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Journal articles on the topic 'Communicative and lexical competence'
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1
Mehdi, Ghusoon. "Lexical Relations and the Use of Communication Strategies: A Competence Analysis Study." Kufa Journal of Arts 1, no. 3 (2008): 88–123. http://dx.doi.org/10.36317/kaj/2010/v1.i3.6515.
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In order to be active and independent, language learners, specially those who are not described as good language learners, need training in using the different types of language learning strategies. Among them communication strategies which are used in most cases to deal with lexical gaps , that is the lack of a lexical item . The study farwards the analysis and the study of the individual aspects of communicative competence separately instead of studying communicative competence as one whole unit. Being very important for both processes communication and language learner , the study focuses on one of the linguistic aspects of communicative competence , lexical competence . It refers to learner's knowledge of lexical items and the lexical relations that exist between them. The study investigates its nature , its analysis , and its development . A test is constructed to diagnose areas of strength and weakness in learner's lexical competence and it concludes that developing learners lexical competence involves providing learner's with knowledge of lexical relations in a way that helps them to overcome their weaknesses as well as providing them with instructions on how to select and use the approperiat vocabulary learning strategies
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Starodubtseva, O. G. "LEXICAL COMPETENCE AS THE LANGUAGE BASIS OF MEDICAL STUDENTS’ COMMUNICATIVE COMPETENCE." Bulletin of Siberian Medicine 12, no. 3 (2013): 127–31. http://dx.doi.org/10.20538/1682-0363-2013-3-127-131.
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The article is devoted to questions of the formation of foreign-language lexical competence as the language basis of Medical students’ communicative competence, the main concepts relating to the lexical aspect of foreign language training are interpreted, the attention is paid to the lexical component as the most essential one of both expressional and receptive types of speech activity, levels of the formation of lexical competence as necessary stages of its gradual development are shown. The author pays attention to lexical skills as the integral structural component of foreign-language professional lexical competence in a framework of interdisciplinary connections characterizing their features and conditions of its development, the advantage of lexical competence formation on an interdisciplinary basis is pointed out while taking into consideration the linguistic features of the language material and also applying the results of students’ educational activity.
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Caro, Keiby, and Nayibe Rosado Mendinueta. "Lexis, Lexical Competence and Lexical Knowledge: A Review." Journal of Language Teaching and Research 8, no. 2 (2017): 205. http://dx.doi.org/10.17507/jltr.0802.01.
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Lexis is one essential component of language and language development. Limited lexical knowledge can lead EFL learners to frustration and demotivation. To reach a higher level of development in the four basic communication skills, learners should have a basis of lexis that allows them to do so. One of the factors affecting the ongoing development of communicative competence is neglecting the systematic teaching of lexis. Teachers’ lack of knowledge of the lexical field has contributed negatively to this current situation. To meet these needs, this article reviews concepts such as lexis/vocabulary, lexical competence and knowledge and size and depth of lexical knowledge. It discusses new perspectives that could help language teachers develop conceptual knowledge to handle lexical instructional practice.
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Оlga, Kosovych, and Sokol Maryana. "Linguo-didactic aspect of formation of the professionally-oriented lexical competence of students of the specialty "Jurisprudence"." ScienceRise: Pedagogical Education, no. 2(35) (March 31, 2020): 4–7. https://doi.org/10.15587/2519-4984.2020.195947.
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The article notes that the generated lexical competence involves the mastery of the students with the values of a lexical unit, its spelling and pronunciation, knowledge of the grammatical forms of a word, synonyms and antonyms and by mastering the rules of compatibility with other lexical units. Exercises are an integral part of the formation and improvement of the professionally-oriented lexical competence. They are used at the stages of forming and developing lexical skills. The foreign language professionally oriented vocabulary teaching is based on general didactic principles (availability; scientific content; consciousness; activity; systematic character; consistency and durability of mastering of knowledge, abilities and skills; use of visual methods) and methodological principles (stimulating and motivating a positive attitude to learning a foreign language for specific purposes; considering the individual characteristics of students; professional orientation of teaching foreign language vocabulary; taking into account the degree of professional training of students and the conformity of the content of foreign lexical material to needs of their future professional activities); the principle of systemic learning of a professionally-oriented lexical material on the basis of complex non-communicative and conditionally communicative exercises with an interrelated improvement of skills and abilities of reading, speaking and writing professional orientation, as the formation of the professionally oriented lexical competence should be arranged through the set of exercises, in which the basic principles and training content are implemented. The formation of the professionally-oriented lexical competence has an impact on the improvement and development of the professionally oriented foreign language communicative competence as a whole. The ability to read and understand professionally-oriented literature and carry out professional communication depends on the level of lexical competence formation. In general, in the context of contemporary education the attention should be focused primarily on the new standards, the idea of which should be based on the competence approach, which includes the formation of general competences and needs of the labor market. To stop the outflow of future or practicing lawyers is possible only due to the quality of higher education, which is constantly growing, and is aimed at the expectations of the labour market, as well as it is pursuing a preemptive tactic. Today it is necessary to conduct the mandatory formation of general competences, readiness for the challenges that may appear in the near future
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Lutkovska, Nataliia. "CRITERIA TO ASSESS COMMUNICATIVE FL COMPETENCE IN MONOLOGUE PRODUCTION OF ECONOMICS MAJORS IN THE PROCESS OF AUDIOVISUAL IMPLICIT SPECIALIZATION." АRS LINGUODIDACTICAE, no. 3 (2019): 30–38. http://dx.doi.org/10.17721/2663-0303.2019.3.04.
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Background: Professionally oriented training implies involvement of professional knowledge and job-related skills. However, non-linguistics majors at the primary stage of tertiary education have no experience in specialism-related areas and situations. As a result, they fail to communicate effectively in the professional environment. To solve the problem, E. Miroshnichenko has introduced ‘implicit specialization’, i.e. integrated development of socio-cultural and professionally oriented communicative FL competence in non-professional communication spheres. The researcher implements her teaching strategy based on printed materials, whereas the author of this paper advocates a somewhat different approach: communicative competence in English can be acquired through audiovisual implicit specializing. Purpose. The assessment system is an integral and essential part of teaching and learning. It should provide valid and reliable measures for evaluating communicative FL competence. The purpose of our research is to develop assessment criteria for measuring the development of communicative FL competence in monologue production in the process of audiovisual implicit specializing of would-be economists. Results. Given non-linguistics specialization of students, their FL proficiency level and primary stage of tertiary education, we offer the following criteria to assess communicative FL competence: 1) relevance of a monologue to the communicative situation; 2) accuracy and appropriateness of vocabulary; 3) pronunciation accuracy; 4) grammar accuracy and range of grammatical structures; 5) speech tempo; 6) number of simple and compound sentences in the utterance. In the context of communicative approach, when assessing accuracy and appropriateness of language use, it is essential to take notice only of those lexical, grammatical and phonetic mistakes that distort the meaning and interfere with students’ ability to produce comprehensible utterances. To illustrate the assessment procedure, the article provides some assignments and samples of students’ answers. Discussion. Application of the above-mentioned criteria to assess socio-cultural and professionally oriented communicative FL competence in monologue production of Economics majors verifies practicability of communicative FL competence development based on audiovisual implicit specializistion. Situational models of communication incorporating lexical units of economic register in non-professional communication presented in videos are of primary importance for successful development of lexical competence both at the primary and follow-up stages of tertiary education. Pronunciation standards provided by video facilitate the qualitative upgrading of pronunciation skills
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Vetulani, Zygmunt, and Grażyna Vetulani. "Towards Lexicon-Grammar Verbnets Through Lexical Ontologies." Neophilologica 2019 35 (December 29, 2023): 1–32. http://dx.doi.org/10.31261/neo.2023.35.22.
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In this article, we present research directly inspired by the Princeton WordNet lexical ontology project (Miller, Fellbaum), which was a response to the real need for ontologies corresponding to the natural conceptualization common to all language users, within a given natural language, or within a specific sublanguage. Lexical ontologies for a given language or language subsystem determined by the scope of communication needs turn out to be useful and even necessary for constructing formal models of linguistic competence and, consequently, for designing and implementing AI systems with linguistic communicative competence, both passive and active. An important milestone of the research program presented in this work is the acquisition of tools in the form of extensive lexical ontologies of a new type, referred to in this work as Lexicon-Grammar Verbnets. In the article, we refer to the works of authors such as: Alain Colmerauer, Charles Fillmore, Christiane Fellbaum, Gaston Gross, Maurice Gross, Thomas R. Gruber, Richard Kittredge, George A. Miller, Martha Palmer, Kazimierz Polański, and Piek Vossen.
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Borasheva, Aybolgan. "The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences." Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia 1, no. 4 (2024): 9. http://dx.doi.org/10.47134/ptk.v1i4.898.
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Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.
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Bobyreva, Ekaterina, Marina Zheltukhina, Mariana Busygina, and Olga Khudobina. "Overcoming psychological barriers in discourse interaction in the era of information." SHS Web of Conferences 109 (2021): 01009. http://dx.doi.org/10.1051/shsconf/202110901009.
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The article deals with the types of communicative competence in different types of discourse. Communicative competence refers to the ability to predict a communicative situation in a specific area of communication which becomes important in the era of information, to manage the process of communication in a certain situational environment. Levels of language personality formation are distinguished. The concept of a psychological barrier arising in the process of communication is given. Psychological barrier refers to a condition that impedes full development and manifestation of a personality. Multilevel character of communicative competence is shown, levels of its formation are distinguished; such types as lexical, textual and discourse competence are considered. As a person enters discourse space and develops communicative competence, his emotional state changes – from negative or neutral emotions to positive emotions. The question is raised about the possibility of communicative failures caused by communication barriers arising during communication. Types of communicative barriers, their characteristics and ways to overcome them are considered; besides, barriers related to insufficient proficiency in a particular level of language (phonetic, lexical, stylistic) are considered. Among the reasons for communicative barriers are: features of communicants’ intelligence; difference in interpreting concepts; difference in vocabulary; misunderstanding of communicative situation; psychological characteristics of partners; social, political, professional, religious differences.Many of these barriers appear in modern society which overcomes specific changes in the era of information. Significance of psychological factor as well as level of formation of emotional competence to overcome emerging communicative barriers is shown.
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ИСАЕВА, А. Х. "ТИПОЛОГИЯ НЕКОТОРЫХ ЛЕКСИЧЕСКИХ ОСОБЕННОСТЕЙ АНГЛИЙСКОГО И РУССКОГО ЯЗЫКОВ В ТЕОРИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ". Actual Problems of study of humanities 2, № 2024 (2024): 295–98. http://dx.doi.org/10.62021/0026-0028.2024.2.295.
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Typology of some Lexical Features of English and Russian Languages in the Theory of Communicative competence Summary The article deals with a small comparative grammar analysis of English and Russian languages and reveals some aspects of communicative competence in the study of these languages. It also analyzes the most effective teaching methods for developing communicative competence. In the modern world, knowledge of foreign languages is becoming vital for a person. And from this point of view, the process of proper language teaching is important. Communicative competence plays a big role in learning foreign languages. In this article, we tried to give a small description of the theory of communicative competence by comparing some lexical features of English and Russian languages. Key words: language, communicative competence, linguistic competence, language competence
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Lehan, Viktoriya, Nataliia Hodovanets, Iryna Muraviova, Maryna Litvinova, and Olga Baibakova. "Formation of lexical competence in foreign philology (English) students during online education." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0506. http://dx.doi.org/10.31893/multiscience.2023ss0506.
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The research aims to examine the implementation of a model for developing lexical competence in distance learning students. It involves surveying educational institutions through the internet to assess their ability to foster lexical competence. The study findings indicate that teachers employ various tools to enhance lexical competence, such as Kahoot! (95.6%), Moodle (95.5%), Duolingo (89.7%), Google Forms (89.6%), Lingohut (89.2%), and Quizlet (84.7%). Moreover, teachers utilize specific exercises to develop lexical competence, including translation of international words into Ukrainian (95.5%), communicative exercises promoting natural speech usage (95.3%), and exercises comparing words with their definitions (89.5%). Regarding lexical competence development in distance learning, teachers employ control tasks, self-checking tasks, test tasks, and project tasks (98.3%), translation of terms (94.1%), use of lexical constructions in communication (93.8%), and exercises for statement correction (92.4%). The study reveals that ICTs have a positive impact on lexical competence development (95.5%), with a small portion (3.3%) expressing uncertainty, and a minority (1.2%) noting certain disadvantages. A model for developing lexical competence in distance learning has been formulated, incorporating clear goals, objectives, and expected outcomes.
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Karimova, Sh T. "THE IMPORTANCE OF THE COMPETENCE APPROACH IN DEVELOPING LEXICAL SKILLS." American Journal of Social Science and Education Innovations 6, no. 9 (2024): 208–12. http://dx.doi.org/10.37547/tajssei/volume06issue09-24.
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In this article, the ways of developing lexical skills in students, their theoretical and practical importance, the level of lexical competence in speech skills and their role in communicative tasks are revealed based on the competence approach.
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Shcherbyna, Svitlana. "To the problem of formation of foreign language communicative competence." Academic Notes Series Pedagogical Science 1, no. 189 (2020): 169–73. http://dx.doi.org/10.36550/2415-7988-2020-1-189-169-173.
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Communicative skills are the leading tendency in the modern methods of teaching foreign languages. The article deals with the aim of such a system of teaching – the establishment of foreign language competence which contributes to the students’ communicative skills. One of the most important component of communicative competence is language competence, that provides on the basis of a decent amount of knowledge as the construction of grammatically correct forms and syntactic constructions, as an understanding the semantic segments of language, organized in accordance with the norms of a foreign language. Undoubtedly, verbal communication is possible only in the presence of language competence. However, removing only the language barrier does not automatically lead to a full-fledged foreign language communication. Rapid growth of international relations puts an increasing number of communicators in need of overcoming not only linguistic, but also cultural and mental barriers. Vocabulary teaching as an integral part of communicative and systemic aspects of foreign language learning is featured. Communication – based techniques of mastering lexical material are proposed. Mastering the purpose of the word, the conceptual functioning of lexical material is aimed at achieving adequate implementation of communicative intent. Useful for the formation and improvement of communication skills is the method of enriching the vocabulary of students by providing synonymous series with an explanation of the difference of meaning. Thus, learning a foreign language is communicatively oriented, so the leading component of the four-single complex of goals is the mastery of language skills for foreign language communication, taking into account its intention, addressee and conditions. Further development of tools and techniques for the formation of components of communicative competence will continue to be relevant in teaching foreign languages to students of non-language higher education institutions, that opens up opportunities for scientific and creative research.
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Kitura, H. Ya, and I. I. Vorona. "COMMUNICATIVE EXERCISES AS A COMPONENT OF FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF FUTURE DOCTORS." Медична освіта, no. 4 (January 6, 2021): 85–90. http://dx.doi.org/10.11603/me.2414-5998.2020.4.11667.
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The article deals with the practical usage expediency of English language communicative exercises as a component of medical students’ professional competence. The essence of foreign language competence as a constituent of the professional culture of Health Care worker is ascertained. The formation of a medical student’s foreign language competence is an important concept of the professional education in higher educational medical establishments and is realized by mastering the features of language competence at its phonetic, lexical and grammatical levels of study. The attention is concentrated on the necessity of educational communicative exersices’ analysis as a core component of English for Specific Purposes (ESP). The problems of special subject contents within the course of ESP, selection of teaching materials, development of students’ communicative component in the mastering of the English language skills are examined. The main components of the medical students’ lexical competence are described; science-based classification system of exercises for the formation of communicative competence is considered; the necessity of lexical mastering for proper opinion formation is emphasized. The examples of communicative lexical exercises for the implementation of professional speech activities of medical students in professional English classes are suggested. The practical usage of the communicative exercises develops speech skills and abilities for an opportunity to evaluate, express own opinions and promote self-development and self-actualization of medical students is clarified in this article.
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Svyrydiuk, V. "Lexical Competence Formative Control in Development of Intercultural Foreign Language Communicative Competence of Prospective German Language Teachers." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (July 21, 2023): 85–94. http://dx.doi.org/10.32589/2412-9283.38.2023.284559.
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Introduction. The article examines the formative control of lexical competence in the conditions of the formation of intercultural communication in the German language. Attention is focused on the interrelation of control objects with the educational program of specialty 014 “Secondary education.” Purpose. The paper shows successful mastery of the lexical aspect; it depends on certain linguistic strategies, expressed through techniques, methods, and means of their implementation. The objects of lexical competence control are described and examples of types of exercises for their implementation are given. Methods. The professional competencies of the educational program have been analyzed and knowledge, skills, and abilities were singled out as objects of lexical competence control in the German language. The professional literature on the issue of control/self-control, and evaluation/self-evaluation in the process of formation of foreign language skills and abilities have been analyzed. Results. The importance of the linguistic base for the development of intercultural foreign language communicative competence of prospective German language teachers is noted. Improving lexical skills and abilities through using a variety of lexical and phraseological units optimizes the acquisition of cultural knowledge about the countries and languages being studied. With the help of the lexical aspect, it is possible to form a linguistic picture of the world, to reproduce the value orientations of the peoples whose language has become the subject of study. Conclusion. Thus, examples of communicative productive exercises using the method of problem-based learning and a cultural assimilator for lexical competence formative control are given. The course of exercises is described, and attention is also focused on their content, the intercultural aspect of which determines the national-cultural characteristics of the German language.
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Skril, Iryna. "Methodological approaches to the formation of professionally oriented english lexical competence in speaking in future specialists of hotel and restaurant business." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 15–22. http://dx.doi.org/10.15587/2519-4984.2021.241191.
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Methodological approaches to the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant specialists are selected and revealed, and the principles of this process are substantiated. The essence and structure of professionally oriented English lexical competence in speaking of future specialists of hotel and restaurant business are formulated. The preconditions of vocabulary use, including terminological, are considered. It has been found, that the production of oral speech is impossible without the perception and understanding of oral speech by ear. The following approaches are described, which provide methodical and methodological substantiation of the process of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business, such as: communicative, interactive, student-centric, sociolinguistic. The peculiarities of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business on the basis of the communicative approach are outlined. The educational materials, used in the application of the communicative approach, are investigated. The interactive discourse, which is a type of communicative activity, is considered. The principles, on which this process is based, are analyzed: general methodological principles (situational; communicative activity; communicative value; immersion), specific principles speech clichés, parallel activation of visual and auditory channels of information perception). Recommendations for the optimal combination of classroom learning and extracurricular learning, including independent work with the help of network technologies using video, audio and text materials, are given. Learning outcomes are formulated on the basis of the student-centered approach, attention is focused on students' skills and competencies. On the basis of the sociolinguistic approach, the creation of educational situations for the purpose of reproduction of scenarios of professionally oriented communication of experts of hotel and restaurant business is provided. It is concluded, that the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant professionals on the basis of communicative, interactive, student-centric, sociolinguistic approaches will ensure the effectiveness of this process
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Iryna, Skril. "Methodological approaches to the formation of professionally oriented english lexical competence in speaking in future specialists of hotel and restaurant business." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 15–22. https://doi.org/10.15587/2519-4984.2021.241191.
Full textAbstract:
Methodological approaches to the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant specialists are selected and revealed, and the principles of this process are substantiated. The essence and structure of professionally oriented English lexical competence in speaking of future specialists of hotel and restaurant business are formulated. The preconditions of vocabulary use, including terminological, are considered. It has been found, that the production of oral speech is impossible without the perception and understanding of oral speech by ear. The following approaches are described, which provide methodical and methodological substantiation of the process of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business, such as: communicative, interactive, student-centric, sociolinguistic. The peculiarities of formation of professionally oriented English lexical competence in speaking in future specialists of hotel and restaurant business on the basis of the communicative approach are outlined. The educational materials, used in the application of the communicative approach, are investigated. The interactive discourse, which is a type of communicative activity, is considered. The principles, on which this process is based, are analyzed: general methodological principles (situational; communicative activity; communicative value; immersion), specific principles speech clichés, parallel activation of visual and auditory channels of information perception). Recommendations for the optimal combination of classroom learning and extracurricular learning, including independent work with the help of network technologies using video, audio and text materials, are given. Learning outcomes are formulated on the basis of the student-centered approach, attention is focused on students' skills and competencies. On the basis of the sociolinguistic approach, the creation of educational situations for the purpose of reproduction of scenarios of professionally oriented communication of experts of hotel and restaurant business is provided. It is concluded, that the formation of professionally oriented English lexical competence in speaking in future hotel and restaurant professionals on the basis of communicative, interactive, student-centric, sociolinguistic approaches will ensure the effectiveness of this process
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Zhu, Meiping. "The Cultivation of Intercultural Communicative Competence in Senior High School Vocabulary Teaching." Journal of Education and Educational Research 7, no. 2 (2024): 66–70. http://dx.doi.org/10.54097/1z4hhv48.
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The cultivation of intercultural communicative competence not only helps students to broaden their international horizons and eliminate intercultural communicative barriers during communication, but also helps to promote cultural exchanges under the background of globalization. In addition, the high school English curriculum standard also puts forward certain requirements for the cultivation of students' intercultural communicative competence, thus it is necessary to cultivate students' intercultural communicative competence in high school English teaching. Adhering to literacy orientation, respect for differences and an ideological basis should be the principles of cultivating intercultural communicative competence. Language is the carrier of culture, and the cultivation of students' cross-cultural communicative competence can be carried out throughout vocabulary teaching by explaining the different meanings of vocabulary, explaining the background cultural knowledge of vocabulary, improving cultural sensitivity through lexical cultural comparison to strengthen students' cross-cultural communicative competence.
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Shymanska, Vira. "SELECTION OF LEARNING MATERIAL FOR BUILDING LEXICAL COMPETENCE IN ENGLISH PROFESSIONALLY ORIENTED ORAL COMMUNICATION OF PROSPECTIVE ECOLOGISTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 31, 2023): 22–28. http://dx.doi.org/10.31499/2307-4906.4.2023.292335.
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The analysis of topical issue in teaching English for specific purposes, namely the problem of selection of learning material for building lexical competence in English professionally oriented oral communication of prospective ecologists, has been carried out. The aim of the article is to substantiate units, sources and selection criteria of learning material for building lexical competence in English professionally oriented oral communication of prospective ecologists. During the investigation the following research methods are used: analysis of scientists’ findings, generalization, arrangement with the aim of finding out how this issue is being elaborated and giving grounds to units, sources, and selection criteria of learning material for building lexical competence in English professionally oriented oral communication of prospective ecologists. It has become evident that use of learning material is designed to build and develop in prospective ecologists system of lexical knowledge, language and speech abilities and skills, lexical awareness, communicative and learning strategies ‒ the components of lexical competence in English professionally oriented oral communication. The units of learning material selected for building lexical competence in English professionally oriented oral communication of prospective ecologists are envisaged as lexical units. It has been proved that authentic texts, audio-texts and videos of English professionally oriented oral communication that occur between prospective ecologists are the sources from which learning material is selected. A number of selection criteria and criteria of incorporation of lexical units into lexical glossary have been defined: professional bias, thematic and semantic value, stylistic appropriateness, ability to collocate, frequency and functionality.
 Keywords: foreign language for specific purposes; selection of learning material; units of selection; sources of selection; selection criteria; lexical competence; English professionally oriented oral communication; prospective ecologists.
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Takuova, Zarina, Kulzhanat Bulatbayeva, Zhanarsyn Kapenova, Maigul Shakenova, and Anargul Zhumakhanova. "Functional and semantic basis of the organisation of the process of foreign language communicative competence development of students." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 27, 2024): 313–21. http://dx.doi.org/10.54919/physics/56.2024.31pfe3.
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Relevance. By focusing on lexicalised grammatical material as a means of forming English-language communicative competence in non-linguistic specialisations educators can better prepare students to excel in their chosen professions by equipping them with the language knowledge for effective communication in their respective fields. Purpose. This study aims to demonstrate how functionally described grammatical units effectively shape speech and communicative competence in teaching "Professionally oriented foreign language" within "Tourism" and "Socio-Cultural Service" specialisations. The objective of the study is to check the mechanism of activation of frequency semantic units in the professional speech of future specialists in the field of tourism. Methodology. The paper uses such research methods as semantic analysis, statistical method, modelling, approbation, analysis of research subject based on the processing of educational texts. 15 2nd-year students of the specialisation "Tourism" and "Socio-cultural service" took part in the study. Results. The conducted research proves the necessity of organising a system of preliminary preparation of material with the selection of lexicalised material for developing English-language communicative competence. An algorithm and corresponding practices have been devised to expedite students' foreign language communicative competence development, ensuring proficient utilisation of acquired knowledge in their professional endeavors. The study delineates the constituent elements of foreign language communicative competency and aligns them with the overarching objectives of teaching within non-linguistic specialisations, encompassing linguistic, sociolinguistic, sociocultural, social, reflexive, pragmatic, and discursive components. Conclusions. Lexicalised grammatical material significantly influences the development of foreign language communicative competence in non-linguistic students specializing in "Tourism" and "Socio-cultural Service". Integrating intercultural competency into language acquisition is crucial, enhancing students' ability to navigate diverse cultural contexts effectively. The results of the study can be used in conducting English language classes of the discipline "Professionally oriented foreign language" in the specialisations "Tourism" and "Socio-cultural service". Keywords: semantic types of elementary utterances; speech act; lexical compatibility; lexical variation; syntactic field; syntactic synonymy
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Morska, Liliya, and Olga Zadorozhna. "Foreign language lexical competence in professionally oriented reading as a methodical problem." Scientific and methodological journal "Foreign Languages", no. 1 (May 30, 2022): 9–15. http://dx.doi.org/10.32589/1817-8510.2022.1.257864.
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The article is devoted to the characteristics of the psycholinguistic processes of development of foreign language lexical competence in reading professionally oriented resources and determining the criteria for assessing the development of the mentioned phenomenon. It has been substantiated in the paper that determining the structural elements of foreign language lexical competence in reading professionally oriented literature should be based on understanding the specifics of cognitive processes that provide understanding of the text content, namely memory (short-term and long-term), and attention, as well as defining communicative strategies as a constitutive element of the foreign language communicative competence in reading. The multi-level (seven-level) nature of text comprehension has been considered as the one to serve as the foundation for constructing the methodical model of the teaching/learning process; in this respects, four types of information that the reader receives from the text (categorycognitive, situational-cognitive, emotional-evaluation and motivational-volitional) have been described. At the same time, characterizing the structure of foreign language lexical competence in reading professionally oriented texts involves understanding the specifics of the final result (foreign language lexical competence in reading, developed on a high level), which is possible by determining the criteria for the formation of the studied phenomenon. The results of the analysis of the psycholinguistic mechanisms involved in reading professionally oriented texts, with the selection of appropriate communication strategies to be applied while developing the competence in reading as mandatory elements of lexical competence have been presented in the study. The study also summarizes the achievements of specialists in methods of teaching in determining the criteria assessment of the development of foreign language lexical competence in reading professionally oriented resources.
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Trumko, Oksana. "METHODOLOGY OF LEXICAL COMPETENCE DEVELOPMENT IN A FOREIGN LANGUAGE AUDIENCE: THEORETICAL ASPECTS AND PRACTICAL APPROACHES." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 19 (May 5, 2025): 143–51. https://doi.org/10.30970/ufl.2025.19.4812.
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The article analyzes the key theoretical and practical aspects of developing lexical competence in the process of learning Ukrainian as a foreign language. Lexical competence is considered an essential component of foreign language communicative competence, ensuring effective communication in accordance with linguistic and cultural norms. The author explores the peculiarities of vocabulary acquisition at the initial (A1), basic (A2), and threshold (B1) levels of Ukrainian language proficiency. The study examines teaching methods that include systemic-linguistic, conditional-communicative, and communicative types of exercises, as well as interactive methods such as language games, working with texts, and visual learning aids. Through the communicative approach, which involves working with realistic texts, role-playing games, and situational dialogues, the process of immersing foreign learners in the language environment is implemented. Based on the topic “Professions,” both traditional systemic-linguistic and communicative tasks adapted to the needs of foreign learners are proposed. The presented set of exercises is aimed at the gradual development of lexical skills, ranging from familiarization with new words to their active use in speech. It facilitates the development of reading, speaking, listening, and writing skills. These tasks help foreign learners work with texts and create their own. The use of such methods contributes to increasing students’ motivation and enhancing the effectiveness of vocabulary acquisition. Reading or listening to texts about famous Ukrainians fosters linguistic and cultural competence. The described approaches can be applied both in classroom settings and for independent student work. The practical significance of this study lies in the introduction of modern approaches to teaching Ukrainian vocabulary as a foreign language. The proposed approaches and types of exercises can be adapted for studying other topics in a foreign language audience at all proficiency levels. Key words: methods of teaching Ukrainian as a foreign language, lexical competence, language proficiency levels, exercises.
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HERASYMENKO, Y. "DEVELOPING FOREIGN LANGUAGE LEXICAL COMPETENCE AMONG FUTURE SPECIALISTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (2022): 249–55. http://dx.doi.org/10.31494/2412-9208-2022-1-3-249-255.
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The article is dedicated to the topical issue of developing foreign language communicative competence, which consists of phonetic, lexical, grammatical, reading and writing competencies among future specialists. Based on the statement that achieving a high level of professional foreign language competence is impossible without the formation of a particular profile of foreign language lexical competence among students in written and oral communication, the main emphasis was made precisely on developing lexical competence. The research has outlined the structure of foreign language lexical competence. It consists of: 1) lexical knowledge that students acquire during the mastering of a foreign language lexical system, namely semantic connections, oral and written forms of words, their relative value, rules of word formation, distinctive or similar features with the corresponding lexical unit (LU) of native language, etc.; 2) lexical skills to intuitively correctly create, implement and understand foreign language LU based on speech lexical connections between graphic and spoken forms of words; 3) speech and language experience, which ensures storage, categorization, and acquisition of skills for working with available information (its understanding and reinterpretation), which students receive while learning a foreign language, as well as building the patterns of using foreign words in their minds; 4) ways of carrying out cognitive activities that are realized during communication and depend on the knowledge of LU and their semantic meanings, as well as lexical skills that a student acquires during classroom and individual activities. The development of foreign language lexical competence occurs in two stages. At the introductory stage, students gain knowledge of the lexical structure of a foreign language and the rules by which it is used. At the automation stage, students develop and improve the skills of working with new lexical units at «word-phrase-sentence» and «monologue-dialogue-text» levels. In addition, the current work has presented effective methods and tools for developing foreign language lexical competence: online flashcards and interactive work with them; associative maps; LU visualization; use of YouTube; joining the online thematic groups; implementation of interactive dictionaries while reading texts online; passive work with LU – associograms, grouping LU by categories, search for semantic connections, etc. Key words: foreign language lexical competence, lexical units, oral communication, written communication, lexical knowledge, lexical skills.
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Vorobets, Anna. "The concept of "lexical competence" in modern methodology of teaching foreign languages." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 822 (2020): 24–35. http://dx.doi.org/10.31861/gph2020.822.24-35.
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The article examines the process, conditions and stages of acquisition of lexical competence by students in the process of learning foreign languages. One of the basic conditions of lexical competence is the work of students with authentic materials. The criteria of using authentic audio- and videomaterials, that will positively influence the process of learning grammatical and lexical elements of a foreign language by students, are investigated. The purpose of this article is the search and approbation of the most effective methods and means of learning English using authentic English videomaterials that will contribute to the successful development of lexical competence in students. The topicality of the research lies in the fact that the main task for students in the process of learning a foreign language is the acquisition of lexical competence, which is a component of communicative competence. The object is the lexical competence and the subject of the study is the process of the acquisition of lexical competence with the help of the authentic materials. The problem concerning the Ukrainian system of education is that the students possess a number of competences (theoretical knowledge), but are not able to apply them into practice (in the context of our study, students are not able to freely operate foreign language units and use them in real-life situations). The work of students with properly selected authentic materials (according to the students' age, level of knowledge, interests, topic and objectives of a lesson) facilitates students' acquisition of lexical competence and stimulates them to motivational activity.
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El-Rehail, Hussein, and Ibrahim Albalawi. "Apprentissage du lexique et développement de la compétence communicative." Traduction et Langues 12, no. 1 (2013): 6–12. http://dx.doi.org/10.52919/translang.v12i1.645.
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Vocabulary learning and development of communicative competence
 This study aims to demonstrate that the development of the communicative competence of Arab speakers requires a thorough knowledge not only of simple lexical units but also of fixed lexical units. These are distinguished from simple lexical units, on the one hand by their form and on the other hand by their semantics. Indeed, the semantics of these sequences is very often marked by the cultural imprints characteristic of each linguistic community. We, therefore, seek in this study to undertake a reflection on the means likely to sensitize Arab speakers to the linguistic and cultural facts to ensure a better appropriation of the fixed sequences.
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Naumenko, Oleksandr, and Liudmyla Musiienko. "CRITERIA FOR SELECTING LEXICAL MATERIAL TO DEVELOP ENGLISH LEXICAL COMPETENCE OF FUTURE DOCTORS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (May 30, 2025): 68–75. https://doi.org/10.31499/2307-4906.2.2025.332132.
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Medicine is fundamentally based on human interaction and requires well-developed communication skills. Effective professional communication is impossible without a developed foreign language communicative competence, which depends on knowledge of English medical terminology and the ability to apply it effectively in professional practice. Given the vast scope of medical vocabulary and the limited time allocated to English for Specific Purposes (ESP) courses in higher education institutions, it is essential to optimize the selection of lexical material necessary for future doctors. The purpose of this study is to analyze scholarly approaches to the selection of lexical material and to determine criteria for forming a vocabulary minimum essential for developing English lexical competence in future medical professionals. Methods. The research employs both theoretical and empirical methods to achieve its objectives. Results. The selection units for the lexical minimum include individual words, fixed phrases, and speech clichés. The selection of lexical units is based on the communication domains and situations typical for the medical profession, within which the speech intentions characteristic of a doctor’s professional activity are realized. Applying these criteria allows for the identification of key lexical items that will enable medical students to effectively perform profession-specific communication at different stages of their education. The selected vocabulary serves as the foundation for developing targeted training exercises to enhance students’ lexical skills in speaking, reading, listening, and writing. Furthermore, it provides a structured framework for monitoring and assessing the level of English lexical competence among medical students.
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Colle, Andi Tenry Lawangen Aspat, and Sri Wuli Fitriati. "Realization of Actional and Formulaic Competence in Teachers’ Talk in English Language Class." English Education Journal 9, no. 1 (2018): 41–55. http://dx.doi.org/10.15294/eej.v9i1.26861.
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A number of studies have investigated the phenomenon of teachers’ talk to explain its role in the process of acquiring a target language in a classroom setting. However, studies of teachers’ talk in the field of communicative competence and it sub-competence have not much done yet. Three English teachers at SMAN 1 Semarang, SMA Nasional Karangturi Semarang, and SMA Mardisiswa Semarang were involved in this spoken discourse study to explain the realization of actional competence which proposed by Celce_Murcia et al. (1995) and formulaic competence based on the Biber et al’s. (2004) theory in teachers’ talk. Furthermore, this study also explained the relationship between those competencies. The findings of this study revealed that English teachers mostly performed actional competence in five sub-categories namely asking questions, giving instructions, explaining, reacting to interlocutors’ speech, and complementing. Related to the realization of lexical bundles, teachers’ talk mainly contained verb phrase along with dependent clauses. In contrast, lexical bundles that incorporate noun phrase and preposition fragments accounted for only a small proportion of lexical bundles. Dealing with the relationship between both competences, it revealed that there is a stock of lexical bundles on each language function. Seeing there is a relationship between both competences, the teachers must choose appropriate utterances in a given situation as the model for the students. The teachers need to maintain a balance, they are not only focused on grammar and pronunciation, but also have adequate knowledge and competence of lexical bundles for performing appropriate language functions.
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Prystai, Halyna. "Developing linguistic competence in future English teachers." Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, no. 1 (2025): 20–28. https://doi.org/10.12958/3083-6514-2025-1-20-28.
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The article explores the development of linguistic competence in future English teachers, focusing on its phonetic, lexical, grammatical, and discourse components. It characterises linguistic competence as essential for both language accuracy and communicative fluency, emphasizing its role in academic, professional, and intercultural contexts. The research highlights the main challenges Ukrainian learners face, including differences in pronunciation, word order, tense usage, articles, and cohesive devices. A comparative analysis of English and Ukrainian linguistic features identifies specific areas requiring targeted instruction. The study demonstrates that a structured, stage-by-stage approach effectively enhances linguistic competence, integrating techniques such as minimal pair drills, phonetic transcription, articulation exercises, and shadowing native speech patterns to improve pronunciation. Lexical competence is developed through vocabulary-building tasks, contextual guessing, and role-playing activities. Grammar competence is strengthened through structured drills, transformation exercises, and communicative tasks that emphasize accuracy and fluency. Discourse competence is advanced by engaging students in discussions, summarizing texts, constructing essays, and practicing cohesive devices for logical text organization. The research proves that combining theoretical knowledge with practical application improves linguistic accuracy and spontaneous speech production. The findings emphasise the importance of explicit instruction, interactive practice, and progressive skill development, ensuring comprehensive proficiency and preparing future teachers to communicate confidently and accurately.
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Eremina, Victoria M. "Using Lexical Approach in Teaching English to the Students of Mining Engineering Majors." Scholarly Notes of Transbaikal State University 18, no. 2 (2023): 145–54. http://dx.doi.org/10.21209/2658-7114-2022-18-2-145-154.
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Use of a lexical approach in teaching students of technical majors has become relevant and popular in recent years. To develop communication skills of a modern mining specialist and master professional English vocabulary, it is necessary to use the elements of the lexical approach in the course of studying the discipline “Foreign Language”. The relevance of this study is due to the need to study the possibilities of applying the lexical approach to the formation and development of a mining student’s lexical competence. Lexical competence is one of the components of linguistic competence and plays a leading role in the formation of the future engineer’s communicative skills. It can be considered as one of the strategically important competencies, since its formation influences the ability to use language depending on the communication situation. This study aims to examine the theory and practice of applying the lexical approach, to determine and identify its advantages, as well as the results of its use for the development of the future mining engineer’s lexical competence. The research methods we applied involved analysis, comparison, generalization of scientific literature on the use of the lexical approach, as well as empirical methods, including observation, questionnaires, review of experience, etc. The paper presents author’s recommendations and a set of training tasks and techniques aimed at mastering specialized vocabulary, allowing to apply the lexical approach in teaching a foreign language (English) to the students of mining engineering majors. The conclusion can also be drawn that further work is needed to draw up special exercises and teaching materials for the development of the lexical competence of future mining engineers.
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Mega Puspitasari, Andayani Andayani, and Sarwiji Suwandi. "The Role of Student’s Language Competence for Producing Negotiation Text." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (2019): 371–77. http://dx.doi.org/10.21009/aksis.0302013.
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The student’s language competence is a supporting factor that can be used to facilitate communication activities at school or in the community. One of the activities is negotiation. Negotiation needs a language competency for producing negotiating texts, (1) language knowledge including grammer and lexical, (2) strategics competence for finding accurate information on the topic to obtain facts, dare to ask for more than expected, and students must be able to show a firm attitude, and (3) communicative competence including confidence, contextual and effective. Based on these results, the purpose research for describing a Indonesian language competence by students in producing negotiating texts. The research method used is literature study to collect reference data that are relevant to topics from various sources of books, literature and other research results.
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Kitura, H. Ya, and I. A. Prokop. "COMMUNICATION ORIENTED APPROACH TO THE FORMATION OF GRAMMAR COMPETENCE IN THE STUDENTS OF HIGHER MEDICAL EDUCATIONAL INSTITUTIONS." Медична освіта, no. 3 (December 5, 2023): 143–48. http://dx.doi.org/10.11603/m.2414-5998.2023.3.14280.
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The article deals with grounding of the use of English grammar tasks as a component of forming communicative competence in the students of higher medical educational institutions. The essence of grammar competence as an important component of the future medic's communicative competence is found out, and the need for learning grammar in order to be able to express one’s thoughts properly is emphasized. English communicative approach to medical students’ professional competence is an integral aspect of professionally oriented study at the higher medical educational institution, and is formed through mastering the specifics of language competence at its phonetic, lexical, and grammar levels, particular attention being focused on the analysis of scientifically grounded classification of the exercise system aimed at the formation of grammar competence as a fundamental basis for professionally targeted English course. The issues of semantic content for professionally targeted English, selection of training grammatical material, and development of communicative component in the process of students' mastering English language skills are under consideration. Main components of medical students' grammar competence are characterized; science-based classification of grammar tasks for the formation of English language communication is considered, the emphasis being put on the role of grammar for the proper formulation of thoughts. Both theoretical and methodological aspects of communicative approach to learning English grammar, which is studied through combining grammar, lexical, and phonetic phenomena, are covered. In particular, when teaching correct sentence construction, their semantic and thematic content are considered, grammar skills being formed both at the level of separate structures and fluent dialogue-monologue speech. The use of communicative type grammar tasks at professionally targeted classes of English has been found to develop speech skills and abilities that make possible to estimate and express one's thoughts along with training attention, memory, developing thinking and having high motivation characteristics.
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Prokop, I. A., and H. Ya Kitura. "PEDAGOGICAL ASPECTS OF FORMING ENGLISH LANGUAGE PROFESSIONALLY ORIENTED COMPETENCE OF FUTURE DOCTORS THROUGH THE PRISM OF COMMUNICATIVE EXERCISES." Медична освіта, no. 4 (March 10, 2023): 99–104. http://dx.doi.org/10.11603/m.2414-5998.2022.4.13640.
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Abstract. The article covers the issues of the practical use of English language communicative exercises as a constituent of medical students’ professional competence. The core of foreign language competence as an integral part of the professional competence of health care specialist is identified. The development of a medical student’s foreign language competence is an essential concept of the professional education in higher educational medical establishments and is implemented through mastering the specifics of language competence at its phonetic, lexical and grammatical levels of study. The emphasis is placed on the need of educational communicative exercises analysis as a core component of English for Specific Purposes (ESP). The issues of special subject contents within the course of ESP, choice of teaching materials, advance of students’ communicative component in the mastering of the English language skills are reviewed. The main elements of the medical students’ communicative competence are defined; science-based classification system of exercises for the formation of communicative competence is regarded; the necessity of lexical mastering for adequate opinion formation is emphasized. Both theoretical and methodological aspects of testing students’ foreign language professional competence in the process of studying professionally oriented English are highlighted. It has been found that the practical use of the communicative exercises makes it possible to develop speech skills and abilities, thus providing an opportunity to evaluate, express own opinions and promote self-development and self-actualization of medical students.
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Fayzullaeva, Nazokat Abdusattorovna. "THE FEATURES OF GRAMMATICAL COMPETENCE IN TEACHING THE BASIC ELEMENTS OF FOREIGN LANGUAGE." Results of National Scientific Research International Journal 1, no. 7 (2022): 393–96. https://doi.org/10.5281/zenodo.7295332.
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This article reveals creative ways of teaching grammar competence in educational institutions and introduces the formation of grammatical competence of students that is reduced to the perceive and form certain meanings in a sequence of lexical units that represent a conscious statement, which in turn it should correspond adequately to the communication situation and topics the speaker sets himself a communicative task.
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Prokop, I. A., and H. Ya Kitura. "FOREIGN LANGUAGE AUTHENTIC TEXT AS A BASIS FOR THE FORMATION OF FUTURE DOCTORS’ PROFESSIONAL COMMUNICATION." Медична освіта, no. 4 (February 2, 2022): 85–89. http://dx.doi.org/10.11603/m.2414-5998.2021.4.12696.
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The article deals with practicability substantiation of English language authentic texts as the basis for medical students’ professional communication formation. The essence of foreign language communication as an essential concept of future Health Care worker profile is revealed. Formation of a medical student’s foreign language communication is emphasized to be an integral aspect of the professional education in higher education medical establishments and is realized by mastering the peculiarities of language competence at its phonetic, lexical and grammatical level. The attention is focused on the necessity of using educational authentic texts as a core component of English for Specific Purposes (ESP). The issues of ESP substantive content, selection of teaching materials, development of students’ communicative component in mastering English language professional skills are considered. Basic peculiarities of the use of professional authentic texts are described; evidence-based samples of exercises for the formation of communicative competence are considered; the need for lexical mastering in order to speak properly is emphasized. The examples of communicative lexical exercises for the implementation of professional speech activities of medical students are suggested. The use of authentic texts and different exercises has been found to develop professional speech skills and abilities, thus making possible to evaluate and to express one’s opinion, as well as to promote self-development and self-actualization of medical students.
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Alrabadi, Elie, and Hiba Harb. "Acquisition of vocabulary in a foreign language classroom: the case of FFL in the minor of French at Qatar University." XLinguae 16, no. 4 (2023): 128–46. http://dx.doi.org/10.18355/xl.2023.16.04.10.
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The objective of this research is to highlight the importance of vocabulary acquisition and lexical competence in the development of communicative competence among foreign language learners (FL). To achieve this goal, we have discussed the place occupied by vocabulary in the different methodologies of teaching / learning foreign languages, and we have defined the concept of lexicon and that of vocabulary. We have insisted on lexical competence and the different knowledge associated with it. We then identified our research context and analyzed certain difficulties encountered by our students in acquiring vocabulary in French as a Foreign Language (FFL). We ended up offering a number of activities to develop vocabulary acquisition in FFL classes. This research has therefore allowed us to observe that the acquisition of vocabulary remains a difficult task, especially in exolingual situations where FL is not used outside the classroom.
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Turdubaeva, N. B., Zh A. Ashymova, and N. A. Rakhmanova. "TO THE QUESTION OF LEARNING RUSSIAN SPEECH COMMUNICATION (on the example of the specialty "Motorists")." Herald of KSUCTA n a N Isanov, no. 1-2021 (March 22, 2021): 75–79. http://dx.doi.org/10.35803/1694-5298.2021.1.75-79.
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The article is devoted to the organization of the Russian speaking students communication in the area of training "Organization and transportation of passengers and their safety". According to the author, the language competence means the possession of orthoepic, punctuation, lexical and grammatical norms, and communicative competence means mastering special speech knowledge. Examples of assignments for training, development of communication in Russian for students of a technical college in the direction "Organization and transportation of passengers and their safety".
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Hlavatska, Yu L. "FORMATION OF COMMUNICATIVE COMPETENCE OF HIGHER EDUCATION STUDENTS: PEDAGOGICAL CONDITIONS (THE CASE STUDY OF CINEMATIC DISCOURSE)." ПЕДАГОГІЧНИЙ АЛЬМАНАХ, no. 57 (2024): 72–79. https://doi.org/10.37915/pa.vi57.592.
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The paper demonstrates the practical implementation in the educational process one of the pedagogical conditions (Content and Language Integrated Learning), which ensures the formation of communicative competence of university students in foreign language classes. It is noted that this pedagogical condition helps to increase the motivation of students to learn English, the consistency in mastering a foreign language to solve specific communicative tasks, the mastering certain language structures, expanding vocabulary, enriching linguistic and cultural outlook. It is proved that Content and Language Integrated Learning is a complex phenomenon including four components: content, communication, cognition and culture. The article offers methodological advice on introducing authentic English-language cinematic discourse into the educational process. Films are a very effective means of learning English and their advantages for ESP teaching can be analyzed from different perspectives. The article focuses on linguo-pragmatic and linguo-didactic features of modern English cinematic discourse. The case study is represented by one of the scenes of Peter Morgan’s TV series "The Crown". The article deals with the lexical aspect (preparing students for the perception of new vocabulary), which involves a certain brainstorming of lexical units found in the selected scene. The paper focuses on three lexical units and demonstrates ways to improve their remembering: basic exercises for all levels of learners, discussion of quotations, discussion of the linguistic and cultural component, etc. Further analysis of the lexical aspect of other scenes of the authentic film "The Crown" and the creation of separate communicative exercises will help to improve the work on the formation of communicative competence of higher education students in order to broaden their cultural and linguistic outlook.
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Otajonova, Sevinchoy. "ADDING PRAGMATIC ACTIVITIESIN A CLASSROOM: AN EFFORT TO SHAPE STUDENTS COMMUNICATIVE COMPETENCE." GOLDEN BRAIN 1, no. 5 (2023): 108–12. https://doi.org/10.5281/zenodo.7672721.
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<em>Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their pragmatic competence which is better taught by activities. The central point of this article is that pragmatics is deeply rooted in people’s communication ability. Being able to interact and communicate with others in various situations becomes the pivotal goal in teaching English as a foreign language. Yet, little empirical evidence shows how to deploy pragmatics awareness, particularly, among senior highschool graduates. To fill this gap, this special affinity requires the English teachers to explore the activities in speaking classroom in which these help students use appropriate expression and have accurate interpretation to result successful communication. There are three activities listening to passages about complaining in other cultures, presenting L2 strategies for complaining and performing role play with discussion, which fleshed out procedural activities to trigger successful communication. The article contributes a deep insight of pragmatic competence as a yeildful context for building the students’ language competence.</em>
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Dovranovich, Ergashev Doniyor. "Current Aspects ofDeveloping Linguistic Competencies." American Journal Of Social Sciences And Humanity Research 5, no. 5 (2025): 14–16. https://doi.org/10.37547/ajsshr/volume05issue05-04.
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This article analyzes the theoretical and practical foundations of the formation and development of linguisticcompetencies in the process of language learning. The author identifies the main components of linguistic competence (phonetic, lexical, grammatical knowledge) and recommends effective methods for their development. At the same time, the significance of the communicative approach and interactive methods in modern education is highlighted. This article analyzes the theoretical foundations and practical approaches to the formation and development of linguistic competencies in the process of language teaching. Linguistic competence is the student's possession of phonetic, lexical, and grammatical knowledge and the ability to apply them correctly. The article highlights the role of the communicative approach in modern education, the importance of interactive methods and digital technologies in this area. Existing problems in the development of linguistic competence and recommendations for their solution will also be given.
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Ivasyuk, Maria. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN 1ST GRADE STUDENTS BY MEANS OF EDUCATIONAL GAME." Mountain School of Ukrainian Carpaty, no. 23 (November 24, 2020): 133–37. http://dx.doi.org/10.15330/msuc.2020.23.133-137.
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In the article the problem of peculiarities of formation of communicative competence of first grade students with the help of educational games is analyzed. The initial level of formation of communication skills and abilities of schoolchildren is experimentally researched. The difference between the concepts of «communicative competence» and «language competence» is determined. The peculiarities are analyzed and the main ways of using games in the educationalprocess for developing primary school students’ communicative competence are determined.The influence of educational games on the level of formation of communicative competence is characterized. It is noted that communicative competence affects not only mastering the required amount of language and speech knowledge, but also the process of forming primary school students’ skills of practical use of language in speech and reflects their skills of communicating with others and ability to choose communication strategies and apply a set of relevant skills. The process of formation of communicative competence of 1st grade students involves mastering the skills and abilities of using means of verbal and nonverbal speech; development of dialogic and monologue speech; mastering the culture of oral and written speech and development of skills to navigate in a variety of communicative situations.It has been proved that educational games, because of repeated perception and reproduction of the material, provide strong memorization of lexical units and grammatical structures and influence motivated transfer and use in new gamequalities necessary for establishing contacts with peers.The pedagogical requirements for the use of didactic games during morning meetings and lessons in primary school are determined. In particular, it has been researched that games must correspond to age, individual characteristics and special educational and, in particular, language abilities; the form and content of the game must be substantiated pedagogically and didactically; it is obligatory to involve as many children as possible in the game and to use games in order to develop all kinds of speech activities.The article describes the author’s own pedagogical experience and provides guidelines for the use of educational games in the primary school educational process.
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Alzahrani, Alaa. "The Structure and Function of Lexical Bundles in Communicative Saudi High School EFL Textbooks." International Journal of Applied Linguistics and English Literature 9, no. 5 (2020): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.1.
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Current English Language Teaching (ELT) textbooks have largely adopted the communicative approach by using authentic materials to foster EFL students’ communicative competence. However, the communicative status of Saudi high school English textbooks has been underexplored. One way to assess the authenticity of Saudi EFL textbooks is by considering their use of a frequent linguistic item known as lexical bundles. Thus, the present study investigated whether the lexical bundles in communicative Saudi high school textbooks are representative of conversational English. This comparative corpus study used a lexical bundle approach to compare the ten most frequent lexical bundles in the textbooks to those in an English reference corpus. Results show that three and four-word lexical bundles are less frequent in the textbooks compared to the reference corpus and that there is considerable variation in the structural and functional patterns of the bundles in the two corpora. Pedagogical implications are discussed in light of the findings.
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RAJAPOVA, Gulrukh. "THE ROLE OF PROVERBS IN THE DEVELOPMENT OF LEXICAL COMPETENCE: A COMPREHENSIVE ANALYSIS." UzMU xabarlari 1, no. 1.7 (2024): 168–70. https://doi.org/10.69617/nuuz.v1i1.7.3545.
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Proverbs, as concise and culturally rich expressions of wisdom and experience, play a significant role in language learning and the development of lexical competence. This article explores the importance of proverbs in language acquisition, providing insights into how they enhance vocabulary, cultural understanding, and communicative competence. Through a thorough examination of the cognitive and linguistic benefits of using proverbs in language learning, this article aims to shed light on the ways in which proverbs can be effectively incorporated into language teaching and learning practices to improve lexical competence.
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Bihych, Oksana, and Yelyzaveta Dmytriieva. "Tools for development of Spanish lexical competence." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 40–48. http://dx.doi.org/10.32589/1817-8510.2023.2.285388.
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Teaching tools are the required component of the teaching foreign languages and cultures system in high educational institutions. The authors of this article offer to complete the current typology of teaching foreign language and culture tools with the help of two more groups. The lexical competence that is one of the components of foreign language communicative competence still remains the target to develop at various levels of foreign language learning. The authors of this article perform an analytical review of modern tools that can form lexical competence for prospective Spanish teachers, mainly at the stage of introducing new lexical units to students. Some illustrative material is provided by teaching tools offered by the authors of didactic materials posted on professional blogs which are aimed on teaching Spanish as a foreign language, as well as tools created by the co-author of this article, Prof. Bihych O. The authors also analyze the implementation of gamification as a new trend in the educational process in didactic materials of Spanish methodologists.
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Ovezova, U., and M. N. L. Vagner. "Mobile Learning As a Way of Forming Foreign Language Lexical Competence of Students of Non-Linguistic Specialties." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (2020): 20–25. http://dx.doi.org/10.12737/2587-912x-2020-20-25.
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The aim of the research is to analyze the possibilities of mobile learning in the formation of foreign language lexical competence of students of non-linguistic specialties.
 Research objectives: to explore the possibilities of mobile learning in the formation of foreign language communicative competence of students of higher education institutions in general and lexical competence in particular; to determine the theoretical and methodological conditions for the formation of foreign language lexical competence of students using mobile devices; to carry out an experimental test of the effectiveness of the use of mobile applications in foreign language classes; provide recommendations on the creation of mobile applications focused on the specifics of the future professional activities of students.
 The research results can be used in practice when creating mobile foreign language teaching tools for students of non-linguistic specialties.
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Vartanova, Karina Yur'evna, Anna Vladimirovna Kiseleva, and Natal'ya Aleksandrovna Sokolovskaya. "Using Lexical Approach when Forming Linguistic Students’ Foreign-Language Communicative Competence." Pedagogika. Voprosy teorii i praktiki, no. 2 (April 2020): 218–22. http://dx.doi.org/10.30853/pedagogy.2020.2.16.
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Alzhanova, Ainash, and Assel Chaklikova. "Multilingual Education." International Journal of Web-Based Learning and Teaching Technologies 17, no. 1 (2022): 1–13. http://dx.doi.org/10.4018/ijwltt.294572.
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The purpose of the study is the research of the opportunities for developing professional foreign language communicative competence within the concept of multilingual education. The study is based on the method of the experiment, presented by a survey of students. The course was tested by 70 master's degree students of Gumilyov Eurasian National University. The functionality of the Google Meet communication platform and mobile applications has created a comfortable environment for learning Business English. The educational course revealed students’ ability to carry out high-quality communication. The results show that students improved their skills in spontaneous business discussion with rational construction of communication, proper speech intonation, lexical sufficiency within the framework of speech topics, and grammatical correctness. The practical significance and prospects for further research are presented by the opportunity of using the developed methodology in the process of communicative competency formation by students of different specialties.
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Svyrydiuk, V. P. "Linguistic prerequisites for the development of intercultural foreign language communicative competence of pre-service German teachers: lexical aspect." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 41 (March 4, 2025): 53–66. https://doi.org/10.32589/2412-9283.41.2024.322957.
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Introduction. The article deals with the lexical aspect as a linguistic prerequisite for the formation of intercultural foreign language communicative competence of pre-service German teachers. The attention is focused on the lexical and semantic diversity that constitutes the spiritual and material experience of German-speaking countries. Methods.The professional literature on the topic is analyzed in order to obtain an answer about the national and cultural labeling of lexical units. The regulatory concepts of German-speaking peoples are clarified. Purpose.The article emphasizes the grammatically correct use of lexical units in the discourse process. The article defines the identity of the people, primarily reflected in language at the level of lexis and phraseology. The author emphasizes the intercultural nature of the use of words, which appears where there are differences in its reproduction of the real-world picture by representatives of two foreign language cultures. The author emphasizes the importance of verbal and semantic means, enabling pre-service German teachers to develop their intercultural communication skills. The article introduces the verbal and semantic tools of German-speaking countries, whose national variants are the basis for the formation of intercultural communication. Results. Lexical and phraseological units are the first means of acquiring cultural knowledge about countries and forming linguistic and sociocultural competence. A number of examples of lexical units are given in accordance with the national variants of Austrian, Swiss and German. The author focuses on the use of normative literary German, which constitutes the educational and methodological basis for the formation of intercultural foreign language communicative competence, but recognizes the significance and spiritual heritage in the form of words. The article emphasizes the use of commonly used vocabulary, as it constitutes the lion’s share of the linguistic heritage of each nation. Examples of untranslated vocabulary and realia-words, realia-phrases that characterize the everyday life of German-speaking peoples are given. Conclusion. Thus, Teutonisms, Austricisms and Helvetisms as nationally labeled lexical units are described. The paremiological units of the German language, characterized by reproductivity and defining the traditions and customs of the everyday culture of the peoples of the language being taught, are singled out.
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Z. Ye., Shumeiko. "Formation of language communicative competence of the State criminal and executive service employees on the basis of communicative approach." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 6 (2021): 168–78. http://dx.doi.org/10.32755/sjeducation.2021.01.168.
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The author of the article analyzes the components of the communicative competence of employees of the State Criminal and Executive Service (knowledge, skills, abilities, personal features) on the basis of the definition of this phenomenon. The author emphasizes that a special role in the formation of this phenomenon is played by the training courses of Ukrainian and foreign languages for professional orientation, as well as other disciplines of the social and humanitarian course. Shumeiko Z. Ye. substantiates the expediency of using the communicative approach in the process of forming the language communicative competence of the employees of the State Criminal and Executive Service by analyzing the basic concepts of research (“approach” and “communication”). The author proves that this approach is based on the consideration of educational phenomena through the prism of the concept of educational and pedagogical communication. The introduction of a communicative approach to the training of future specialists of State Criminal and Executive Service involves the implementation of three main conditions, in particular: the purpose of training courses should be to develop skills (grammar, lexical, phonetic, speech) necessary for speech activity; the need to select exercises communicative in nature, as well as tasks for the development of skills and speech skills; formation of the incentive-motivational phase of the activity of the future specialists. The author of the article concludes that for the effective formation of language communicative competence on the basis of the communicative approach teachers should create the communication situations, as well as to select text material taking into account the professional orientation of students, to apply the optimal forms, methods and means of organizing the educational process, as well as to form internal needs of students in speech communication, to encourage development and self-development in this area. Key words: employees of the State Criminal and Executive Service, language communicative competence, communicative approach.
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VERHOEVEN, LUDO, and ANNE VERMEER. "Communicative competence and personality dimensions in first and second language learners." Applied Psycholinguistics 23, no. 3 (2002): 361–74. http://dx.doi.org/10.1017/s014271640200303x.
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The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language–learning children in The Netherlands. To determine the underlying communicative competence of the first and second language learners of Dutch, a broad array of linguistic measures and teacher judgments were collected. Observational scales referring to the Big Five personality factors were used to characterize the children's personalities. The results showed that three basic components underlie both the monolingual and bilingual children's communicative competence: organizational competence, involving lexical, syntactic, discourse, and functional abilities; pragmatic competence, involving sociocultural routines and illocutionary force; and strategic competence, involving the planning and monitoring of communicative behavior. The relations between the different dimensions of personality and the components of communicative competence revealed the following patterns to characterize first language learners: conscientiousness and emotional stability correlated with basic organizational skills; openness to experience correlated with pragmatic competence; and a broad range of personality characteristics with the acquisition of communicative strategies. In contrast, primarily openness to experience and, to a lesser extent, conscientiousness and extraversion were found to be related to the buildup of basic organizational skills, the acquisition of pragmatic skills, and the development of monitoring strategies in second language learners.
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Aksenova, Inga. "The role of collocations in the formation of the lexical speech skills." Tambov University Review. Series: Humanities, no. 181 (2019): 17–25. http://dx.doi.org/10.20310/1810-0201-2019-24-181-17-25.
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The main goal of teaching foreign language is the formation of foreign language communicative competence which implies the development of speech skills. In the methods there are different approaches to teaching foreign language, one of which is the lexical approach. Undoubtedly, the lexical approach involves focus on learning the vocabulary of the language. However, there are different points of view on which methods and forms of work are the most effective ones. Mastering vocabulary occurs by studying the compatibility of words, phrases and combinations of words. Collocations are an isolated concept, meaning certain words in a language that tend to be used together. Working with collocations is an essential component of the lexical skills formation, accordingly, we should speak about the inclusion of collocational competence in communicative competence. Analysis of the methodic literature showed that the issue of the collocations’ role in the lexical speech skills formation is not very disclosed in the domestic and foreign methodic literature. In the presented article: 1) we conduct an analysis of the works of domestic and foreign scientists on the lexical approach in teaching foreign language; 2) we prove that the process of learning vocabulary goes by learning certain combinations of words and the ability to use them; 3) we derive the definition of collocations based on the definitions and classifications of scientists; 4) we determine the key place of collocations in the vocabulary learning.
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Ushakova, N., and V. Dubichynskyi. "Communicative and linguistic translation tools for academic adaptation of educational migrants in crisis conditions." Teaching languages at higher institutions, no. 43 (December 25, 2023): 145–62. http://dx.doi.org/10.26565/2073-4379-2023-43-10.
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The article is devoted to solving the urgent scientific and methodological problem of adaptation of migrants to living conditions in a new socio-cultural space, which is caused by the current crisis conditions that have developed in Europe and the world and pose a threat not only to the health, but also to the lives of millions of people. A significant part of migration flows is made up of students who master their future profession at foreign universities, in particular in Polish higher education institutions. Modern approaches to determining the structure of communicative competence of an educational migrant, types of adaptation, and tasks of language training are analyzed. The level of proficiency in the language of instruction is the main factor of the success of the educational process. It has been found that todayʼs conditions require clarification of the composition of participants of the academic adaptation of foreign students. The authors believe that at the initial stage of the adaptation process, the role of translators increases significantly. The requirements for the structure of communicative competence of an educational migrant and the professional and communicative competence of a translator have been clarified. A list of actual communicative situations in the domestic, educational, professional, administrative, socio-cultural spheres of communication is determined, examples of lexical units that will ensure the implementation of communicative tasks are provided. For the formation of professional translation competence, the development of communicative and linguistic tools is proposed: the creation of an educational complex consisting of a syllabus of an elective discipline, a manual, the theoretical and practical sections of which will provide linguistic and methodical guidelines for the formation of interpretation and translation skills in situations of adaptation of educational migrants. It is also proposed to add a complex dictionary of a new type to the toolkit, which will combine the characteristics of different types of lexicographic works and perform the task of interpreting and explaining current lexical units. The developed linguomethodical principles for the creation of an educational complex for the formation of professional and communicative competence of translators can become an invariant model for the creation of variable methodical materials for teaching translation from/into other languages.