Academic literature on the topic 'Communicative-activity approach'
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Journal articles on the topic "Communicative-activity approach"
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Rudiuk, T. V. "Family vocabulary and pedagogy (communicative-activity approach)." Pedagogical sciences reality and perspectives, no. 77 (2020): 180–84. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.40.
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Rudiuk, T. V. "FAMILY VOCABULARY AND GENEALOGY (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy, no. 28 (2020): 89–92. http://dx.doi.org/10.32843/2663-6085/2020/28.16.
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Utembaeva, M. M., R. M. Baitenova, and N. A. Yesimkhanova. "COMMUNICATIVE APPROACH IN TEACHING ACTIVITY ACADEMIC SPEECH." Bulletin of Kyrgyzstan 1, no. 1 (2019): 97–100. http://dx.doi.org/10.33514/bk-1694-7711-2019-1-97-100.
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Bekova, Dariga A., Akbope K. Karabaeva, and Akmaral A. Umirbekova. "Communicative – Activity Approach in Learning Foreign Language." European Researcher 90, no. 1 (2015): 48–54. http://dx.doi.org/10.13187/er.2015.90.48.
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Larionova, L. G. "ORTHOGRAPHY TEACHING IN TERMS OF COMMUNICATIVE AND ACTIVITY APPROACH." Russian language at school 79, no. 3 (2018): 22–28. http://dx.doi.org/10.30515/0131-6141-2018-79-3-22-28.
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Бутакова, Лариса Олеговна. "Communicative and activity approach to non-homogeneous institutional texts." Tomsk state pedagogical university bulletin, no. 3(227) (May 26, 2023): 103–11. http://dx.doi.org/10.23951/1609-624x-2023-3-103-111.
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Порталы городского и регионального руководства отражают требование обязательности общения официальных властей с населением в виртуальной среде, институциональны по дискурсивной направленности, содержат негомогенные средства передачи информации и оформления коммуникации. Официальный портал администрации г. Омска (https://www.admomsk.ru/web/guest/main) рассматривается в аспекте коммуникативно-деятельностного подхода с целью установления способов передачи информации, организации общения с разными группами адресата, функций вербальных и иных регулятивов. Теоретическая значимость исследования состоит в применении двухэтапной методологии, включающей оценку регулятивов разной природы, установление их взаимосвязи с когнитивными и коммуникативными моделями виртуальной среды, выявление текстов, сориентированных на социально ограниченного адресата, установление их разноуровневого состава. Практическая значимость связана с характером полученных результатов, касающихся наличия в структуре портала типового навигационного каркаса с простой системой линейных вертикальных и горизонтальных связей, представленности на содержательном уровне взаимосвязанных вербальных и визуальных компонентов, обусловленности их соотношения целями раздела, актуальностью информации для адресанта и адресата, значимостью поликодовых моделей, передающих региональную информацию, воздействующих на эмоциональную сферу адресата – жителя города. В результате исследования были сделаны выводы о ведущей роли в реализации стратегии информирования тематического, логического, сюжетно-композиционного уровней контента и его частей, функционировании многоплановой системы регулятивов, наличии эксплицитных визуальных (горизонтальных) регулятивов, локализующих внимание адресата с помощью цвета, размера, пространственного расположения, репрезентирующих определенную тему, проблему, информацию, визуальных вертикальных регулятивов, связанных с призывами к конкретным действиям, визуальных скрытых регулятивов (фотографий, инфографики, воздействующих на эмоциональную и эстетическую сферы адресата, диаграмм, графиков, таблиц, служащих для концентрации большого объема информации, упрощения ее восприятия), существование которых обнаруживается только после открытия гиперссылок, эксплицитных вербальных горизонтальных и вертикальных регулятивов, номинирующих разделы контента, гиперссылок, передающих информацию и через нее лексическими, стилистическими, цифровыми, графическими средствами осуществляющих «якорение» внимания адресата, полимодальных регулятивов. Non-homogeneous (polycode, polymodal, multimodal) texts have long become part of modern communication (both media and official business). The requirement for mandatory communication of official authorities, public and party organizations with the population in a virtual environment has given rise to official portals of regional governments, ministries at various levels, and city administrations. These virtual objects are institutional because they have a discursive orientation, specific means of information transfer and communication design. The communicative-activity approach is applicable to the texts contained on the official portals of the city administration (in this article we are talking about the virtual portal of the Administration of Omsk Omsk. rf, located at: https://www.admomsk.ru/web/guest/main). The purpose of the article is to evaluate the ways of transmitting information, organizing communication with different age and social groups of the addressee in terms of the manifestation in them of visual, verbal, multimodal regulators that implement communicative and cognitive models of the virtual institutional environment. Material for this study: texts posted on the virtual portal of the administration of the city of Omsk (Omsk. rf.). The research methodology includes two stages: 1. Evaluation of visual, verbal, multimodal regulators, their communicative orientation in terms of expressing communicative and cognitive models of the virtual institutional discursive environment; 2. Identification of texts aimed at certain social and age groups of addressees, establishing their informational, semantic, communicative, cognitive composition as an environment for forming the image of the addressee and addressee. The main results of the analysis of the form and content of the portal showed the following. The portal structure includes a typical navigation frame with a fairly simple system of linear vertical and horizontal links. The content level is represented by interconnected verbal and visual components. Their different ratio in different parts of the content, the quality and quantity of inhomogeneous units is due to the goals of the section (transmission of information / impact on the emotive, aesthetic sphere of the addressee), the relevance of the information contained for the addresser and addressee. The communicative and cognitive levels form verbal and visual communicative and cognitive models that convey a predominantly regional formation, affecting the emotional sphere of an addressee that is indefinite in social, gender, age terms - a city resident, establishing an interactive connection with the latter. The communicative-activity approach to a non-homogeneous text of an institutional type - the official portal of the Administration of the city of Omsk, showed a variety of means of communication (visual and verbal), one-sidedness of communication, typical for virtual objects of this level. The method of designating a collective addresser is indicated in the name of the portal through an indication of ownership (portal of the Administration of Omsk), corresponds to the legal norms of institutional discourse. The category of the addresser is specified at the factual level in the part of the portal “Administration” with the help of the Mayor’s personal page, description of the Mayor’s office, legal grounds for activity, etc. The addresser’s communication is focused on a regionally limited collective addressee - residents of Omsk (Omsk). Less often, the addressee is limited by territory, age, social group. The category of the addressee in the texts of the portal is expressed by indirect means - the names of age social, gender and other groups and their representatives in the headings of the content and within the texts that fill it. Special appeals to an indefinite addressee are single, associated with current events in the city, weather, etc. The structure of the horizontal-vertical links of the portal’s navigation frame, the “duplication” of the content components in the header and footer parts direct the addressee’s attention to the hyperlinks he needs, ensuring comfort and utility of perception. But the titles of these hyperlinks do not reveal the impactful (emotive, expressive, aesthetic) strategies that are found in a number of pieces of content. They are implemented using a variety of static and dynamic infographics, they are found only after opening a hyperlink. The leading means of polycode, polymodal, multimodal implementation of the informing strategy are the thematic, logical, plot-compositional levels of the content of the portal as a whole, texts in its parts. The nominations of hyperlinks and the leads of the texts contained in them, together with the photographs accompanying the links, perform the functions of attracting the reader’s attention and informing. The portal contains a multifaceted system of regulators due to the multimodal nature of this virtual object. The system includes: explicit visual (horizontal) regulators that attract and localize the attention of the addressee with the help of color, size, location in the space of the portal interface, creating contrast, meaning a certain topic, problem, information or supplementing it; visual vertical regulators associated with calls for specific actions; visual hidden regulators (photos, infographics - photo report, photo report, photo story, photo tour, performing the functions of influencing the emotional and aesthetic spheres of the recipient’s perception; diagrams, graphs, drawings, tables, performing the functions of concentrating a large amount of information, illustrating, simplifying perception), the existence of which is found only after opening hyperlinks; explicit verbal horizontal and vertical regulators that nominate sections of content, hyperlinks, etc., conveying mainly information and through it by lexical, stylistic (a combination of neutral, special and colloquial vocabulary), digital, graphic (font, underlining, color highlighting) means that implement “anchoring” the attention of the addressee; polymodal regulations (video about the professional activities of employees of the City Administration, the mayor, city utilities).
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Volkova, Liudmyla. "COMMUNICATIVE ASPECT OF FOREIGN LANGUAGE LEARNING PROCESS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (2021): 163–65. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-163-165.
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The importance of forming foreign language communicative competence in the context of professional training has been ascertained for efficient usage in learning process of foreign language. The efficiency of communicative aspect in the educational process of higher education is proved, as it provide an opportunity to form professional skills of future professionals, involving them in intensive cognitive, intellectual and creative activity. Communicative activity is considered as a process of solving a number of professional tasks by students. This activity is aimed at achieving a common goal – training, education and personal development of a student. The aim of the communicative activity is the formation of foreign language communicative competence using of the theoretical material in solving professional problems. The importance of understanding the main structural elements of communicative activity have been ascertained for its efficient usage in learning process of foreign language. The article highlights the problems associated with different methods and techniques of communicative-based learning. The communicative activity approach of learning foreign languages is particular important. It is based on the fact that learning is a model of communication. The basic principles of its implementation as a communicative teaching method of speaking are analyzed. It should be noted that communicative and active approach to learning foreign languages is one of the most significant and effective. Through communicative methods, lessons can be more interesting and various. This means that students will have interest in further understanding and learning. Communicative nature of communication is that learning is a model of the communication process. Communicative orientation of learning process is a prerequisite of success in practical learning of a foreign language. Communicative activity approach is based on the fact that learning is a model of communication. The communicative method of teaching activities is based on the main principles which are analyzed below.
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Bilozorov, Ye V. "COMMUNICATIVE THEORY OF LAW AND ACTIVITY–BASED APPROACH: INTERACTION OPPORTUNITIES." SOCIOLOGY OF LAW, no. 3-4 (2022): 17–20. http://dx.doi.org/10.37687/2413-6433.2022-3-4.3.
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Pavlova, N. D., V. A. Afinogenova, T. A. Kubrak, T. A. Grebenschikova, I. A. Zachesova, and T. D. Salnikov. "Integrated Discursive Approach to the Communicative Activity of Internet Users." Sibirskiy Psikhologicheskiy Zhurnal, no. 95 (2025): 40–60. https://doi.org/10.17223/17267080/95/3.
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The growing interest in the study of psychological characteristics of media content is due to the spread of the internet in modern life. In this regard, the study of communicative activity of users in the space of the internet as a new discursive phenomenon of digital society is of particular relevance. This task was accomplished by developing a methodology for the integrated study of discourse based on psychological, psycho-linguistic and mathematical methods. The aim of the article is to present the results of applying this approach to the analysis of the intentional component of communicative activity, to determine its possibilities, limitations and prospects. To identify the intentions of the users communicative activity, the method of intent analysis was used to describe and verify discursive markers which are indicators of intention realization, psycho-linguistic methods of lexicon-grammatical analysis. The author's experimental method of understanding of the utterances used to assess the potential of the discursive markers, the syntactic analyzer, genetic algorithm as based on DEAP, the neural network model BERT, which takes into account the parameters of emotional tone of discourse. 44 categories of intentions (4897 realizations) are revealed, among which negative intentions were the most frequent. Neutral analytic intentions were the most diverse in composition. The lexical, syntactic, graphic and punctuation markers of intentions of communicative activity were described, and their specificity for Internet discourse was established. The ability of discourse markers to make intention more explicit is confirmed empirically. At the same time, the variability / inequality of the potential of markers was revealed, which along with the cognitive proximity of certain categories can complicate their unambiguous identification. Prospects for taking into account the context of utterances, which significantly improves the recognition of intentions, with the use of artificial intelligence models and methods were identified. According to the results of the study, the integrated discursive approach helps to overcome the problems related to the implicitness of the psychological content of the utterances and the contextual variability of its verbalization, creating a basis for technologies to assess the dynamics of interaction on the internet, the impact and its social consequences.
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Anatoliy, Kostruba. "Thoughts on the problem of formation of professional communicative competence of lawyers." Приватне право і підприємництво, no. 19 (January 1, 2019): 29–33. https://doi.org/10.5281/zenodo.3731911.
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Reforming institutions of procedural law of Ukraine requires a higher level of communicative competence of lawyers, which presupposes applying innovative approaches to organization of professional training of lawyers, as well as introducing competence – oriented education and teaching in the light of their dialogue and discussion and linguo-intense professional activity. As professional activity of lawyers is based on communications, it requires well-developed communicative skills, consequently, the entire organization of professional training of lawyers shall be structured taking into account this factor. The Article suggests the integrative approach to formation of professional communicative competence of students of legal departments, which includes combination of linguistic and law – specific disciplines within the context of applying interactive training techniques
Dissertations / Theses on the topic "Communicative-activity approach"
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Ismail, Reedwaan. "An approach to implementing meaningful Communicative language activity material in Arabic for use at Primary School Level. A case study at Cravenby Secondary School." University of the Western Cape, 1995. http://hdl.handle.net/11394/8203.
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Magister Philosophiae - MPhil<br>The Arabic language is a means by which the culture, beliefs and myths of Arabic speaking communities in the world can be understood. The ability to communicate, read and write in the Arabic language, can be used to research, read and write about the customs, traditions, folklore, habits, poetry, music, history and literature of the people where Arabic is considered the mother tongue The Constitution of the Republic of South Africa (act 200 of 1993) states that 11 every person shall have the right to use the language and to participate in the cultural life of his
or her choice" (p 16 (31)). The Constitution further states that " no person shall be unfairly discriminated against, directly or indirectly, and, without derogating from the The existence, respect and promotion of the Arabic language has been enshrined in the South African Constitution. Arabic is recognised as a language used by communities in South Africa even though it is mainly used for religious and
ceremonial functions at this point in time. In 1993 I started teaching at Cravenby Secondary School, (Sub. A to Std. 10). During that year I did not teach the Arabic language. I, however, enquired from teachers regarding their teaching approach of the Arabic language. I also questioned the pupils about their opinion towards the language and the approach used by teachers. The overwhelming response by the
pupils was that they had to learn the meaning of words in isolation and out of context.
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Skarp, Eddie. "Enseigner et évaluer la compétence communicative en classe : Activités, évaluation et plan directif." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62488.
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Lorsque nous enseignons une langue étrangère et dans le cas de ce travail, le français, dans une classe, il faut prendre en considération les différents aspects comme l’écriture, la lecture et la compétence communicative sur laquelle ce travail met l’accent. Cette compétence peut être plus abstraite que les autres car il s’agit des dialogues et des discours qui ne peuvent pas être écrits sur un document. Dans cette étude, nous cherchons à trouver de bonnes méthodes utilisées pour enseigner et promouvoir la compétence communicative des élèves par des professeurs dans un lycée en Suède. Le travail cherche également à trouver comment les professeurs évaluent cette compétence par rapport au plan directif et dans quelle mesure le plan directif est utilisé comme un outil dans l’enseignement. La méthode utilisée est une étude phénoménologique avec une enquête composée de questions qualitatives pour recevoir des réponses plus approfondies. Quatre professeurs d’un lycée ont été interviewés et les données ont été évaluées avec la théorie choisie. La théorie utilisée dans ce travail est un mélange de quelques approches pour enseigner une langue étrangère dans les écoles. Nous avons choisi les approches comme l’alternance codique, l’approche actionnelle, l’approche communicative et une méthodologie de base pour planifier et évaluer les activités et la compétence. Enfin, nous avons regardé les commentaires du plan directif pour les langues vivantes au niveau 3 par Skolverket (2011a) pour plus facilement interpréter les critères de notations du plan directif. Bref, les résultats ont montré que c’est mieux de créer des petits groupes en enseignant la compétence communicative et que les meilleures tâches à utiliser peuvent être des images à décrire et des questions ouvertes et adéquates qui touchent à la vie de l’apprenant. Cela peut inciter l’élève à parler et exprimer ses pensées plus facilement que des activités en grands groupes et avec des questions fermées.<br>When we teach a foreign language or in this case, French, in a class, we have to be aware of the different skills like communication, writing and reading whereas this study puts emphasis on the communicative skill. This skill can be more abstract than the rest of the skills since it consists of dialogues and discourses which don’t necessarily need to be written on a document. In this study we will try to reveal some applicable methods used by teachers to teach and improve students’ communicative skills at an upper secondary school in Sweden. The study also tries to find out how these teachers evaluate and grade this particular skill according to the syllabus and in what frequency the syllabus is used by the teachers as a tool in their teaching. The method used is a phenomenological study with a questionnaire consisting of qualitative questions in order to receive more accurate answers. Four teachers at an upper secondary school have been interviewed and the empirical data collected have been evaluated together with the theory chosen. The theory used in this study is a mixture of approaches for teaching a foreign language in schools. We have chosen approaches like code-switching, task-based learning, the communicative approach and a basic methodology of how to plan and evaluate the activities chosen. Lastly, we have been looking at the commentary section on the syllabus for foreign languages on stage 3 made by Skolverket (2011) in order to easier interpret the grading criteria in the syllabus. Briefly, the results showed that it is better to create smaller groups when teaching the communicative skill and that the advantageous tasks can consist of images to describe and genuine and adequate questions which concern the student’s personal life. This can generate that the students talk and express their thoughts more freely than with activities in larger groups and with display questions.
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Reynolds, Adrian K. "Intersections of Contexts and Concepts in Learning to Teach: A Qualitative Case Study of the Appropriation of the Communicative Language Teaching Approach by Pre-service Teachers of Spanish in the United States." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338306655.
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Postolachi, Irina. "Du texte à la scène - Didactique du Français Langue Étrangère par les approches théâtrales en République de Moldavie." Thesis, Paris 3, 2020. http://www.theses.fr/2020PA030007.
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Notre thèse, rédigée dans le cadre de la Didactique des Langues et des Cultures, explore les potentialités du texte de théâtre en tant qu'outil pédagogique pour la classe de FLE de niveau secondaire. Dans une croisée interdisciplinaire, nous avons débuté notre projet de thèse : « Du texte à la scène - Didactique du Français Langue Étrangère par les approches théâtrales en République de Moldavie », à partir d’extraits de la pièce L’Avare de Molière et dans une perspective particulièrement nouvelle de l’appropriation de la culture étrangère, ainsi que de l’épanouissement artistique de l’élève et du futur citoyen. C’est dans cette dynamique que nous avons mis en place en tant qu’outil d’insertion pédagogique, un atelier de théâtre, auprès d’un groupe d’apprenants dans deux classes de FLE de XIIe, dans un des lycées du nord de la Moldavie. L’objectif de ce travail a été de présenter, premièrement, un bilan de la situation actuelle de l’enseignement des langues en République de Moldavie dans le secondaire, plus spécifiquement du statut de la langue française qui a pour particularité d’être en seconde position (depuis son recul important qui débuté en 2010) derrière l’anglais, première langue étrangère enseignée dans les grandes villes. Nous nous sommes interrogée également sur les rôles et la place des manuels scolaires dans la classe moldave de FLE. Ensuite, nous avons tenté d’identifier les raisons des difficultés de la production orale des apprenants moldaves dans deux classes de FLE de XIIe (situées entre les niveaux B1 et B2 du CECRL), recherche réalisée à partir d’une enquête de terrain.Le deuxième axe de notre recherche consiste à réfléchir sur les contributions que peut apporter la pratique théâtrale pour le développement de l’expression orale en classe de FLE, notamment dans la gestion du malaise lié à l’insécurité langagière, psychologique et relationnelle des apprenants moldaves confrontés à la difficulté du passage à l’acte lors de la prise de parole en français. Nous avons étudié la possibilité d’élaborer dans un nouvel enjeu didactique l’évaluation de la performance des apprenants dans le cadre de l’enseignement par compétences, à l’aide des textes choisis dans la comédie française du XVIIe siècle afin de mesurer la rentabilité de cette méthode pédagogique, le type et la qualité de l’interaction produite, la satisfaction de l’apprenant et l’efficacité de l’enseignement. Deux hypothèses de départ ont orienté notre recherche : 1. La passivité verbale des apprenants moldaves en classe de FLE est en lien étroit avec leur sentiment d’insécurité dans la pratique de la langue ;2. Le théâtre pratiqué dans la classe de FLE incite les élèves à produire du langage dans une situation significative qui leur permet de s’approprier la langue. Les pratiques théâtrales développent et favorisent l’improvisation et l’expression spontanée des apprenants. C’est aussi un véhicule privilégié pour la transmission des éléments socio-culturels du langage. Nos hypothèses ont été mises à l’épreuve par le biais d’une expérience théâtrale, à partir de laquelle nous avons réussi à analyser les particularités des activités artistiques sur le plan linguistique, corporel et gestuel, mais aussi d'un point de vue relationnel. Ce dernier élément nous a permis d'observer de plus près le rôle de l'enseignant, la préparation pédagogique spécifique et les difficultés que cela implique (choix du texte, préparation de l’atelier théâtral, gestion du temps, les limites inhérentes à cette dynamique et les obstacles qu’il peut rencontrer), le mode d’évaluation possible pour un tel enseignement, la prise en compte des capacités d’implication des apprenants<br>Our thesis, based on the Didactics of Languages and Cultures, explores the potential of theater text as a pedagogical tool in classes of French as a Foreign Language (FFL). In an interdisciplinary cross, we started our thesis project : « From the text to the stage - Didactics of French as a Foreign Language through Theatrical Approaches in the Republic of Moldova », based on excerpts from L’Avare by Molière and in a particularly new perspective of the appropriation of foreign culture, as well as the artistic flourishing of the pupil and the future citizen. It is in this dynamic that we set up as a teaching insertion tool a theater workshop, with a group of learners from two 12th forms that study FFL in one of the high schools from the North of Moldova.The purpose of this work was to present, firstly, a review of the current situation of language teaching in the Republic of Moldova in secondary education, more specifically the status of the French language which has the distinction of being in second position (since its significant decline that began in 2010) behind English, the first foreign language taught in major cities. We also wondered about the roles and place of textbooks in the Moldovan class of FFL. Then, we tried to identify the reasons for the difficulties of the oral production of Moldovan learners in two classes of 12th form studying FFL (their communicative competences being located between levels B1 and B2, according to the CEFRL scale of evaluation), research carried out by means of a survey.The second goal of our research is to reflect on the contributions that theatrical practice can bring to the development of oral expression in French as a foreign language, especially in the management of the difficulties related to the linguistic, psychological and relational insecurity of Moldovan learners that find it difficul to act out while speaking French.We studied the possibility of elaborating from a new didactic perspective, the assessment of the performance of learners in the framework of teaching by skills, based on texts chosen from the French comedy of the seventeenth century : though measuring the profitability of this teaching method, the type and quality of the interaction produced, the satisfaction of the learner and the effectiveness of the teaching.Two initial hypotheses guided our research :1. The verbal passivity of Moldovan learners in the FFL classroom is closely related to their feeling of insecurity in the practice of the language ;2. Theater in the FFL classroom encourages students to produce language in a meaningful situation that allows them to appropriate the language. Theatrical practices develop and promote improvisation and the spontaneous expression of learners. It is also a privileged vehicle for the transmission of socio - cultural elements of language.Our hypotheses were tested through a theatrical experience, thanks to it we managed to analyze the peculiarities of the influence of artistic activities on various elements like body, voice and gestures, but also from a relational point of view. This last element allowed us to observe more closely the role of the teacher, the specific pedagogical preparation that implies, the difficulties (choice of the text, preparation of the theater workshop, time management, the limits inherent to this dynamic and the obstacles that it may encounter), the possible evaluation method for such teaching, the taking into account of the learners' involvement capacities
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Гупал, Марина Олексіївна, та Maryna Oleksiivna Hupal. "Комунікативний підхід у навчанні англійської мови дітей старшого дошкільного віку". Master's thesis, 2021. http://repository.sspu.edu.ua/handle/123456789/11892.
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У дослідженні з’ясовані теоретичні основи застосування комунікативного підходу в навчанні англійської мови дітей старшого дошкільного віку; теоретично обґрунтовано методику реалізації комунікативного підходу в навчанні англійської мови дітей старшого дошкільного віку; експериментально перевірено ефективність методики реалізації комунікативного підходу в навчанні англійської мови дітей старшого дошкільного віку; розроблено навчально-методичні рекомендації щодо реалізації комунікативного підходу в навчанні англійської мови дітей старшого дошкільного віку. З цією метою застосовано теоретичні та емпіричні методи дослідження, а також методи математичної статистики.<br>The study clarifies the theoretical basis of application of the communicative approach in teaching English language to senior preschool children; the method of realization of the communicative approach in teaching English to senior preschool children is theoretically substantiated; the effectiveness of the method of implementing the communicative approach in teaching English to senior preschool children was experimentally tested; educational and methodological recommendations for the implementation of the communicative approach in teaching English to senior preschool children were developed. For this purpose, theoretical and empirical research methods, as well as methods of mathematical statistics were used.
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Prucek, Jan. "Didaktické využití hudebních aktivit ve výuce francouzské výslovnosti." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322166.
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Title of the thesis: Developing pronunciation through musical activities in French lessons Keywords: communicative approach, phonetics, phonology, pronunciation, prosody, activity, music, rhythm, rhythmisation, melody, tempo, intonation, accent, song, rap, facial expressions Abstract: This thesis deals with the teaching of French phonetics, considers the status of phonetics in communicatively oriented teaching, and comes to the fact that the teaching of phonetics and phonology is not a priority in the communicative approach. The work demonstrates the importance of such teaching, and therefore explores how the teaching of pronunciation or some of its components could be made more attractive. Based on the proven relationship of music and language, both as auditory phenomena, this thesis approaches the interwoven elements of these two areas. The aim is to explore how the musical elements, such as: rhythm, melody, tempo, phrasing, etc., could be used in the teaching of French pronunciation - especially at the suprasegmental level. The work offers a basic inventory of exercises which benefit from this characteristic and which has been verified in practice, and in the final analysis summarises their effectiveness in foreign language teaching.
Books on the topic "Communicative-activity approach"
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Bocharova, Marina, and Marina Mel'nichuk. Methodological foundations of the pedagogical effectiveness of a foreign language teacher in a non-linguistic university. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2171110.
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The purpose of this textbook is to improve the key performance indicators of teachers of foreign languages in non-core specialties in higher education in modern realities. Solutions to the problems of effective planning, working with multi-level groups, the correct application of methods and techniques of a communicative approach depending on the stage and component of the lesson, the competent use of electronic and digital resources, effective training in all types of speech activity are proposed. For teachers of foreign languages and graduate students studying in the scientific specialty 5.8.2 "Theory and methods of teaching and upbringing (by field and level of education)", as well as students of the advanced training system, specialists whose professional interest lies in the field of teaching foreign languages in non-linguistic universities.
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Koplyakova, Ekaterina, and Yuriy Maksimov. German: Management in tourism. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.
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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities. 
 It meets the modern requirements of domestic and foreign methods and psychology of teaching foreign languages in non-linguistic universities.
 It is intended for bachelors of non-linguistic universities who study German as a second foreign language in the context of a competence-based approach.
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Branciforte. Parliamo Italiano! a Communicative Approach 3E Quia Online Student Activity Manual. Wiley & Sons, Incorporated, John, 2006.
Find full textBook chapters on the topic "Communicative-activity approach"
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Morgenstern, Aliyah. "Chapter 8. The choreography of multimedial procedures and multimodal languaging in French family dinners." In Pragmatics & Beyond New Series. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/pbns.348.08mor.
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In this paper we present a multimodal multimedial approach to multiparty interactions through the analysis of French family dinners in which child and adult participants are engaged in the activities of eating and interacting. The term multimodality is used to refer to the variety of semiotic resources (gesture, speech, facial expressions, gaze) engaged in languaging (Linell 2009), and multimediality to refer to the media used in context to construct meaning (such as communicative manipulative actions/languaging). Our aim is to capture the multiple deployments of the embodied behaviors of dinner participants, and children’s progressive socialization to multiactivity. We show how family members collaboratively manage the accomplishments of multiple streams of activity and coordinate their temporal organizations through the embodied performances of eating and interacting (Goodwin 1984). The families consist of two adults and one to three children. We illustrate how children are progressively socialized to the art of dining which involves food consumption and conversation. They learn to deploy multimedial procedures in a multitude of skillful variations in the collective coordination of bodies, activities and artifacts.
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Holubova, Hanna. "THE ROLE OF THE COGNITIVE-COMMUNICATIVE APPROACH IN THE FOREIGN LANGUAGE TEACHING: THEORETICAL ASPECTS." In Pedagogical concept and its features, social work and linguology, 2nd ed. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/pcaifswal.ed-2.03.
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The scientific research is devoted to the investigation of the cognitive-communicative approach in the foreign language teaching. It is emphasized that for providing language proficiency at the level that would allow the use of the foreign language in professional activities, students’ positive motivation must be paid great attention as the incontestable factor in successful learning. Teaching a foreign language based on cognitive communicative technologies is one of the most dynamically developing areas in the methodology, whereas the leading role in its implementation is played by the communicative principle and the principle of consciousness, being the base of forming an adequate understanding of speech phenomena and skills, as well as the ability to apply them in real communication. The cognitive-communicative approach is understood as such organization of the educational process, the basis of which is students’ communicative interaction, which provides their participation as an object and subject of cognitive activity.
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KAMENOVA, Dimitrina, Svitlana ARKHYPOVA, and Vesselina DIMITROVA. "SUGGESTOPEDIC APPROACH IN AN EDUCATIONAL ENVIRONMENT MODEL FOR THE HARMONIOUS DEVELOPMENT." In MODERN TRENDS IN THE SCIENCE, EDUCATION AND BUSINESS: Monograph. Varna University of Management, 2024. http://dx.doi.org/10.54055/wvww8110.
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This study aims to enlighten the need for a shift in focus towards some still unexplored psychological aspects of a student`s functioning in a pluralistic, pulsating, and flexible educational environment. It reveals resources for its harmonious development through a model of its construction. It is based on the synergistic effect between sustainable transversal skills and variable, according to socio-economic conditions, key competences. The synergy integrates in the model the personality, communicative, sociocultural, methodological, emotional, activity-practical, and physical components. This is achieved through the psychological aspects of the two levels of education as a suggestopedic communicative framework - the level of conscious activity and the level of the unconscious psychological reactivity of the learner. Its utilization provides pathways for transforming pedagogy into an art and the teacher into a creator.
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Alsyouf, Amjad. "Cento as a creative writing approach to language learning." In Literature in language learning: new approaches. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1093.
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Creative writing can be both an effective and attractive English learning activity at university departments where students speak English as a Second Language (ESL). Language skill courses might not be always effective enough in improving learners’ communicative skills and motivating them to learn, particularly when adopting old style grammar-translation based methods. Involving creative writing as a method to teach language can play a significant role in prompting the students to improve their communicative skills. This study proposes employing a creative writing course as a new method to address L2 learners lacking motivation. It particularly relies on using cento poetry as a teaching activity. A cento is a poem made up of lines the learner selects from different poems by one or more poets. The learner consequently has to read several poems, understand their linguistic structures, and grasp the meaning of their vocabulary to begin writing their own work. It is against this background that this study examines the advantages of using cento poetry in ESL classes aiming to enhance language learning.
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Oleshko, V. F., and E. V. Oleshko. "Model Approach to the Digital Transformation of Media." In Mass media as a mediator of communicative and cultural memory. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3074-4.5.
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During the crisis periods of modern times, it was seen that the changes in the vectors of practical activity are not only related to the economic sphere of Russia and many other countries but the trends that form the communications market in general and the mass media, in particular, are transformed to the greatest extent. This was especially evident in the first half of 2020 when the world was overwhelmed by the coronavirus pandemic, and digital technologies defined the essence and prospects of not only professional or interpersonal relations but also the sphere of politics, economics and culture. Therefore, it is logical that in the fifth and final part of the monograph “Mass Media as a Mediator of Communicative-Cultural Memory”, the authors described and systematized the ways of transformation of communicative-cultural memory, characteristic for “analogue” and “digital” generations of the mass audience, as well as highlighted the actual problems of forming the priorities of personal awareness of their socio-cultural identity. It is shown that the model of effective transmission of communicative-cultural memory to the “digital” generation, developed based on theoretical analysis and empirical data obtained during a decade, differs from other social models primarily by such essential elements as creative and technological and dialogic components of everyday work of subjects of information activity. It is they who determine the effectiveness of generational mutual influence through the media, acting as a mediator. At the same time, the hypothesis that mass media consumers are considered to be of different generation groups is confirmed. It is proved that the rapid and irreversible process of the global Network expansion has transformed many executive intents of the power structures of society in the majority of vital spheres not only socio-political, economic, professional, educational, etc. of individuals’ activity, but, first of all, in the socio-cultural sphere formed by the resources of the communicative memory of the nation. On the example of the mass media of the Khanty-Mansiysk Autonomous Okrug and the Russian-speaking press of the United States, it is also proved that one of the features of the modern development of multicultural countries and regions, as well as individual societies included in them, is the use of a strategy of ethnocultural neo-traditionalism, which is most often reflected in the actualization of historical memory and potential of the past, in focusing on artefacts characterizing certain aspects of communicative-cultural memory, in ethnocultural consolidation, in reproduction, “invention” and “promotion” of traditions, etc. The study concludes that the effective functioning of the media as a mediator of communicative-cultural memory, especially in the context of its transmission to the “digital” generation, involves the use of modelling principles not only to plan but also to predict the effectiveness of this activity. Since the social and managerial approach to the problem of generational mutual influence under conditions of permanent technological transformations is the least studied in media theory, the authors have fixed the basic elements of the model of development of regional journalism of the digital age in the context of professional culture. These include self-organization of the media community, mobilization and activation of public authorities’ resources, public control through the media and citizen journalists over the effectiveness of criticism of the region’s power structures, changes in the system of journalism training and media education, and some others.
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González Fernández, Adela. "An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education." In International Perspectives on Modern Developments in Early Childhood Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch003.
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The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.
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González Fernández, Adela. "An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education." In Research Anthology on Bilingual and Multilingual Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch022.
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The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.
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Kraeva, А. A., та E. P. Kovalevskaya. "TEACHING FIRST-GRADERS COHERENT SPEECH DURING LITERACY TRAINING: PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS". У ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ. ФГБОУ ВО «АлтГПУ», 2022. http://dx.doi.org/10.37386/2687-0576-2022-4-221-226.
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In the article, the authors address the problem of speech development of younger schoolchildren. In the light of the renewal of modern education in primary school, the problem of teaching coherent speech remains relevant, since the main principle of teaching is a system-activity approach based on the formation of meta-subject universal educational actions in younger schoolchildren. One of the elements of metasubject DMS are communicative DMS. Based on the study of the content of the work on teaching coherent speech to younger schoolchildren, the main difficulties that first-graders face when composing a coherent utterance are identified. The allocation of communicative and speech skills, taking into account the general didactic principles of teaching, the implementation of a system-activity approach in literacy lessons - all these conditions allow first–graders to successfully form the skills of coherent speech and further develop them.
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Frolova, Olga Arkadevna. "Communicative Business Game as One of the Interactive Methods of Teaching A Foreign Language in a Non-Linguistic University." In Modern educational technologies: Pedagogy and Psychology. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-112600.
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The chapter considers methodological approaches to the development of business communication skills of students of a non-linguistic university in a foreign language based on educational speech situations that allow reconstructing the conditions of business intercultural communication that are significant for educational purposes. In the context of interactive, situational and communicative approach, some stages and features of the development of intercultural business communication are specified. The advantage of a communicative task from a methodological point of view as a stimulus for speech activity and a means of managing the student's speech behavior in a specific situation of intercultural business communication are noted. A business game is characterized as the most effective stage of teaching a foreign language in the field of intercultural business communication; recommendations are given for the use of business games in the educational process of a non-linguistic university. The conceptual foundations of gaming technologies are described and the methodology of their use within the framework of interactive and communicative approaches is substantiated.
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Soboleva, Aleksandra V. "A Cognitive Style-Inclusive Approach as a Means of Learner-Centered EFL Teaching Mode Implementation." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch008.
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This chapter describes a methodology for developing English as a foreign language (EFL) communicative skills with respect to students' cognitive styles in the context of intercultural communication. A cognitive style-inclusive approach is now considered one of the most efficient ways to tailor teaching frameworks to the needs of each student. The chapter explores a number of psychological and pedagogical conditions that contribute to the efficient implementation of a learner-centered paradigm in the context of EFL education at the university level. Such aspects as students' involvement in the intercultural context, modelling the conditions of intercultural dialogue, the variability of content types and forms of learning activity, the complexity of information processing strategies, and polymodal cognitive experience are described, and their potential value for the developed methodology analyzed. Ways these can support students' communicative and cognitive development in EFL courses, in addition to teachers' efforts to create a rich and effective learning environment, are explored.
Conference papers on the topic "Communicative-activity approach"
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Urazayevа, Kuralay, Gulnur Yerik, and Aliya Aitpayeva. "Lesson on Russian Literature based on the communicative-activity approach (literary tale)." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1029.
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Kuteneva, I. E. "USING A CONTEXTUAL-COMMUNICATIVE APPROACH IN PREPARING FUTURE MANAGERS FOR INTERCULTURAL COMMUNICATION." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.145-150.
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The article gives definitions of concepts: context, professional context, contextual learning, communicative approach, manager, management and intercultural communication. The classification of contexts is given. Types of professional context are indicated. The idea and principles of contextual learning are described. The basic unit of the content of education and the basic unit of student activity in contextual learning are considered. The implementation order and the idea of contextual learning are indicated. Learning models are listed. The requirements of contextual learning are described. The purpose of the communicative approach is indicated. A brief historiography of the communicative approach is considered. The main task, principles and advantage of the communicative approach are described. The points of genuine communicativeness in language teaching and the principles of a communicative approach are considered. The functions and roles of the manager in the organization are described, the qualities of the manager are listed. The object and task of management are indicated.
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Dolgopolova, E. E. "COMMUNICATIVE ASPECT OF LIBRARY ACTIVITY AS AN OBJECT OF SCIENTIFIC STUDY." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-363-374.
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The article examines results of analysis of scientific works dedicated to communicative aspect of library activity.
 It is established that this subject is studied in terms of social functions, public role, institutional characteristics of libraries, as well as communicative processes occurring in different social fields and types of activity focused on reception and transfer of socially and professionally important information. The article grounds the perspectives of space and time approach to further scientific researches.
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Galym, Aiganym, and Valentina Maximova. "IMPROVING THE APPROACH TO THE IMPLEMENTATION OF FOREIGN LANGUAGE COMMUNICATIVE ACTIVITIES OF STUDENTS IN THE CONTEXT OF THE UPDATED CONTENT OF EDUCATION." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(11).
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This article is devoted to communicative activity of students, which is a necessary component in learning any foreign language. The authors reveal the importance of improving the approach to the implementation of tasks in the lessons with communicative orientation, as well as the use of modern approaches in foreign language teaching in accordance with the leading challenges and strategies of the updated content of education of the Republic of Kazakhstan. The author analyzes modern methods and techniques aimed not only at improving the communicative skills of students, but also in parallel contributes to the development of critical thinking skills and the formation of functional literacy students.
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Israilova, Dilorom. "INTERACTIVE METHODS IN FOREIGN LANGUAGE LESSONS." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./ktvx5115.
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This article analyzes the importance of using interactive methods to organize foreign language lessons in an interesting and effective way. The author highlights the effectiveness of the teacher's creative approach, the use of various game styles and innovative methods during the lesson in the formation of communicative competence. Interactive exercises, visual methods and dialogue-based approaches are presented to consolidate knowledge, develop oral speech, and increase student activity. Also, methods for correcting errors during the lesson, question-and-answer techniques, and recommendations for increasing speech activity are given. The author emphasizes that modern technologies are an important basis for developing students' communicative competence in the process of teaching a foreign language.
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Skrypnyk, N. I. "The role of the communicative-activity approach in the teaching of the native language." In INTERACTION OF THE EXPERIENCE OF POST-YUGOSLAV AND UKRAINIAN AREAS: CULTURAL, LINGUISTIC, LITERARY, ARTISTIC, HISTORICAL, AND JOURNALISTIC ASPECTS. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-393-4-15.
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Davlatov, Keldiyor, Lola Ilieva, Malohat Djumaniyazova, and Aisafar Murtazaeva. "Development of professional communicative competences of students'." In Research for Rural Development 2024 : annual 30th international scientific conference. Latvia University of Life Sciences and Technologies, 2024. https://doi.org/10.22616/rrd.30.2024.050.
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In our republic in the process of preparing students for professional activity one of the urgent tasks is considered to be the development of their professional speech. It is very important for todayʼs specialist to be competent, competitive and able to communicate effectively in his future activity. However, the main problem is the teaching of professional culture and the holistic development of professional communicative competences. The aim of the article is to develop recommendations and methodological guidelines to ensure the cultural communication of future professionals. In particular, the experiment proves that the student should feel the benefit of learning a foreign language in the future and get used to independent work on the subject, and gradually the motivation to learn the language will appear. The study highlights the role of foreign language teaching in the interdependence of ‘language - communication - profession - cultureʼ, the interdependence of language and culture in the development of language skills, the systematic approach to the study of professional terms. It is a well-known fact that students, in addition to acquiring lexical and grammatical knowledge of a foreign language, should also have a perfect command of the culture and values of their country and of the country where the language is learnt. In order to effectively implement the business communication situation in the classroom, it is desirable for the student to ‘understand the foreignerʼ, to study and master the culture of the foreign country, the accepted rules and values. While doing research, the methodological recommendations and instructions for the systematic organization of foreign language teaching are given.
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Mohatle, Seabata Ambrose. "ADVANCING MEASURES FOR TRANSITIONING MOTHER-TONGUE (SESOTHO) IN FOUNDATION PHASE TO ENGLISH IN INTERMEDIATE PHASE AS LANGUAGE OF LEARNING AND TEACHING." In ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202250.
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The purpose of this study was to design measures that should be included in a framework for the use of English as a Language of Learning and Teaching in a classroom interaction approach to enhance learners’ communicative competence in the Intermediate Phase. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English as Language of Learning and Teaching (LoLT) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as advancing measures, albeit there is superficial implementation of some of these activities in the Intermediate Phase LoLT classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching LoLT to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching LoLT in the classrooms. The research was undertaken at five public primary schools, but the focus was on the Intermediate Phase at Motheo District of Free State Province. It was found that most of the teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that LoLT teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the Curriculum and Assessment Policy Statement (CAPS) document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. Keywords: English as Language of Learning and Teaching, Curriculum and Assessment Policy Statement, Communicative competence
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Lukina, Oksana, Anheliena Dubskikh, Yulia Savinova, and Ann Butova. "ORIENTED FOREIGN LANGUAGE E-COURSES: ELABORATION AND ASSESSMENT (BASED ON EXTEND PROJECT EXPERIENCE)." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-136.
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In the modern world the role and the quality of the international communication has changed greatly. In the past decades globalization of economy, science and development of communicative technologies resulted in expansion of international connections and engaging a great number of scientists, teachers, students and staff of national and international companies into international communication. The professional activity of all these people is impossible without foreign language proficiency. Thus, communication in foreign languages is becoming a key component of future professional activity. In this regard, the role of the discipline "Foreign Language" in non-linguistic higher educational institutions has been significantly increased. A professionally-oriented approach to teaching a foreign language in technical universities is becoming especially relevant nowadays. This approach includes building students' foreign language capacity in specific professional, business and scientific situations, taking into account the peculiarities of professional thinking. The professionally-oriented education involves mastering professionally-oriented foreign language as well as developing personal traits of learners, their knowledge of the culture of the English speaking countries, and acquiring special skills, based on professional and linguistic knowledge. The use of new information technologies in teaching is one of the most important aspects of improvement and optimization of the educational process, upgrading of teaching tools and methods, which will allow to vary methods of work and make the learning process more interesting and exciting for students. The goal of the research is to examine new ways of using ICT in the process of elaboration of a new course "Professionally-Oriented Foreign Language" by the lecturers of NMSTU. The authors emphasize that ICT serve not only as a means to deliver materials, but as a means of control as well. They provide a high quality of the material presentation and use various communicative channels (textual, sensory, graphic, sound, etc). New technologies enable us to individualize and intensify the learning process, overcome the psychological barrier of a learner, who is not able to use the language as a means of communication. One more positive aspect of using ICT in the educational process is its ability to make the process of learner's assessment more objective (tasks with pre-set criteria of assessment help to avoid subjectivity of assessment).
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Ivanchin, Artem, Dmitry Smirnov, Aleksander Smirnov, and Elizaveta Solovyova. "Prevention of extremist behavior in educational institutions: psychological and legal problems." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.jlvi7980.
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The purpose of this particular study is to search for methods aimed at preventing extremist behavior in educational and other organizations. An interdisciplinary approach was used in this work, as well as methods of analysis, synthesis, generalization and classification, psychodiagnostic methods. As a result, a package of methods has been proposed in order to identify the propensity for extremist activity among students and university staff. Among them there are the following ones: the Methodology for diagnosing the dispositions of violent extremism, the Methodology for identifying the “Bullying Structure”, the Bass-Darki Aggressiveness Questionnaire, Destructive Communicative attitudes, Socio-psychological adaptation. Their capabilities and limitations have been also described. The proposals for improving labor legislation are substantiated and put forward, including an instruction legalizing the use of psychological techniques in Article 70 of the Labor Code of the Russian Federation (hereinafter referred to as the Labor Code of the Russian Federation). It is concluded that the use of these techniques in relation to employees is permissible only if they diagnose their business qualities. As for the students, in relation to them, the use of the considered package of methods is permissible only on a voluntary basis. Any comprehensive studies of this kind at the intersection of law and psychology in the field of countering extremism in the higher education system in our country have not been conducted.
Reports on the topic "Communicative-activity approach"
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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.
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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.
Full textAbstract:
The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4444.
Full textAbstract:
The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.