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Journal articles on the topic 'Communicative tasks'
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1
KOLUMBÁN, Kinga. "COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH." Review of the Air Force Academy 18, no. 2 (2021): 63–72. http://dx.doi.org/10.19062/1842-9238.2020.18.2.7.
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Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.
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Xikmatovna, Abdualimova Dilfuza, and Tillaxo’jayeva Dildora. "The Role of Grammar in Teaching Foreign Languages." European Journal of Higher Education and Academic Advancement 1, no. 2 (2023): 127–31. http://dx.doi.org/10.61796/ejheaa.v1i2.114.
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This article discusses the issues of communicative teaching of foreign languages based on communicative tasks. Communication-oriented education aims to teach communication in a foreign language using all necessary (not only communicative) tasks and methods.
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Benda, Natalie C., Rollin J. Fairbanks, D. Jeffrey Higginbotham, Li Lin, and Ann M. Bisantz. "Observational study to understand interpreter service use in emergency medicine: why the key may lie outside of the initial provider assessment." Emergency Medicine Journal 36, no. 10 (2019): 582–88. http://dx.doi.org/10.1136/emermed-2019-208420.
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ObjectiveTo characterise the use of interpreter services and other strategies used to communicate with limited English proficient (LEP) patients throughout their emergency department visit.MethodsWe performed a process tracing study observing LEP patients throughout their stay in the emergency department. A single observer completed 47 hours of observation of 103 communication episodes between staff and nine patients with LEP documenting the strategy used to communicate (eg, professional interpreter, family member, own language skills) and duration of conversations for each communicative encounter with hospital staff members. Data collection occurred in a single emergency department in the eastern USA between July 2017 and February 2018.ResultsThe most common strategy (per communicative encounter) was for the emergency department staff to communicate with the patient in English (observed in 29.1% of encounters). Total time spent in communicating was highest using telephone-based interpreters (32.9% of total time spent communicating) and in-person interpreters (29.2% of total time spent communicating). Communicative mechanism also varied by care task/phase of care with the most use of interpreter services or Spanish proficient staff (as primary communicator) occurring during triage (100%) and the initial provider assessment (100%) and the lowest interpreter service use during ongoing evaluation and treatment tasks (24.3%).ConclusionsEmergency department staff use various mechanisms to communicate with LEP patients throughout their length of stay. Utilisation of interpreter services was poorest during evaluation and treatment tasks, indicating that this area should be a focus for improving communication with LEP patients.
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Khateeb, Ahmad Al, and Sultan Almujaiwel. "Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis." Journal of Language Teaching and Research 9, no. 6 (2018): 1301. http://dx.doi.org/10.17507/jltr.0906.20.
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This paper investigates the speaking and communication tasks in EFL textbooks in Saudi Arabia by means of corpus analysis. This analysis explores the extent to which the speaking tasks provided in Saudi EFL textbooks are communicatively incompetent, and is important due to the unsatisfactory, limited levels achieved by many learners of English at most educational stages, specifically primary, intermediate, and secondary. The reason for the poor oral skills among many EFL learners is due to the absence of authentic language learning tasks in a wide range of situations. The techniques used to detect the range of communicative tasks are based on sketching and retrieving the n-grams of in pairs and the verbal collocates say, talk, tell, ask, and discuss in a span of n = 2 ≤ ≥ 2. The experimental analysis driven from the intended textbooks shows that speaking tasks lack reasonable distributions of everyday communication examples and speaking/communicative situations.
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Abdurasulova, Dilorom Abdusalim Daughter of, and Zokirov Gʻaybullo son Javohir. "THE POSSIBILITIES OF USING GRAPHIC ORGANIZERS IN INCREASING THE COMMUNICATIVE ABILITIES OF PRIMARY STUDENTS." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 262–64. https://doi.org/10.5281/zenodo.14859724.
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communicative abilities are of particular importance in the current educational system. Teaching students to communicate, express their thoughts, establish effective communication with others is one of the most important tasks of Education. Graphic organizers (visual tools) can be used as an effective auxiliary tool in enhancing communicative abilities. This article analyzes the possibilities of graphic organizers in the development of communicative abilities of elementary students.
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Батырева and Svetlana Batyreva. "COMMUNICATIVE GOAL-SETTING AS TIPOLOGIZATION’S BASIS OF TASKS RELATED TO FORMATION OF COMMUNICATIVE UNIVERSAL LEARNING ACTIVITIES." Standards and Monitoring in Education 1, no. 4 (2013): 46–51. http://dx.doi.org/10.12737/960.
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The didactic conditions related to formation of communicative universal learning activities (ULA) during Literary Reading classes in the lower forms, and the typologization’s basis of tasks for these ULA formation are considered in this paper.
 Along with the knowledge, value relations and positive experience of communication the ULA are a structural component of communicative competence. Communication ULA are the planned result of main secondary program assimilation in the fi rst stage of learning. One of their formation means is common tasks. Diff erent foundations may be used as basis for typologization of tasks related to ULA formation. The tasks whose typologization is based on communication subjects’ cooperation goal are considered in this paper.
 In accordance with this base the following groups of tasks are relieved: on information request, on information exchange, on emotional self-expression, on presentation (knowledge, action, results), on conviction, on reasoned refusal. The proposed paper has been dedicated to communicative ULA formation.
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ORLOVSKA, OLHA, and OLENA MARTYNYUK. "NON-TRADITIONAL METHODS OF COMMUNICATIVE-ORIENTED TRAINING OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF THE USA." Comparative Professional Pedagogy 13, no. 2 (2023): 16–24. http://dx.doi.org/10.31891/2308-4081/2023-13(2)-2.
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The article deals with non-traditional methods of communicative-oriented teaching of future foreign language teachers in higher education institutions of the USA aimed at developing the ability to adequately express thoughts in a particular language. The main principle of communicative teaching is language activity. Participants in communication should learn to solve real and conditional tasks of joint activity with the help of a foreign language. In this case, learning takes place through activities, which are realized with the help of methodological techniques and exercises. Examples of non-traditional methods of communication in foreign classes at higher education institutions in the USA include the following types of tasks: communication games; communicative stimulations in role-plays and problem-solving; free communication (socialization). The purpose of communicative tasks is to encourage students to solve new communication problems with the help of language tools learned on the basis of the original polylogues. Particular attention is paid to the three-part form of performing communicative-oriented tasks (three-phase frame-work), which are performed in three stages: preparatory (pre-activity); executive (while-activity); final (post-activity). It is noted that an important role in the implementation of non-traditional methods is played by the informative competence of students, which includes: information "frames"; formed knowledge (schemata); language representation of the world in its foreign language form; background knowledge; general knowledge. It is established that special attention should be paid to communicative skills when using non-traditional methods of communication for future teachers in foreign classes at higher education institutions in the USA. The article analyzes students' communication skills, which are divided into the following blocks: 1. Requirements for learning to speak. Fields of communication and topics (ability to communicate with peers). 2. Dialogic speech (different types of dialogues, questioning, exchange of opinions, information, etc.) 3. Monologue speech (statements, retelling of what has been heard, seen or read, etc.) Each of the three blocks involves the development of certain communication skills. The authors have considered several examples of non-traditional methods of communicative-oriented teaching of future foreign teachers in higher education institutions of the USA, namely: "sketch", "role play", "round table", "discussion".
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LIAKH, TETIANA. "КОМУНІКАТИВНИЙ МЕТОД У ПРОФЕСІЙНО-ОРІЄНТОВАНОМУ ПІДХОДІ ДО НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ІНОЗЕМНИХ СТУДЕНТІВ МЕДИЧНИХ СПЕЦІАЛЬНОСТЕЙ". Studia Ukrainica Posnaniensia 9, № 2 (2021): 25–36. http://dx.doi.org/10.14746/sup.2021.9.2.02.
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The way the communicative method functions in a professionally oriented approach to teaching Ukrainian foreign students of medical specialties has been little studied, and that determines the relevance of this topic. It has been found that there is a controversy in scientific thought concerning the role of both communicative and grammar components of teaching Ukrainian as a foreign language. Moreover, modern textbooks do not provide sufficient exercises to develop professional communication. The purpose of this study is to investigate the application of the communicative method in a professionally oriented approach to teaching Ukrainian (as a foreign language), and to develop appropriate exercises and tasks. The conclusion is that in the process of learning to communicate in a foreign language, it is important for students to present and master grammatical material. Samples of tasks and exercises aimed at developing the communicative and grammar competence of foreign medical students in professional communication are presented.
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Dmitrenko, Natalia, Anastasiia Petrova, and Olena Podzygun. "PROBLEM-BASED TASKS IN FOREIGN LANGUAGE ACQUISITION FOR INTENDING EDUCATORS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 361. http://dx.doi.org/10.17770/sie2020vol5.4984.
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The problem-based learning of a foreign language is aimed to develop students’ creativity, increase their motivation, autonomy, experience future profession tasks, and improve cognitive and communicative skills. The purpose of the article is to justify the efficiency of forming communicative skills of intending educators by means of problem-based tasks within the discipline “English for Professional Communication”. The objective of the article is to report about the results of using problem-based tasks in students’ acquisition of course content and in formation of students’ linguistic competence. In order to test the theoretical statements of using problem-based tasks in foreign language acquisition, a diagnostic experimental study was conducted. It was aimed at identifying cognitive-communicative needs and opportunities of students in solving problem tasks. The study included: experimental training, diagnostic tests and questionnaires for students and teachers. As a result, the cognitive and communicative needs and opportunities of students to solve problem tasks were determined; the prospects of application of problem tasks in the development of creative thinking in the process of formation and development of skills of foreign language communication were revealed. The experiment data enable to conclude that regular using of problem-based tasks marked positive impact on formation of students’ linguistic competence. Phonetic, lexical and grammatical skills have improved due to communication with peers and self-control during solving problem tasks. The overall results of the study affirm the enhancement of students’ speaking skills (monologue, dialogue, polylogue skills).
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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.
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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Yuliya Boyko, Oksana Sierhieieva, Olena Matsiuk, Denys Dmytroshkin, and Nataliia Levytska. "Cross-Cultural Research in Cognitive Psycholinguistics: Analysis of Linguistic Diversity and Cognitive Processes." Forum for Linguistic Studies 6, no. 6 (2024): 28–42. https://doi.org/10.30564/fls.v6i6.6758.
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The study explores the integration of cognitive and psycholinguistic parameters in language education, focusing on designing communicative tasks to enhance oral proficiency in English among university students. Consciousness and meta-linguistic attention are highlighted as critical factors influencing communicative competence. A longitudinal observational study was conducted with second-year students at Khmelnytsky National University, focusing on the Department of Germanic Philology and Translation Studies. Both Bachelor’s and Master’s students participated in the study, which spanned an academic semester. The methodology involved systematic observation of English class interactions, where tasks integrating cognitive (fluency, accuracy, complexity) and psycholinguistic parameters simulated authentic communicative situations.The findings reveal that traditional approaches treating communication as merely a teaching tool are inadequate for developing language competence. Effective communication in English classes required tasks blending simulation and authenticity, significantly enhancing oral competence. A comprehensive approach incorporating cognitive and psycholinguistic considerations resulted in measurable improvements in students' fluency, accuracy, and complexity in oral discourse. This study highlights the need for dynamic, engaging tasks that reflect the complexities of real-world communication, enriching students’ linguistic and cognitive abilities while fostering deeper engagement with the language. The results advocate for curriculum reforms and instructional designs prioritizing authentic communicative tasks, equipping students with skills to navigate diverse communicative situations. Such an approach can reshape university-level language teaching and better prepare students for global citizenship and intercultural communication, ultimately bridging the gap between classroom learning and real-world applications.
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Kurmanova, A. K., and Sh Kapantaikyzy. "THE ROLE OF COMMUNICATIVE EXERCISES IN INCREASING THE LEVEL OF PRACTICAL KNOWLEDGE OF THE KAZAKH LANGUAGE." Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2023, no. 2 (2023): 93–104. http://dx.doi.org/10.59102/kufil/2023/iss2pp93-104.
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In today’s interconnected world, the ability to communicate effectively is essential for people in order to express themselves properly and interact successfully in social, academic, and professional contexts. In this article, the function of communicative exercises is examined as a potent tool for enhancing communication abilities. A summary of the several techniques applied in communicative exercises that encourage good communication is provided. It first emphasizes the significance of developing a welcoming and engaging learning environment that promotes learners’ active engagement and collaboration. Students can learn verbal and non-verbal communication skills including active listening, alternation of activities, and interpretation of non-verbal cues by participating in pair or group activities. The article also examines the function of authentic and important tasks in communicative exercises. Students will use their Kazakh language abilities to solve problems and share their viewpoints by imitating real-life situations, which will improve their communicative competency. The article also focuses on how technology can be incorporated into communicative activities and emphasizes the advantages of integrating multimedia materials, online platforms, and virtual communication tools. With the help of these technological developments, students can collaborate remotely, engage in cross-cultural interactions, and improve their digital literacy. In conclusion, this article rests on the value of including communicative activities into the study of the Kazakh language as a useful way to enhance communication abilities. Teachers can enable students to become confident communicators who can deal with the challenges of communication in a variety of contexts by using a targeted strategy, authentic assignments, and technology. Key words: communicative exercises, communication skill, supportive learning environment, authentic tasks, technology integration.
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Borisovna Karpenko, Liudmila. "Actual Tasks of Teaching Russian as a Foreign Language." Studies in Educational Management 13 (December 2022): 1–14. http://dx.doi.org/10.32038/sem.2023.13.01.
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The article is devoted to the analysis of current tasks of modern linguodidactics in the sphere of teaching Russian as a foreign language (RaFL). As the main directions of its further improvement the author indicates effective systematization of speech material, adjustment of the linguistic component of training courses and coordination of educational resources, as well as enrichment of the content of the training base. Speech skills are an important component of the content of teaching Russian as a foreign language. In the process of mastering Russian, it is difficult for foreigners to differentiate speech patterns in accordance with different communication situations. Therefore, a condition of effective learning is the systematization of functionally authentic speech material, in other words the creation of a communicative fund. The author offers an effective method of speech means systematization which fully corresponds to the objectives of language teaching practice and is based on the consecutive description of communicative-pragmatic complexes. Communicative-pragmatic complex is understood as a block, combining speech acts similar in function with the corresponding intentions, communicative situations and speech models. When describing consistently systematically, the complex covers all basic stereotypical situations, in which a typical intention in speech practice is realized. As a rule, the communicative-pragmatic complex combines three or four typical communicative situations, reflecting the real communication in Russian. The article also emphasizes the need for a stricter alignment of lexical minimums with the norms of the corresponding levels of Russian language proficiency, the need to include more interesting texts about modern Russia, to show the attractive features of modern Russians - interest in education, sports, travel, healthy lifestyles, outdoor recreation, festivals of student songs, bard songs, etc.
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Karpenko, Liudmila Borisovna. "Actual Tasks of Teaching Russian as a Foreign Language." Studies in Educational Management 13 (January 24, 2023): 1–14. https://doi.org/10.32038/sem.2023.13.01.
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The article is devoted to the analysis of current tasks of modern linguodidactics in the sphere of teaching Russian as a foreign language (RaFL). As the main directions of its further improvement the author indicates effective systematization of speech material, adjustment of the linguistic component of training courses and coordination of educational resources, as well as enrichment of the content of the training base. Speech skills are an important component of the content of teaching Russian as a foreign language. In the process of mastering Russian, it is difficult for foreigners to differentiate speech patterns in accordance with different communication situations. Therefore, a condition of effective learning is the systematization of functionally authentic speech material, in other words the creation of a communicative fund. The author offers an effective method of speech means systematization which fully corresponds to the objectives of language teaching practice and is based on the consecutive description of communicative-pragmatic complexes. Communicative-pragmatic complex is understood as a block, combining speech acts similar in function with the corresponding intentions, communicative situations and speech models. When describing consistently systematically, the complex covers all basic stereotypical situations, in which a typical intention in speech practice is realized. As a rule, the communicative-pragmatic complex combines three or four typical communicative situations, reflecting the real communication in Russian. The article also emphasizes the need for a stricter alignment of lexical minimums with the norms of the corresponding levels of Russian language proficiency, the need to include more interesting texts about modern Russia, to show the attractive features of modern Russians - interest in education, sports, travel, healthy lifestyles, outdoor recreation, festivals of student songs, bard songs, etc.
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Lo, Siowai. "Translation for communicative purposes." Translation and Translanguaging in Multilingual Contexts 5, no. 2 (2019): 185–209. http://dx.doi.org/10.1075/ttmc.00031.lo.
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Abstract An underexplored aspect of the use of translation in the L2 classroom is its potential to foster in-class communication. This article explores the efficacy of translation tasks as compared to monolingual writing tasks in engendering language-related discussions in class. The study is longitudinal and includes two experiments carried out in an EFL college setting. Data were collected over two semesters and a comparatively stronger presence of language-related episodes (LREs) was found among those who worked on translation tasks. This higher level of engagement in L2 class discussions suggests that translation tasks are advantageous in engendering student-initiated LREs, drawing learners’ attention to lexis and grammar, and fostering communication in the classroom.
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Zholdykhozha, Nurgul Nurkhozhakyzy Duisenova Gaziza Timurkyzy. "MODERN APPROACHES TO DEVELOPING COMMUNICATIVE METHODS FOR TEACHING THE RUSSIAN LANGUAGE FOR VARIOUS PURPOSES." American Journal of Advanced Scientific Research (AJASR) 2, no. 9 (2025): 255–67. https://doi.org/10.5281/zenodo.15252700.
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The article addresses the problem of developing and adaptingcommunicative methodologiesfor teaching Russian as a Foreign Language (RFL)to meet the diverse communicative needs of learners. Amidst globalization andthe growing interest in the Russian language, there is an increasing need foreffective approaches focused on the practical application of the language inspecific communication situations: everyday, business, academic, and tourism.The key principles of the communicative approach and the specifics of theirimplementation in teaching various types of communication are analyzed. Specialattention is paid to the need for differentiating teaching materials, tasks, andtechnologies depending on the target audience and communicative tasks. The roleof authentic materials, interactive methods, project-based activities, and digitaltechnologies in developing learners' communicative competence for differentspheres of communication is considered. The article emphasizes that creatingeffective communicative methodologies requires a deep analysis of learners'needs and flexibility in selecting pedagogical tools.
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Pravova, Ninel. "Communicative-speech development of primary schoolchildren by means of educational-situational tasks." Bulletin of Luhansk Taras Shevchenko National University 1, no. 8 (346) (2021): 85–96. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-1-85-96.
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In the article the problem of communication and speech developement of junior schoolchildren by means of educational-situational exercices are considered. Sciantists approaches for concept definition of communication and speech developement of primary school’s pupils were analyzed. Was determined that current definition was appeared because of question updating of language studying in communication aspect and consideration of the theory of communicational knowladge in case of speech developement. Attention is focused on the understanding by researchers of communicative-speech development as a process of formation of a linguistic / speech personality, which have intelligent methods of communication in various communicative-speech situations, using knowledge of the language and skills of speech activity. On the basis of the analysis of scientific literature, the communicative-speech skills, which should be the result of the communicative-speech development of junior schoolchildren, are highlighted. Various points of view on understanding the content of the concept of "situational task" are presented. The conclusion is formulated that the substantive basis of this concept is the speech situation as a system of relations between the participants in communication, which is based on certain conditions and circumstances of communication. The situation stimulates and generates a statement, programs its content, form and implementation. The factors that prove the expediency of using the technique of forming a speech situation at the lessons of the Ukrainian language and literary reading for the communicative-speech development of younger students are considered.
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Orlova, S. N., and О. O. Chernetskaya. "Communicative tasks method in teaching English." Issues of Applied Linguistics, no. 26 (2017): 76–88. http://dx.doi.org/10.25076/vpl.26.07.
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Siskin, H. Jay, and David Nunan. "Designing Tasks for the Communicative Classroom." Modern Language Journal 74, no. 1 (1990): 89. http://dx.doi.org/10.2307/327949.
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Nunan, David. "Communicative Tasks and the Language Curriculum." TESOL Quarterly 25, no. 2 (1991): 279. http://dx.doi.org/10.2307/3587464.
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Deykina, Alevtina D., and Olga N. Levushkina. "PROBLEM-CONSTRUCTIVE TASKS IN TEACHING FOREIGN SCHOOLCHILDREN ORAL SPEECH." Proceedings of Southern Federal University. Philology 28, no. 3 (2024): 188–94. https://doi.org/10.18522/1995-0640-2024-3-188-194.
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The authors introduce the concept of a problem-constructive exercise in teaching Russian as a foreign language, which allows you to teach constructive dialogue consistently and implement training in oral communication in Russian. Based on the classification of dialogues in the process of teaching Russian as a foreign language by O. D. Mitrofanova and V. G. Kostomarov, the authors propose a typology of problem-constructive tasks for teaching speaking and listening: conditional communicative and communicative.
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Meskill, Carla, and Natasha Anthony. "Form-focused Communicative Practice via CMC." CALICO Journal 25, no. 1 (2013): 69–90. http://dx.doi.org/10.1558/cj.v25i1.69-90.
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Computer-mediated communication (CMC) is being used widely to support and extend foreign language instruction. Language learners are practicing the target language by communicating with their instructors, peers, and native speakers at a distance. This study examines high-beginning and low-intermediate learners of Russian and their uses of, and reactions to, a required CMC component of their Russian language classes whereby instructor-initiated tasks and orchestration constituted the central structure. CMC transcript, interview, and questionnaire data indicate that students were generally enthusiastic about the CMC tasks and activities and report having learned the target language through their engagement in communicative practice with instructor-guided focus on form. The study illustrates specific types of CMC instructional uses and strategies that guide motivated, form-focused communicative practice, an activity to which these learners responded positively in terms of both reported progress and demonstrated progress in learning the Russian language.
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Camaioni, Luigia, and Anna Paola Ercolani. "The Role of Comparison Activity in the Development of Referential Communication." International Journal of Behavioral Development 11, no. 4 (1988): 403–13. http://dx.doi.org/10.1177/016502548801100401.
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The hypothesis that a significant relation exists between referential communication performance and comparison performance was investigated. A pretest-test design was adopted in which two comparison tasks-a "comprehension task" and a "match to sample task"-were selected for the pretest and other two tasks-different versions of the Krauss and Glucksberg referential communication task-were employed for testing children's communicative effectiveness. One hundred and fifty Italian children ranging in age from 5 years 1 month to 8 years 5 months served as subjects for the pretest. Sixty-four children, equally divided into four groups (young-low, young-high, old-low, oldhigh) on the basis of both age and the comparison performance level achieved in the pretest tests, were tested on the two versions of the Krauss and Glucksberg task. As expected, the results indicated that the ability to compare in non-communicative tasks was significantly related to communication effectiveness in referential tasks. In particular, younger children classified as high on comparison skills consistently exhibited communicative performances similar to those of older children classified as low on comparison skills.
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Ruiz, Mayra Rodriguez, and Neusa Olinda Varela Spínola. "Improving the Intercultural Communicative Competence of English Language Students." Journal of Intercultural Communication 19, no. 1 (2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i1.774.
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Nowadays intercultural communicative competence (ICC) is an important tool in foreign language teaching and learning. The main goal of this article is to propose some tasks to improve the intercultural communicative competence in the English Language Course at Universidad Central “Marta Abreu” de Las Villas, Santa Clara, Villa Clara, Cuba. In so doing, the article provides some theoretical foundations of concepts related to culture, communicative competence, intercultural communication and intercultural communicative competence. The tasks proposed can be adapted to different contexts, taking into account learners’ needs and interests. They apply the four language skills at the same time, combining communicative competence and intercultural communicative competence, the two aspects that make a learner a perfect mediator within the teaching and learning process of a foreign language.
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Haletska, Yuliya. "Peculiarities of speech ontogenesis of preschoolers with normotypical development and with combined developmental disorders." Actual problems of the correctional education (pedagogical sciences) 22 (December 30, 2023): 61–71. http://dx.doi.org/10.32626/2413-2578.2023-22.61-71.
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In the article it is determined that from the variety of speech heard by the child, he chooses, assimilates and creates what he needs to solve the communicative tasks that appear before him in connection with the peculiarities of life at this stage of development. It is the development of communicative activity that determines the development of speech, and not vice versa. Thus, the speech of children of the same age, but different levels of communication development, differ significantly. The speech of children who are of different ages, but are at the same level of communicative activity, is approximately the same in terms of lexical composition, the complexity of grammatical design, and the length of sentences. This is explained by the fact that communicative tasks typical for a certain level of communication development determine selective perception and appropriation by children of various features of the speech they hear. According to typical communicative tasks, children with different forms of communication identify and assimilate various lexical and grammatical features in this language material. Therefore, for the development of a child's speech, it is not enough to offer him only a variety of language material, it is necessary to set new communication tasks for the child, which would require new speech means of communication. It was found that children with combined disorders have an underdevelopment of the meaningful side of speech and pronunciation of sounds, the lexical-grammatical composition of the language, and the dictionary. Such speech disorders arise as a result of profound visual disturbances caused by a visual analyzer disorder, and early speech underdevelopment is also observed.
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Murtazaeva, A. B. "COMMUNICATIVE PRINCIPLES OF SPEECH CULTURE." Eurasian Journal of Social Sciences, Philosophy and Culture 03, no. 02 (2023): 157–61. http://dx.doi.org/10.37547/ejsspc-v03-i02-p2-73.
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This article discusses the communicative principles of speech culture, certain communicative tasks in the process of speech construction and comprehension, and the correlation with external structures related to it.
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Osiadla, Tetiana. "SYSTEM OF EXERCISES AND TASKS FOR PERSIAN INTERACTION COMPETENCE DEVELOPMENT TO PROSPECTIVE INTERPRETERS MAJORING IN NATIONAL SECURITY SAVEGUARD." Scientific and methodological journal "Foreign Languages", no. 2 (September 13, 2022): 15–25. http://dx.doi.org/10.32589/1817-8510.2022.2.262685.
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The article outlines a system of exercises and communicative tasks for the development of Persian competence in dialogic speech of prospective interpreters majoring in national security. Two main models of teaching dialogue are identified - «top down» and «bottom up». The types and kinds of exercises and tasks are described, the developed system of exercises and tasks is realized in two stages. The first stage is introductory (top down); Stage II - cognitive-communicative (bottom up). The stages cover groups of exercises and tasks that cadets perform in the developed sequence - using Case study and role-playing exercises, which being combined allow to form and develop interaction skills, model communication situations and develop interaction abilities and strategies.
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Ryabokin, N. O., and Y. M. Shatkovsky. "The concept of instruction, its communicative tasks." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 27–37. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-27-37.
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This article deals with the concept of instructions, its types and communication tasks. It was found that the instruction can be characterized as an official business document of technical content and its design at all levels has a high degree of standardization, which ensures the economy in writing and perception of this text. The instructional discourse is investigated and its features are determined: the presence of different speech genres, in particular, the operation manual, the memo, the user manual, the prescription, the service directive; certain speech tactics, namely, informing, shifting responsibility, prompted to action; minimal change in communicative roles. Analyzed four standard types of instructions: 1) instructions for goods (household appliances, food, vehicles, etc.); 2) annotation to medicines; 3) departmental instructions (rules for filling out documents, customer behavior: customs declaration, fire instructions, etc.) 4) job description (rules of behavior for employees in a certain position) and six new types were added: audio / video instructions, interactive instructions, pop-up hints, hypertext knowledge base, hypertext online resource, electronic document. It was also found that the communicative tasks of the instructions are the message of information and the prescription of actions and for the design of the texts of the instructions of the product the optimal system of language means. It was determined that the compositional structure of the text of a typical instruction contains, as a rule, the following sections: introduction, general information, technical data, delivery set, safety requirements, the procedure for installing and preparing the product for work, the procedure for operating the product, product care, maintenance, rules storage and transportation, possible malfunctions and methods of their elimination, warranty obligations.
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Kostiuk, Svitlana S. "Development of Intercultural Communicative Competence of Future Specialists in the Field of Information Technologies in the Process of Foreign Languages Learning." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (2020): 103–12. http://dx.doi.org/10.52534/msu-pp.6(2).2020.103-112.
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Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty
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Nocoń, Jolanta. "Kontekst kulturowy a program edukacji językowo‑komunikacyjnej w L1. Głos w dyskusji." Z Teorii i Praktyki Dydaktycznej Języka Polskiego 29 (October 6, 2020): 111–21. http://dx.doi.org/10.31261/tpdjp.2020.29.08.
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The article’s theme concerns challenges encountered in the 21st century in the course of language communicative education within the scope of Polish as a native language. The author expresses conviction that socialisation process does not substitute for education, and therefore one of the paramount purposes/aims of language education within the scope of native language is to cater to the language-communicative needs of students stemming from cultural transformation taking place in the contemporary world. New tasks that a Polish language teacher needs to face are developing the so-called new communicative competency which facilitates communicative acts in media-dominated world of today, including digital media. The said tasks also involve counteracting the lowering of verbal communication standards, particularly the cases of verbal aggression and primitive vocabulary.
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Trihastutie, Nopita, and Eka Fadilah. "TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS." Berumpun: International Journal of Social, Politics, and Humanities 2, no. 2 (2019): 59–75. http://dx.doi.org/10.33019/berumpun.v2i2.20.
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The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.
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Goncharova, Lyubov. "Contemporary Communicativism: Many-Face of Problems and Difference of Tasks." Scientific Research and Development. Modern Communication Studies 10, no. 5 (2021): 5–10. http://dx.doi.org/10.12737/2587-9103-2021-10-5-5-10.
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The editor-in-chief’s column provides an overview of the issue, trends and directions of modern communication research are noted. In this issue of the journal, we get acquainted with representatives of Russian scientific schools that develop issues of linguoecology, professional, political, advertising communication, translation, teaching of communicative disciplines, etc. aspects of communication studies.
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Rodionova, Inga V., and Natalya K. Mayatskaya. "Formation of communicative competency of foreign students in a multicultural environment of higher education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, no. 1 (2023): 140–46. http://dx.doi.org/10.34216/2073-1426-2023-29-1-140-146.
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The article reveals a number of issues related to identifying the role of education in ensuring the level of communicative competency and determining the conditions that ensure this process. It is shown that in the system of higher education, when solving the problem, the formation and development of the level required in modern conditions is carried out. So in the article, the authors, when highlighting the tasks of higher education, one should determine the importance of education in ensuring the level of social and intercultural competency, calling upbringing of a widely erudite, cultural, active personality capable of effective communication in the world space among the tasks of higher education. The article highlights the problem of the formation of professional communicative competency of medical students. The analysis of the role of education in the modern world of the meaning of the concepts of “competencyˮ and “communicative competencyˮ in the interpretation of modern and foreign scientists is carried out. The article focuses on the need to create conditions for the formation and development of students' communicative competence through educational programmes of the humanitarian block, which include the discipline “Communication technologies in professional activityˮ, implemented in the training of foreign students – future medical workers. The authors focus on communicative competence as one of the leading among other competences and necessary for solving communicative tasks in professionally oriented and educational and cognitive activities. The allocation of this competency and the formation of communicative competence provides students with the opportunity to acquire professional knowledge, the necessary experience for constructive interaction in a multicultural environment.
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Hwang, Jieun. "Task-Based Negotiation of Meaning Through a Mobile Messaging Platform*." STEM Journal 25, no. 4 (2024): 32–44. https://doi.org/10.16875/stem.2024.25.4.32.
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In situations where Korean university students have insufficient opportunities to communicate in English on a daily basis, using a mobile instant messaging (MIM) application for English interactions can provide them with more chances to practice the target language and negotiate meaning. This study aimed to explore Korean university students’ negotiation of meaning through different tasks using an MIM application and how these tasks influence their meaning negotiation during communicative activities on the platform. This study adopted a mixed-method approach, combining surveys and message observations to collect data. The findings showed that students perceived negotiating meaning through the MIM platform as both interesting and useful for their English learning. They valued the opportunity to communicate and negotiate meaning in English at any time and from anywhere, based on tasks. However, some challenges related to these communicative experiences were also reported. The findings indicated that some English translation applications were utilized during task-based communicative activities. Overall, the study found that students enjoyed discussing specific topics while completing various types of tasks and they experienced several benefits during their English interactions with peers on the MIM platform. The impact of different task types on meaning negotiation was also discussed.
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Lee, Mi Sook. "The Profile of Task Performances for Cognitive-communicative Intervention in the Oldest-Old." Audiology and Speech Research 17, no. 4 (2021): 380–90. http://dx.doi.org/10.21848/asr.210023.
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Purpose: The “oldest-old” is the heterogeneous population compared with the younger-old in several cognitive-communication aspects. Accordingly, it is necessary to intervene in them discriminately. This study aimed to suggest the performance profiles by cognitive-communication tasks for intervention in oldest-old.Methods: Sixty-four oldest-old subjects aged 80 or older years performed 16 subtasks for the five cognitive-communication domains. And the performance profiles of group I (84.00 ± 2.62 years) and II (93.38 ± 1.61 years) were analyzed.Results: The main findings were as follows. Firstly, two groups had significant differences in performances of most tasks including working memory, reasoning, word fluency, and subjective communication. Secondly, five communication tasks were significantly correlated with all cognitive tasks and were predicted by the reasoning tasks like similarity in group I. Thirdly, word fluency and pragmatic expression tasks were significantly correlated with all cognitive tasks. Tasks including verbal problem solving were found to be the best predictors of confrontation naming in group II.Conclusion: Current study provides evidence-based information to support cognitive-communication intervention for the oldest-old. These results also can contribute to increase the efficacy of the cognitive-communicative intervention.
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Liudmyla, Berezovska. "The process of formation of communicative-speaking competence of social workers based on the system-target approach." ScienceRise: Pedagogical Education, no. 2(29) (March 31, 2019): 13–16. https://doi.org/10.15587/2519-4984.2019.161564.
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The article deals with theoretical analysis of the literature on determining the place and role of the system-target approach in the process of formation of the communicative-speaking competence of future social workers in higher education institutions. It is indicated, that the usage of a system-target approach is aimed at forming in students a system of interdisciplinary knowledge from linguistic disciplines, communicative skills and skillful usage of them in future professional activities. The program of the elective course "Technologies of professional communication" was developed. The informative content of which predicted creation of a system of theoretical and methodological knowledge in students about the essence of communicative-speaking activity; the development of skills of professional-speaking communication; performance of practical tasks; communicative exercises (trainings); value attitudes; communicatively significant personal qualities; professional motives, interests, interpersonal interactions. The selection of exercises and tasks was carried out according to the following criteria: purpose; sequence and technique of the intended actions; self-control over the course and results of actions; control over the implementation of exercises and its results from the teacher. Exercise was aimed at practical mastering of the procedure and "technology" of communication on the basis of working out its most important elements, which promoted the development of communicative-speaking skills, acquisition of skills of management in the communication process, ensured the formation of organic and consistent actions in the public environment, technology and speech logic, its expressiveness and emotionality. Among the conditions that will ensure the effectiveness of educational activities at each stages of the communicative-speaking competence formation there were chosen: the creation of educational communication environment on the basis of a structural and target approach, oriented on compliance with the algorithm of action (analysis, planning, designing); realization of interdisciplinary connections of cycles of psychological and pedagogical, fundamental and professionally oriented disciplines; creating a supportive environment for communication, based on a human, tolerant attitude towards the interlocutor
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Dienichieva, Olha, Olena Bernatska, Maryna Komogorova, and Svitlana Lukianchuk. "PECULIARITIES OF THE EDUCATIONAL PROCESS FOR THE FORMATION OF STUDENTS’ COMMUNICATIVE COMPETENCE IN LEARNING ENGLISH FOR PROFESSIONAL PURPOSES." Baltic Journal of Legal and Social Sciences, no. 1 (April 1, 2025): 52–63. https://doi.org/10.30525/2592-8813-2025-1-6.
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Abstract. The issue of developing students' communicative competence in the study of English is highlighted by the requirements for professional training outcomes in higher education institutions and current societal demands. It is summarised that communicative competence is developed through direct interaction and becomes the result of communication experience for individuals. Communicative competence is viewed as the ability to understand and produce English at the phonological, lexico-grammatical, and cultural knowledge and language skills level and in accordance with the goals and specifics of professional communication situations. Purposeful work towards developing students' communicative competence during the study of English for professional purposes is understood as a holistic process of structuring the educational process based on the alignment of its key components: goal-setting (reflecting the aim of the study and the requirement for the simultaneous participation of all students in completing specific tasks); content (based on the selection of specialised learning tasks); technological (defining the conditions, methods, and tools for the development of communicative competence); and evaluative-resultative (designing tools to determine the effectiveness of the proposed changes and their impact on the state of communicative competence among higher education students).
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Qudsiana Nurul Arifah, Khafidhta, Endang Fauziati, and Yeny Prastiwi. "Enhancing Students’ Communicative Competence through Classroom Tasks in Hospitality Training." Dinasti International Journal of Education Management And Social Science 6, no. 2 (2025): 1568–82. https://doi.org/10.38035/dijemss.v6i2.3916.
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This study explores how classroom tasks enhance students’ communicative competence in an English for Receptionists training program using Project-Based Learning (PJBL). By incorporating role-playing, simulations, and task-based interactions reflecting real-life scenarios such as guest greetings, check-ins, complaint handling, and local knowledge sharing, the program aims to develop four components of communicative competence: grammatical, sociolinguistic, discourse, and strategic. A qualitative case study approach was employed, with data collected through classroom observations, interviews, and document analysis, then analyzed thematically. Findings show that tailored classroom tasks improve students’ ability to use appropriate grammar and vocabulary, adjust communication to social contexts, organize coherent responses, and employ strategies to overcome communication barriers. The study highlights the critical role of classroom tasks in bridging the gap between theoretical learning and professional demands, offering practical insights for educators to design effective ESP curricula tailored to the hospitality sector.
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Qo’ldoshev, Rustambek, Alijon Hamroyev, Habiba Jumayeva, Zilola Abulova, Dilnoza Xayrullayeva, and Moxichehra Niyazova. "Language wealth of primary school students, its tasks." E3S Web of Conferences 538 (2024): 05017. http://dx.doi.org/10.1051/e3sconf/202453805017.
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When learners engage in spoken communication, they use language first. Mutual speech cooperation of two (or more) communicants based on dialogue based on the exchange of ideas, increasing consistency in finding a solution to a specific problem. An indepth study of the owners of any form of speech activity and their communicative and pragmatic features is an important gain. The growth of a person and his place in society is directly related to speech communication. The article talks about speech communication and its importance, functions of language, types of dialogue in dialogic speech.
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Yang, Yujin. "Use Strategic Planning in IELTS Part 2 Narrative Task." Learning & Education 10, no. 8 (2022): 169. http://dx.doi.org/10.18282/l-e.v10i8.3108.
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When English is regarded as the lingual franca in the global world, English learners’ communicative competence is emphasized. In China, however, most of L2 learners’ willingness to communicate and communicative competence is relatively low. This article focus on how to improve Chinese IELTS learners’ poor communicative competence in the classroom. I mainly use guided strategic planning in narrative tasks to enhance learners’ fluency and complexity.
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Arifovna, Atadjanova Ludmila. "GAME THERAPY AS A FACTOR IN THE FORMATION OF ADOLESCENTS COMMUNICATION SKILLS." Frontline Social Sciences and History Journal 4, no. 6 (2024): 17–23. http://dx.doi.org/10.37547/social-fsshj-04-06-03.
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The article examines game therapy as the concept of “communication skills”, as a necessary condition for successful communication, and identifies tasks aimed at developing communicative competence. The corrective capabilities of play therapy as a factor in the development of skills necessary for effective communication in adolescence are also analyzed and, in this context, tasks for psychological support of adolescents are identified.
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Bojović, Milevica. "Communicative Language Ability in Maritime English: Concept, Significance, and Assessment." Časopis Pomorskog fakulteta Kotor - Journal of Maritime Sciences 25, no. 1 (2024): 34–51. http://dx.doi.org/10.56080/jms240503.
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The English language is the lingua franca in the maritime industry - being proficient in English in maritime transport communication is a precursor to safety. The paper aims to explore Maritime English specificities, seafarers' language competence needs and evaluation solutions, and the significance of the concept of communicative language ability in Maritime English as well as to present the assessment instrument and its application in sea communication tasks. The model of communicative language ability with its competences and their significance in the maritime context are present-ed. This model is valuable for designing an instrument to measure speaking ability in an oral communication task. The instrument Communicative Language Ability Scale (CLAS) and its application in Maritime English communication tasks are analyzed. The implementation of CLAS in English for specific purposes context, which is the crux of Maritime English, showed that the instrument is valid, reliable, and internally consistent. The vocabulary (Standard Maritime Communication Phrases), pragmatic competence, communication strategies, and nonverbal communication factors are of paramount importance in Maritime English communication use.
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Lobachova, Iryna. "COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 231–34. http://dx.doi.org/10.24144/2524-0609.2021.48.231-234.
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The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.
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Swyrydjuk, Vira. "The system of exercises and tasks for the formation of intercultural foreign language communicative competence of prospective teachers of the german language." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 20–30. http://dx.doi.org/10.32589/1817-8510.2023.2.285384.
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Exercises and tasks serve as learning tools for modeling a foreign language environment, a motive for communication, and a tool for improving cognitive-communicative and metacognitive learning strategies. The article deals with the methodical features of compiling a system of exercises and tasks for mastering the German language in the context of intercultural communication. The article considers a system of exercises and tasks for the formation of intercultural foreign language communicative competence of future teachers during self-study work. An analysis of the specialized literature was carried out, which became the basis for the theoretical justification of the developing and use of exercises and tasks for the formation of a cultural secondary language personality. The generalized system covers all types of speech activities and contains communicative, semi-communicative and non-communicative exercises of a receptive, reproductive and productive nature, with the aim of forming and developing language and speech foreign language skills and abilities, which are based on the intercultural aspect. The author gives a number of examples of exercises according to the determined levels of mastering German-language material, namely receptive, reproductive-productive and creative. The criteria for developing exercises have been specified: focus on receiving or issuing information; communicativeness; motivation; level of action management; presence/absence of a game component; presence/absence of visual and illustrative supports; method of performing the exercise; cultural and emotional orientation of exercises. The system of exercises consists of subsystems, the goals of which are aimed at mastering the German language skills and abilities in listening, speaking, reading and writing. The specifics of using the acquired information for oral and written communication were studied. The article describes in detail the course of foreign language activities to ensure the consistent use of foreign language information for the purpose of acquiring cultural, linguistic, sociocultural knowledge and developing skills and abilities of intercultural communication. Special attention is given to the intercultural aspect of the content, the manifestation of which is the language and speech material, the communicative behavior of interlocutors during the intercultural communication. Interactive, innovative technologies and teaching methods are proposed for the effective application of exercises in order to optimize the educational process of future teachers during independent work.
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Kubatskaya, Victoria Sergeevna. "Integrative tasks with the use of electronic educational resources for the development of interrelated speech activities in English lessons at a general education school." Pedagogy. Theory & Practice 10, no. 4 (2025): 402. https://doi.org/10.30853/ped20250049.
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The aim of the article is to justify the feasibility of using integrative tasks developed with the help of electronic educational resources (EER) in order to form communicative competence among 10th-grade students at a general education school in English lessons. The article presents the structure of development of integrative tasks using EER, an example of integrative training tasks that include receptive and productive speech activities and results of experimental work. The novelty of the work lies in describing a relevant and original methodology for teaching English in schools using EER, which will be aimed at achieving the main goal of learning English, i.e., the communicative one. During the experimental teaching of 10th-grade students, the entrance and final tests were carried out, according to which positive changes in the development of communicative competence of students were noted. The study analyzes experimental lessons with integrative tasks using EER. As a result of the research, it was proved that the developed methodology of working in English lessons promotes the development of all speech activities and communication skills of students in English lessons.
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Zhao, Jing, Yan Ye, Jerome Banks, and Jiajun Xu. "DEVELOPMENT OF A NEW INSTRUCTIONAL MODEL FOR ENHANCING STUDENTS’ WILLINGNESS TO COMMUNICATE AND PERFORMANCE IN COLLEGES, CHINA." EUrASEANs: journal on global socio-economic dynamics, no. 2(45) (March 30, 2024): 279–94. http://dx.doi.org/10.35678/2539-5645.2(45).2024.279-294.
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The learner’s willingness to communicate is one of the essential elements in learning and implementing foreign languages effectively. The researchers are eager to develop a new intercultural instruction model to enhance non-English major college students’ intercultural communicative willingness in English classrooms in China. A mixed methodology approach that combined qualitative analysis and quantitative analysis was utilized to analyze data from a questionnaire, the new intercultural teaching model, in-depth interviews, and productive tasks such as speaking tasks and writing tasks. There were 98 Chinese students participating in this research in the academic year 2019–2020. The results revealed that after the development and implementation of the new intercultural teaching model, the students showed progress in their willingness to communicate, their satisfaction with the results of the in-depth interviews, and their high performance in those productive tasks. On this basis, this research presents how to develop and implement an instructional model effectively to enhance the students’ intercultural communicative willingness and productive performance.
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Dwijayani, Ira, and Sita Musigrungsi. "Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles." Studies in English Language and Education 9, no. 2 (2022): 501–20. http://dx.doi.org/10.24815/siele.v9i2.23566.
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Enhancing students’ communicative competence is crucial in teaching speaking in Communicative Language Teaching (CLT) classrooms. While relating elements focusing on curriculum, materials, and teachers pay attention to developing the students’ communicative competence, obstacles hinder students’ communicative skill development. This mixed-methods study aimed to analyze the communicative level of the speaking tasks presented in the teaching materials and how teachers used these tasks to enhance communicative competence. It also investigated teachers’ perceived difficulties in teaching speaking in the classroom. The participants were three 11th grade teachers and 54 students from three schools in the southern border area of Thailand. Data collected from speaking task analysis and classroom observation were analyzed based on Littlewood’s communicative continuum, and a semi-structured interview was analyzed with an inductive approach. This in-depth information illustrates the communicative level presented in the teaching materials and observed in the classroom, along with obstacles encountered. The findings showed that teacher-made teaching materials mainly focused on forms, while commercial textbooks explored forms and meaning-focused in Littlewood’s communicative continuum. However, how teachers used the tasks did not always correspond to the original design presented through teaching materials. Many perceived difficulties in teaching English speaking were found, these include time limitations, students’ English proficiency level, teachers’ attitude toward the tasks, a lack of school facilities, and exam-oriented teaching and learning. The results of this study are expected to be a consideration for material developers in designing speaking tasks and for English teachers in engaging their students with communicative speaking activities.
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Stenyashina, Nadezhda, Zhanna Novikova, and Albina Nazmutdinova. "Development of Communicative Foreign Language Competency in Management Students for Effective Business Communication." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 4 (2021): 319–27. http://dx.doi.org/10.21603/2542-1840-2021-5-4-319-327.
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Managers have to coordinate various production, economic, technical, and social tasks in order to achieve common goals. As a result, they need to be able to communicate with a wide net of diverse contacts in this country and abroad. Therefore, intercultural communication plays a very important role in the business sphere. The present research featured the development of communicative competency in students of management for effective business communication. Readiness for business communication in a foreign language is an important indicator of professionalism. The authors defined the concepts of communication, effective business communication, and communicative competency. They focused on the interdisciplinary approach to the development of competencies in future managers as part of such disciplines as Management, Organization, Personnel Management, Economic theory, World Economy, and Business Foreign Language. The competency of business foreign language communication is both the purpose of training and a quality indicator. The article introduces an effective technology of developing the communicative competency in students that major in management. It is an interdisciplinary complex of interactive methods, techniques, Internet sources, and training tools.
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Romanova, T., V. Kulikova, and M. Klimova. "Testing Communicative Competencies of Russian Language Proficiency." Scientific Research and Development. Modern Communication Studies 13, no. 2 (2024): 12–21. http://dx.doi.org/10.12737/2587-9103-2024-13-2-12-21.
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The article discusses the problem of methodology and methods for assessing the communicative competencies of adult native speakers of Russian. Communication skill is one of the major soft skills within university education. To assess the development of this skill, a valid and convenient tool is needed. The aim is to to create a set of tasks to assess the communication skills of adult native speakers of Russian, to test it on a focus group of students, as well as to study sociolinguistic factors affecting test results (age, major, etc.). This article describes the principle of creating a methodological complex, which includes: an algorithm for assessing communicative competencies, sets of test tasks to assess the level of spoken and written speech proficiency, a scale for assessing test results. General scientific methods of analysis and synthesis, and the modeling method were used. The algorithm for assessing communicative competencies includes: assessment component (linguistic, discursive and stylistic, rhetorical and pragmatic, ethical); assessment criteria; rating scale; rating levels; types of tasks (editing defective text according to the norms of the Russian language and its stylistics; programmed control, tests, writing, public speaking – monologue, debate, etc.). As the result, the developed methodological complex could be used for assessing the communicative competencies of university students. With this complex it is possible to monitor and assess the quality of educational programs in terms of the communication skills development among students. For educational purposes, it is planned to involve students in the implementation of the project, which will give them the opportunity to develop professional skills using the presented parameters for assessing communication competencies.
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Qobilovna, Atavullayeva Maxbuba. "INVESTIGATING THE ISSUE OF COMMUNICATIVE AND ORGANIZATIONAL SKILLS IN PSYCHOLOGY." American Journal Of Social Sciences And Humanity Research 4, no. 4 (2024): 83–95. http://dx.doi.org/10.37547/ajsshr/volume04issue04-14.
Full textAbstract:
Understanding communicative and organizational abilities in contemporary psychological theories is crucial, particularly in an era dominated by information and technology. Enhancing communication effectiveness and interaction skills is a pressing challenge, making the study of communicative competence and organizational abilities highly relevant. This paper systematically reviews key theoretical developments in this field. Russian psychologists, such as S.L. Rubinstein, A.G. Kovalev, and others, have contributed to the research on communicative abilities, employing various terms like communicative competence and socio-psychological competence. However, a clear differentiation between these terms is yet to be achieved. According to the personality-activity approach, communicative abilities are socio-historically rooted and shaped through practical communication. They are individual-psychological traits reflecting success in communicative tasks. G.S. Vasilyev and A.A. Kidron offer early insights into communicative abilities. Vasilyev defines them as facilitating successful communication, while Kidron views them as a general capacity linked to personality substructures. Kidron identifies levels of communicative ability manifestation, including cognitive, cognitive-expressive, expressive, expressive-interactional, and interactional abilities.