the process of teaching foreign languages. Therefore, the problem of formation of the linguistic and sociocultural competence and competence in reading remains relevant
5
Publication available in full text mode
Content available

Toward a Definition of Foreign Language Lexical Competence

51%
Kolodiichuk N.
Konteksty Pedagogiczne
|
2020
|
vol. 1
|
issue 14
47-65
PL
W artykule poruszono problemy związane z główną treścią definicji obcojęzycznej kompetencji językowej na podstawie badań przeprowadzonych w szkole. Artykuł został poświęcony studiom nad historią i aktualnym stanem problemu nauczania języka obcego. Opiera się na badaniach naukowych, towarzyszą mu podstawy teoretyczne. Tekst podsumowuje proces określania kompetencji komunikacyjnej i kompetencji leksykalnej jako części składowej, który rozpoczął się pod koniec lat sześćdziesiątych. Artykuł zawiera opracowanie kilku językowych konkluzji na temat komunikatywnej kompetencji językowej. Przedstawiono szereg ważnych definicji i strukturę kompetencji komunikacyjnej. Ten artykuł zawiera definicję „kompetencji”, „obcojęzycznej kompetencji językowej”, „obcojęzycznej kompetencji leksykalnej”. Zaproponowane definicje wskazują na to, że na poziomie średniego wykształcenia obcojęzyczna kompetencja leksykalna ucznia jest definiowana jako jego zdolność poznawcza, praktyczna, motywacyjna, refleksyjno-behawioralna. Aktywność leksykalna oparta jest na opanowaniu określonego słownictwa w pewnym okresie wiekowym oraz na odpowiednim wykorzystaniu leksemów, właściwym użyciu wyrażeń figuratywnych, idiomów. Badanie kończy się pokazaniem najważniejszych osobliwości obcojęzycznej kompetencji leksykalnej uczniów na poziomie szkoły.
EN
The paper covers problems related to the basic content of the definition of foreign language lexical competence (FLLC) and in particular the FLLC of middle school students. It surveys the history and the current state of the problem in recent foreign language (FL) teaching. The article is based on research studies and followed by the theoretical background. It presents in brief the process of defining communicative competence (CC) and lexical competence (LC) as its counterpart which started in the late 1960s. The paper describes the development of some linguistic findings on communicative language competence. Several important definitions and a framework of CC are presented. This paper contains the definitions of “competence,” “FL competence,” “FLCC,” “FLLC.” The proposed definition suggests that FLLC of a student of the middle educational level is defined as his or her cognitive, practical, motivational, reflexive-behavioral ability. FL lexical activity is based on the acquisition of a certain lexicon within the age period, adequate use of lexemes, the appropriate use of figurative expressions, phraseological units. The study concludes by highlighting the main features of the FLLC of students in the middle stage of learning a FL.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.