Specificity of the competency approach to the formation of the culture of foreign languages communication of masters-philologists

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Pereyaslav-Khmelnytsky State Pedagogical University

named after Hryhoriy Skovoroda

Specificity of the competency approach to the formation of the culture of foreign languages communication of masters-philologists

Natalia Borisova, Candidate of Pedagogical Sciences, Associate Professor,

Associate Professor of the Department of Foreign Philology,

Translation and Teaching Methods

Анотація

Специфіка компетентнісного підходу до формування культури спілкування іноземними мовами магістрів-філологів

Наталія Борисова кандидат педагогічних наук, доцент, доцент кафедри іноземної філології, перекладу і методики навчання ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»

У статті зосереджується увага на специфіці компетентнісного підходу до формування культури іншомовного спілкування магістрів- філологів. Наголошено, що необхідність знання іноземної мови сприяє розвитку у студентів вищих навчальних закладів мобільності та конкурентоздатності. Однією з дисциплін з вибіркової частини циклу магістратури за спеціальністю 014 Середня освіта (Англійська мова і література) є «Культура іншомовного спілкування», яка сприяє забезпеченню підготовки магістрів до спілкування стосовно важливих напрямків у соціальній, академічній, професійній і творчій сферах. У статті з'ясовано сутність поняття «культура іншомовного спілкування», визначено відповідні компетентності, володіння якими забезпечує сформованість складових культури іншомовного спілкування магістрів - майбутніх викладачів англійської мови і літератури.

Ключові слова: компетентнісний підхід; культура іншомовного спілкування; магістри; лінгвістична, соціокультурна, фахово-професійна, культуроетична іншомовні компетентності.

Аннотация

Специфика компетентностного подхода к формированию культуры иноязычного общения магистров-филологов

В статье концентрируется внимание на специфике компетентностного подхода к формированию культуры иноязычного общения магистров- филологов. Отмечено, что необходимость знания иностранного языка способствует развитию у студентов высших учебных заведений мобильности и конкурентоспособности. Одной из дисциплин выборочной части цикла магистратуры по специальности 014 Среднее образование (Английский язык и литература) является «Культура иноязычного общения», которая способствует обеспечению подготовки магистров к общению относительно важных направлений в социальной, академической, профессиональной и творческой сферах. В статье выяснено сущность понятия «культура иноязычного общения», определены соответствующие компетентности, владение которыми обеспечивает сформированность составляющих культуры иноязычного общения магистров - будущих преподавателей английского языка и литературы.

Ключевые слова: компетентностный подход; культура иноязычного общения; магистры; лингвистическая, социокультурная, профессиональная, культуроэтическая иноязычные компетентности.

Abstract

The article focuses on the specifics of a competent approach to formation of the culture of foreign-language communication of masters-philologists. It is emphasized that the necessity of knowledge of a foreign language facilitates development of students ' of higher education institutions of mobility and competitiveness. One of subjects in the selective part of the cycle of magistracy in a specialty 014 Secondary Education (English language and literature) is «Culture of foreign language communication», which helps to ensure training of masters in communication on important areas in social, academic, professional and creative spheres. Its achievements include interrelated communicative and socio-cultural development of students by means of a foreign language for preparing them for intercultural communication in various spheres of life. In this connection it is necessary to achieve students ' understanding lexical and syntactic characteristics for a correct choice of linguistic means, both in practical activity and in informal communication. Thus, work on studying a foreign language with an emphasis on stylistically correct speech and consideration of a socio-cultural component will contribute to achievement of a high level professionalism and allow preparation of applicants for a higher educational qualification level to professional activity. A purpose of the article is an attempt to outline specifics of a competent approach to formation of culture of foreign language communication of masters philologists.

The article clarifies essence of a concept of «culture of foreign communication», the corresponding competences are determined a possession of which ensures formation of components of culture of foreign language communication of masters - future teachers of English language and literature.

It was emphasized that a competence approach is a leading one in formation of a culture of foreign-language professional communication of masters-philologists. Possession of a culture of foreign communication is provided by a combination of competencies, such as linguistic, socio-cultural, professional, cultural-ethical foreign-language competence.

It is noted that a culture of speech and speeking involves possession of knowledge (cognitive component of competence) and abilities (operational component of competence) that provide effectiveness of communication. The culture of communication is also a culture of relationships based on knowledge of ethical norms and rules of conduct and communication.

The Master in English Language and Literature specialization must possess skills of socio-cultural and intercultural communication that ensure adequacy of social and professional contacts. Various tasks for working on oral and written speech lead to a correct choice of syntactic and lexical linguistic means that will promote foreign language communication.

Key words: competence approach; culture of foreign communication; masters; linguistic, socio-cultural, professional, cultural-ethical foreign language competences.

The need for knowledge of a foreign language is one of the main preconditions for entry of the national educational system of our country into a united European educational space. It facilitates development of mobility and competitiveness of students of higher education institutions. One of subjects in a selective part of the cycle of magistracy in a specialty 014 Secondary education (English language and literature) is «Culture of foreign language communication», which helps to ensure the preparation of masters for communication on important areas in social, academic, professional and creative spheres. Its achievements include interconnected communicative and sociocultural development of students by means of a foreign language for preparing them for intercultural communication in various spheres of life.

During acquisition of previous educational qualification level (bachelor), students have already mastered a significant lexical reserve and basics of grammar, and now they should pay special attention to development of skills of correct stylistic design of own speech in various directions of foreign communication, in particular, official and situational. In this regard it is necessary to achieve magistrands to understand lexical and syntactic characteristics for a correct choice of linguistic means both in practical activity and in informal communication. Thus, work on studying a foreign language with an emphasis on stylistically correct speech and consideration of a socio-cultural component will contribute to achievement of a high level of professionalism and will allow applicants for a higher educational qualification level to get prepared to professional activity.

The problem of definition and formation of foreign language communicative competence is highlighted in researches by N. Havrylenko, M. Yevdokimov, O. Izmailova, E. Komarov, I. Kulish, Y. Maslov, L. Nagirnyi, A. Samsonov, V. Panchenko et al. english communication student competence

Its professional orientation was considered by N. Kish, E. Klymenko, L. Kovalchuk, O. Pavlenko, I. Sekret, I. Chemerys et al.

In all of above-mentioned works attention was focused on formation of communicative competence and its professional orientation, but a problem of forming the culture of foreign language communication of masters in a specialty «English language and literature» in the above-mentioned works was considered indirectly.

The purpose of the article is an attempt to outline specifics of a competent approach to formation of the culture of foreign language communication of masters philologists.

Achieving the goal involves solving the following tasks: clarifying essence of a concept of «culture of foreign communication»; definition of competences, possession of which ensures formation of components of the culture of foreign language communication of masters - future teachers of English language and literature.

The culture of foreign communication is an ability to communicate in accordance with rules of a respective language group standards. However, both psychological mechanisms of influence on a communication partner and linguistic means of communication implementation that most effectively contribute to achievement of a desired result should be taken into account. Consequently, the culture of foreign language communication consists of a combination of linguistic, communicative and rhetorical competences, and its main factor is efficiency.

N. Kisch noted that the culture of foreign language communication is characterized by a high level of foreign language proficiency in situations involving the use of professional knowledge in accordance with a code of professional ethics which is adhered to in a foreign professional environment (Kish N., 2014, p. 146).

V. Panchenko wrote that culture of communication highlights a humanistic orientation in which another person is perceived and defined as the highest value, because it involves an ability to use the most appropriate and effective means of action, maximize its own communicative potential. A communicative culture is mastering communicative processes when an individual is able to distinguish between his most important components - relationship and interaction - and at the same time consciously manage each of them (Panchenko V., 2014, p. 51).

Consequently, according to conclusions made by V. Panchenko, it is not necessary to equalled a concept of «culture of communication» with «communicative culture». In this regard, it should be noted that communication involves not only transmission and reception of information (as communication), but also perception of a communication partner, in particular, implementation of action on him.

Y. Zhukov, L. Petrovska, O. Tiuptia analyzes a concept of a culture of communication in a context of communicative competence, competence in communication, communicative preparation. Essential analysis of these concepts is provided through formation of a person's ability to convey information, maintain contacts and achieve certain goals in communication (Panchenko V., 2014, p. 51).

Consequently, the competent approach is leading in formation of culture of foreign language communication of masters-philologists. Mastering culture of foreign language communication is provided by a set of competences such as linguistic, socio-cultural, professional, cultural-ethical.

A program «Definition and Selection of Competencies (DeSeCo)» defines a concept of competency as an ability to successfully meet individual and social needs and perform assigned tasks. Each competency is based on a combination of interconnected cognitive attitudes and practical skills, values, emotions, behavioral components, knowledge and skills, all those that can be mobilized for an active action («DeSeCo», 2013). The possession of knowledge, abilities and skills of culture of foreign language communication is reflected in a set of the indicated competencies. I. Chemerys notes that a term «competence» was used initially in a field of linguodidactics (communicative competence, foreign language communicative competence), and a term «competence» was more focused on vocational education (Chemerys I., 2006).

According to O. Izmaylova, S. Kozak, O. Kovalenko, V. Panchenko foreign language communicative competence: 1) is a part of a structure of communicative culture and relies on professional competence, which provides for skills and an ability to find and operate important information in a foreign language, knowledge of terminological vocabulary, an ability to read and distinguish from specialized texts; - consists of linguistic, sociolinguistic, strategic, professional components; 2) includes: linguistic, sociolinguistic, linguistic, socio-cultural, strategic competencies; 3) provides for formation of a number of competences and competencies, among which communicative, socio-cultural, intercultural, professional competences are distinguished. Consequently, the most researchers believe that foreign language communication competence is a component of foreign language professional competence.

The latter is interpreted as a broader concept, which, in addition to communicative competence, includes professional competence, subject- oriented, etc. In its turn, communicative competence is a component of a communicative culture that is provided by communicative competence. The basic components of culture of foreign-language communication are culture of language and speech, culture of communication, culture of thinking.

The culture of language and speech involves possession of knowledge (a cognitive component of competence) and abilities (an operational component of competence) that provide effectiveness of communication. That is, the culture of language and speech is provided by a set of competences, which include language, speaking and linguistic ones. The culture of communication that is interpreted by us as somewhat broader than a communicative culture, since it acts as a general in relation to a single, is a complex formation, which includes communicative culture, and a culture of behavior, and a culture of business relations. Since the communicative culture, including the foreign language one, is provided by the foreign language communicative competence, the culture of the foreign language communication is also based on the foreign language communicative competence, which includes such invariant components as language, speech, linguistic, socio-cultural, and professional.

The culture of communication is a culture of relationships based on knowledge of ethical norms and rules of conduct, communication. Similarly, the culture of foreign-language communication covers (includes) a culture of business communication, knowledge of ethical norms and rules in professional relationships, knowledge of traditions, customs, norms of behavior and communication in a foreign language environment. The possession of knowledge and skills that ensure effectiveness of business communication is provided both by professional competence and ethical-professional. Possession of knowledge about customs, traditions of culture of a nation which language is communicated and an ability to use this knowledge in a foreign environment, is provided by socio-cultural and cultural-related competencies.

It should be noted that linguistic competence involves a system of knowledge, skills and abilities to carry out foreign communication in typical situations of educational, professional and cultural spheres of communication, to read and understand texts of different genres and types with varying degrees of understanding of their content. Socio-cultural competence includes background knowledge (a set of information about the socio-cultural features of people whose language is being studied and standards of communicative behavior) adopted in this cultural community; linguistic and linguistic material necessary for the disclosure of socio-cultural information, realities, free and stable phrases, forms of speech etiquette; skills and abilities of operating background knowledge and linguistic and linguistic material of the socio-cultural plan. Professional competence involves skills and ability to find and operate foreign-language professional information, knowledge of vocational terminology, ability to read and distinguish the main one from specialized texts (Izmailova O., 2010, p. 70).

The Master in «English Language and Literature» specialty must possess skills of socio-cultural and intercultural communication that ensure adequacy of social and professional contacts. Various tasks for work in oral and written speech lead to a correct choice of syntactic and lexical linguistic means.

It should be noted that the emphasis should be put on assimilation of techniques of stylistically correct grammatical speech design. It is important to remind students about the use of reduced grammatical forms in oral speech and full forms in the official written language. It is very important to achieve a clear understanding of the students' characteristics and differences in strategies and techniques appropriate to such types of speech activity as unprepared conversation in situations of informal communication (conversations in the family, clarification of relations, discussion of plans, friendly communication, etc.). So, for the formation of skills of unprepared spoken language suitable role games, thematically related to the studied material. You can offer a role-play or story- based dialogue. It is recommended to limit the timing of the dialogue. It should also be reminded of the need to use spoken vocabulary, reduced grammatical forms, simple sentences, limited use of compound sentences, repetitions, and exclamations. After listening to the dialogue, other participants rate it, arguing their point of view.

To form the skills of a prepared monolingual speech, one can propose to prepare a message in relation to the subject studied. It is expected to use official and neutral vocabulary, lack of spoken vocabulary; using topos, which provide a logical sequence, the connectivity of the utterance. In this case, it is important to pay attention to students not only on the informative function of public speaking, but also on the expressive (the function of persuasion) and the use of emotional vocabulary, expressive means, techniques of addressed speech. It is also possible to offer students to plot stories by a photo or a drawing on topics studied, using techniques typical of this type of speech activity. In particular, in order for a story to be exciting, it is necessary to use language means that create an effect of surprise. For a formation of official speech dialogical skills it is possible to recommend to make discussions, for example, «argument - counterargument» using «home prepared templates». Here, students should be required to clearly articulate allegations and objections and the use of linguistic means of expression of agreement / disagreement, persuasion.

For formation of skills of trained literary writing speech traditionally a genre of essays is used with lexical and syntactic characteristics inherent in it, which students have been taught before, but which have not always been successfully mastered by them and therefore also require close attention from a teacher.

Master-students should continue to be taught to use certain types of parenthesis, for example: introductory words and expressions that establish a logical relation between parts of a sentence and between sentences in a paragraph (similarly, let alone, on the other hand, what is more, etc.); introductory elements that reflect an author's personal attitude (surprisingly, paradoxically, allegedly, ironically, strange as it may seem, the funny thing is that, etc.); introductory elements that make a statement a necessary modal color, reflecting a varying degree of confidence of an author (probably, certainly, it is likely, etc.); introductory elements that direct to other persons and sources of information (according to, in ... `s view, ... believes, assumes, claims, stresses, etc.); introductory elements that point to an author of a message (in my opinion, in my opinion), while avoiding use of expressions that are typical of both oral and informal written speeches as to my mind, from my point of view, as far as I am concerned; introductory elements that redirect to already mentioned facts (as indicated, demonstrated, pointed out, etc.) (Macmillan English Dictionary for Advanced Learners, 2007).

Another essential aspect of teaching culture of foreign-language communication is the further work on formation of such general cultural and professional competences as possession of skills of socio-cultural and intercultural communication, ensuring adequacy of social and professional contacts; a system of knowledge of values and perceptions inherent in English-speaking cultures; theoretical and empirical knowledge in a field of intercultural communication; knowledge of main differences between conceptual and linguistic pictures of the world of Ukrainian and English language carriers; as well as ethical and moral standards of conduct.

Therefore, in professional activity and in situations of informal communication, masters must be able to adhere to foreign language ethical and moral standards. In addition, an adequate understanding of a role of a sociocultural factor is needed for adequate communication in a different social environment. An example is following lexical unit-indicators of social status: napkin vs serviette; sofa vs settee; sitting-room vs. lounge; sorry vs pardon; lunch vs dinner; helpings vs. portions; first course vs starter; pudding vs desert; smart vs posh; bag vs handbag; scent vs perfume; food and drink vs refreshments; etc. (Macmillan English Dictionary for Advanced Learners, 2007, pp. 78-80). Consequently, a correct choice of lexical means creates a favorable climate of trust in a process of communication.

It is advisable to propose preparation of reports on linguistic, sociocultural, culturological subjects, as well as project assignments for group students (2-3 students) to work independently on culture of foreign-language communication. It is also possible to prepare and play scenes on subjects under study with a use of information of a socio-cultural nature, for example: a conversation between people of different socio-cultural status or a scene using information of a cultural nature.

The level of knowledge of a foreign language by a student is determined not only by direct contact with his teacher. When learning a foreign language as a means of communication, you need to create an atmosphere of real communication, establish communication between teaching foreign languages with real life, actively use foreign languages in living, natural situations. These may be scientific discussions involving foreign experts, referrals and discussions of foreign scientific literature, reading of individual courses in foreign languages, presentations and publications of students' works in scientific conferences in a foreign language; modeling of the translator's work, which is communication, contact, ability to understand and transmit information. It is necessary to develop forms of communication outside classrooms: clubs, circles, open lectures in foreign languages, academic societies of interest, where students of different specialties can gather (Crystal D., 2003).

The current state of popularization of foreign languages with tendencies that have become noticeable in their study raises new requirements for professional training of a graduate and his personal qualities. Among significant ones there are deep professional knowledge and skills, an ability to use them profoundly, communicative, willingness to self-improvement, and creative activity. Competitiveness of a modern specialist is determined not only by his high qualification in a professional field, but also by the willingness to solve professional problems in conditions of foreign communication. In modern conditions, foreign language communication becomes an essential component of the future professional activity of a specialist, which greatly increases a role of discipline «foreign language» in the system of training specialists, and future teachers in particular (Osova O., 2016, p. 307).

Consequently, the competent approach is a leading one in formation of a culture of foreign-language professional communication of masters-philologists. Due to it systems of competencies are distinguished the possession of which ensures formation of components of culture of foreign language communication, possession of which is ensured by a combination of linguistic, socio-cultural, professional-professional, cultural-ethical competencies.

In further research it is worth paying attention to a disclosure of various teaching methods that are used in a process of forming a culture of foreign language communication master-philologists.

Список використаних джерел

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5. Chemerys I. M. (2006). Novi vymohy do spetsialista : poniattia kompetentnosti ta kompetentsii [New Requirements for a Specialist: The Concept of Competence and Competency]. Vyshcha osvita Ukrainy, 2 (20), 84-88 (ukr).

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