Volume 05 Issue 10-2024
54
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
54-58
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
In the rapidly evolving world, communicative competence has become a crucial skill for students in professional
educational institutions. This paper explores a methodology for the development of communicative competence
through the use of a structured collection of methods for identifying communicative problems. The proposed
methods
—“Communicative Problem Map,” “Communicative Problem Tree Analysis,” and “Communicative Problem
Review”—
are designed to provide students with a systematic approach to recognizing, analyzing, and resolving
communication issues. By implementing these methods, educators can effectively prepare students for professional
communication challenges.
KEYWORDS
Communicative competence, professional education, communicative problem map, problem tree analysis,
communicative problem review, methodology, competence formation.
INTRODUCTION
In today’s globalized world, the ability to communicate
effectively has become a critical skill across all
professions. For students in professional educational
institutions, the development of communicative
competence is essential for their future success.
Communicative competence encompasses more than
just language proficiency
—
it includes the capacity to
use language appropriately in various social and
professional
contexts,
adapt
communication
Research Article
METHODOLOGY OF FORMATION OF COMMUNICATIVE
COMPETENCE IN STUDENTS OF PROFESSIONAL EDUCATIONAL
INSTITUTIONS: COLLECTION OF METHODS FOR IDENTIFICATION OF
COMMUNICATIVE PROBLEMS
Submission Date:
October 03, 2024,
Accepted Date:
October 08, 2024,
Published Date:
October 13, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-09
Agalieva Khabiba
Institute for the Development of Professional Education, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
55
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
54-58
OCLC
–
1242041055
Publisher:
Master Journals
strategies, and navigate cultural and interpersonal
differences effectively.
Given the increasing demands of the modern
workplace, professional education must equip
students with robust communication skills. These skills
are not only crucial for personal interactions but also
for teamwork, negotiation, conflict resolution, and
leadership within organizational settings. In this
context, communicative competence plays a central
role in fostering collaboration, innovation, and
problem-solving.
However, despite the recognized importance of
communication skills, many students encounter
communicative challenges during their educational
and professional experiences. These challenges can
range from linguistic misunderstandings and non-
verbal misinterpretations to psychological barriers
such as anxiety or a lack of confidence. Therefore,
identifying and addressing these communicative
problems is a vital step in the development of
competent professionals.
This paper introduces a structured methodology for
the formation of communicative competence in
students of professional educational institutions. The
methodology is based on a collection of methods for
identifying communicative problems, including the
“Communicative Problem Map,” “Communicative
Problem Tree Analysis,” and “Communicative Problem
Review.” These metho
ds offer a systematic approach
to
recognizing,
analyzing,
and
resolving
communication issues, providing students with the
tools they need to enhance their professional
communication skills.
By applying these methods, students can gain a deeper
understanding
of
the
underlying
causes
of
communicative problems and develop practical
strategies for overcoming them. The aim of this paper
is to explore the theoretical foundations of
communicative
competence,
present
the
methodology in detail, and demonstrate its
effectiveness in preparing students for the
communication challenges they will face in
professional environments.
The formation of communicative competence is
grounded in linguistic, psychological, and pedagogical
theories. Communicative competence goes beyond
language proficiency; it includes the ability to use
language appropriately in social contexts, adapt to
different communication styles, and resolve conflicts
that may arise from miscommunication. According to
Hymes (1972) and Canale and Swain (1980),
communicative
competence
encompasses
grammatical, sociolinguistic, discourse, and strategic
competences, all of which are necessary for effective
communication.
In professional education, communicative competence
is vital for both intra-organizational and inter-
organizational communication. Students in such
institutions need not only to master technical jargon
but also to apply communication strategies to solve
problems and build professional relationships.
To
systematically
develop
communicative
competence, it is essential to equip students with the
ability to identify and resolve communication
challenges. The following methods are designed to
help students and educators in professional education
settings recognize and analyze communicative
problems.
The Communicative Problem Map is a visual tool used
to identify and categorize communication challenges
faced by students in professional interactions. This
method allows students to map out potential
problems related to verbal, non-verbal, and written
communication. The process involves:
Volume 05 Issue 10-2024
56
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
54-58
OCLC
–
1242041055
Publisher:
Master Journals
•
Identifying Key Communication Scenarios
: Students
are asked to recall specific communication situations in
their educational or practical experience (e.g., team
projects, workplace discussions).
•
Pinpointing Problems
: In each scenario, students
identify
potential
or
actual
communication
breakdowns, such as misunderstandings, unclear
instructions, or misinterpretations of tone or div
language.
•
Categorizing Problems
: The problems are
categorized into different types, such as linguistic
barriers, cultural differences, or psychological
obstacles (e.g., anxiety or lack of confidence).
By visually mapping these issues, students develop an
awareness of the factors that contribute to
communicative problems and can begin to address
them systematically.
The Communicative Problem Tree Analysis method
provides a deeper analysis of the root causes of
communicative problems. It is a structured approach
where students use a tree diagram to analyze the
relationship between the observed communicative
issue (the trunk), its causes (the roots), and its
consequences (the branches). The process includes:
•
Defining the Problem
: Students define the main
communicative issue they have experienced, such as a
misunderstanding
during
a
presentation
or
miscommunication with peers.
•
Identifying Root Causes
: Students brainstorm
potential root causes, which might include unclear
language, lack of active listening, or cultural
misunderstandings.
•
Analyzing Effects
: Students then examine the
consequences of the problem, such as a breakdown in
teamwork, project delays, or conflicts.
The Communicative Problem Tree Analysis helps
students identify not only the symptoms but also the
underlying causes of communication problems,
enabling them to devise strategies to prevent similar
issues in the future.
The Communicative Problem Review method focuses
on evaluating past communicative challenges and
reflecting on ways to improve future communication.
This reflective process involves:
•
Reviewing Case Studies
: Students review real-life or
hypothetical
case
studies
of
professional
communication breakdowns, discussing what went
wrong and how it could have been handled better.
•
Self-Evaluation:
Students are encouraged to reflect
on their own communicative experiences, evaluating
their strengths and weaknesses.
•
Developing Action Plans
: Based on their reflections,
students create action plans to enhance their
communicative skills, focusing on areas such as clarity
of expression, active listening, and conflict resolution.
The Communicative Problem Review method
encourages a cycle of continuous improvement, as
students learn from past mistakes and develop
proactive strategies for future interactions.
The implementation of this collection of methods in
professional educational institutions requires a
structured pedagogical approach:
1. Integration into Curriculum
: The methods should be
integrated into the curriculum as part of
communication courses or professional development
programs. Educators should guide students through
the processes of mapping, analyzing, and reviewing
communicative problems.
2. Collaborative Learning
: These methods lend
themselves well to collaborative learning. Students can
Volume 05 Issue 10-2024
57
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
54-58
OCLC
–
1242041055
Publisher:
Master Journals
work in pairs or groups to analyze communication
problems they have encountered in team projects or
internships.
3. Practical Application
: Real-world application is
essential for the effectiveness of these methods.
Students should be encouraged to apply the
techniques in workplace simulations, internships, and
peer-to-peer interactions.
4. Continuous Assessment
: Formative assessment
should be incorporated to monitor students’ progress
in developing communicative competence. Educators
can assess students’ ability to identify, analyze, and
resolve communicative problems through reflective
essays, presentations, or group discussions.
The application of the proposed methodology has
shown positive results in pilot studies. Students who
used
the
"Communicative
Problem
Map,"
"Communicative Problem Tree Analysis," and
"Communicative Problem Review" methods reported
improved awareness of communication challenges and
a greater ability to resolve them. Feedback from
educators indicates that these methods foster critical
thinking, problem-solving, and adaptability in
communication. The structured identification and
analysis of communicative problems also helped
students feel more confident in professional
interactions.
CONCLUSION
The development of communicative competence in
students of professional educational institutions is
essential for their success in both academic and
professional
environments.
As
communication
becomes increasingly complex and multifaceted in the
modern workplace, it is crucial to equip students with
the tools to effectively navigate and address
communicative challenges. The collection of methods
introduced
in
this
paper
—
namely,
the
“Communicative Problem Map,” “Communicative
Problem Tree Analysis,” and “Communicative Problem
Review”—
provides a structured approach for
identifying, analyzing, and resolving communicative
problems.
By integrating these methods into professional
education curricula, students can enhance their ability
to recognize communication barriers, understand their
root causes, and implement effective strategies for
resolution. This not only improves their interpersonal
and professional communication skills but also fosters
critical thinking, problem-solving, and adaptability
—
skills that are vital in any career.
The results of this methodology show that students
who engage in systematic identification and resolution
of communicative problems become more confident,
effective communicators. The methods proposed here
encourage continuous self-assessment and reflection,
allowing students to refine their communicative
abilities over time.
In conclusion, the structured methodology presented
in this paper is a valuable tool for educators seeking to
develop communicative competence in their students.
By providing practical and analytical approaches to
tackling communicative problems, this methodology
prepares students for the dynamic and diverse
communication challenges of the professional world,
ultimately contributing to their overall success in their
chosen careers.
REFERENCES
1.
Canale, M., & Swain, M. (1980). Theoretical bases
of communicative approaches to second language
teaching and testing. Applied Linguistics, 1(1), 1-47.
2.
Hymes, D. (1972). On communicative competence.
In J. B. Pride & J. Holmes (Eds.), Sociolinguistics:
Selected readings (pp. 269-293). Harmondsworth:
Penguin.
Volume 05 Issue 10-2024
58
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
54-58
OCLC
–
1242041055
Publisher:
Master Journals
3.
Hall, E. T. (1976). Beyond culture. New York:
Doubleday.
