European International Journal of Pedagogics
40
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TYPE
Original Research
PAGE NO.
40-44
DOI
3
OPEN ACCESS
SUBMITED
09 March 2025
ACCEPTED
05 April 2025
PUBLISHED
08 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Development of The
Competence of Clear
Expression of Thoughts in
Students During the
Completion of Academic
Tasks: Methods for
Ensuring Logic and
Sequence of Presentation
Aminova Feruza Hayitovna
Head of the Department of Pedagogy and Foreign Languages, Profi
University Navoiy Branch, PhD, Associate Professor, Uzbekistan
Abstract:
This article is devoted to the development of
methods and approaches to the enhancement of
students' competence in the logical and sequential
expression of their thoughts during the completion of
academic tasks. In modern education, an important
aspect is the ability of students to clearly and accurately
present their ideas, argue them, and logically connect
different elements of information. The article discusses
the main principles of forming this competence, as well
as practical recommendations for educators aimed at
improving the quality of education and enhancing the
level of students' communication skills. Special
attention is paid to the importance of logical and
sequential explanations and their role in successful
academic activity.
Keywords:
Competence, expression of thoughts, logic,
sequence, academic tasks, communication skills,
development,
education,
pedagogical
methods,
argumentation.
Introduction:
The development of linguistic and
professional competence of students in non-language
higher education institutions today is determined by the
increasing orientation of professional activity towards
international standards. This has affected the
restructuring of the labor market and defined the task
of preparing specialists for communicative activities in
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European International Journal of Pedagogics
the context of the modern information environment as
one of the priorities in the system of lifelong education.
Higher professional education plays an important role
in this process, as the level of training of future
specialists determines socio-economic, scientific-
technological, and cultural progress.
This served as the basis for the introduction of the
course "Russian Language and Speech Culture" into the
State Educational Standard for Higher Professional
Education. It defines the knowledge and skills that a
university graduate should possess. After completing
the course, they should know: the main features of the
literary language; new phenomena in the Russian
language; terms related to the professional activity of
future specialists; the main qualities of good speech
(accuracy, logic, purity, richness, expressiveness,
correctness); the main dictionaries of the Russian
language; the norms of modern Russian literary
language; features of oral and written speech. They
should be able to: work with various dictionaries;
control the degree of compliance of oral and written
speech with the norms of modern Russian literary
language; control orthographic and punctuation
accuracy in written speech; competently compose oral
and written texts of business documents, etc.
METHODS
Since
the
concept
of
"linguistic-professional
competence" will be frequently mentioned in the
article, we will establish the content of this definition.
An analysis of literary sources showed that the terms
"professional," "linguistics," "competence," and
"competencies" are interpreted differently in various
sources. The word "professional" is defined as one who
fully meets the requirements of a given industry or
field of activity [3]; specialized training of future
specialists who possess a high level of professionalism
and competence [4], and so on.
The issue of forming professionalism is complex and
multifaceted. The formation of professionalism is
discussed in the works of S. Ya. Batyshev, E. A. Klimov,
N. V. Kuzmina, A. K. Markova, N. S. Pryazhnikov, V. A.
Slastyonin, and others.
E. I. Rogov, in his work [9], links professionalism with
competence. According to him, professionalism is a
combination of psychophysiological, psychological,
and personal changes that occur in a specialist during
the acquisition and prolonged performance of
activities, providing a qualitatively new, more effective
level of solving complex professional tasks in special
conditions. He believes that the formation of
professionalism occurs in three main directions:
•
The change in the entire system of activity, its
functions, and hierarchical structure. As the relevant
work skills are developed, the personality moves along
the scale of professional mastery, and a specific system
of methods for performing activities is developed
—
forming a personal style of activity;
•
The change in the personality of the subject,
manifested both in external appearances (motor skills,
speech, emotionality, forms of communication) and in
the
corresponding
elements
of
professional
consciousness (professional attention, perception,
memory, thinking, emotional-volitional sphere), which
can be seen more broadly as the formation of a
professional worldview;
•
The change in the relevant components of the
subject's attitude toward the object of activity, which
manifests itself in the cognitive sphere
—
the level of
awareness of the object, the tendency to interact and
satisfaction from this interaction, despite difficulties; in
the emotional sphere
—
interest in the object, a
tendency to interact and satisfaction from this
interaction, despite difficulties; in the practical sphere
—
realization of one's actual ability to influence the object
[9].
Professional activity is a practice of exchanging
intellectual values, so from the perspective of its
improvement, it is of particular importance to possess
information technology tools that ensure quick access
to informational resources; communication skills and
mobility of the specialist; knowledge of ethical and
psychological business relationships, organization of
interpersonal communications in the process of
marketing a product; knowledge of the psychological
foundations of image formation and competitiveness,
and so on. In our work, we will adhere to the definition
of "professionalism" provided in [9].
RESULTS
In the methodology of teaching the Russian language,
the term "linguistics" is closely related to the definition
of "competence." The concept of competence
(linguistic) was introduced into scientific discourse in
the 1960s by the American linguist Noam Chomsky, who
made one of the first attempts to define the concept of
language proficiency.
The origins of linguistics trace back to Ancient India (5th-
4th centuries BC), Ancient Greece, and Rome. However,
as a science, linguistics emerged only at the beginning
of the 19th century in the form of general and
comparative-historical linguistics. Initially, the subject of
linguistics was limited to the study of individual
elements of language
—
sounds, words, phrases, and
sentences. Later, linguistics expanded to study the
combination of sentences, paragraphs, and even entire
texts.
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Despite its widespread use, the definition of
"linguistics" [Fr. linguistique < Lat. lingua "language"]
does not have a clear and unambiguous meaning. It is
interpreted in the literature as the science of language,
linguistic studies, or linguistics [1]; the study of the
regularities of language structure, functioning, and
development, including the comparison of individual
languages to identify genetic and typological
connections between them; about all the languages of
the world as specific representatives of the human
language, general laws of language structure and
functioning [2]; about human natural language [3], and
so on.
DISCUSSION
Many researchers who have studied the nature of
competence and competency emphasize the
multifaceted, diverse, and systemic nature of these
concepts. In the literature, the term "competence" is
defined as a range of issues in which someone is well-
informed [3]; generalized and deeply developed
personal qualities, their ability to most universally use
and apply the knowledge and skills acquired; a set of
knowledge, abilities, and skills that allow the subject to
adapt to changing conditions, the ability to act and
survive in these conditions [7], and so on. A competent
[competency]
specialist
is
understood
as
"knowledgeable, informed, authoritative in a certain
field" [3].
Competence (Lat. competere - I strive, correspond, fit)
is understood in work [5] as "a range of powers
assigned by law, statute, or another act to a specific
authority or official"; "knowledge and experience in a
certain field"; a way of existence of knowledge, skills,
and education that contributes to personal self-
realization, helping the learner find their place in the
world, thus making education highly motivated and
truly personally oriented, ensuring the demand for
personal potential, recognition by others, and self-
awareness of one’s own significance.
According to V. A. Bolotov and V. V. Serikov [8], the
nature of competence is a consequence of the self-
development of an individual, their personal growth,
self-organization,
and
the
generalization
of
experiential knowledge. J. Raven defined competence
as a special ability necessary to perform a specific
action in a particular subject area, including specialized
knowledge, skills, ways of thinking, and readiness to
take responsibility for one's actions. M. A. Choshanov
[10] believes that competence is not just possessing
knowledge, but a constant striving to update and use it
in specific conditions, meaning the possession of
operational and mobile knowledge; it is flexibility and
critical thinking, implying the ability to choose the most
optimal and effective solutions and reject false ones.
According to N. I. Kolesnikova, competence in Russian
language learning includes the ability for speech
communication and mastering the div of knowledge
about the Russian language formed during the learning
process. The concept of competence is clarified by its
combination with adjectives: educational, sociocultural,
cultural,
strategic,
rhetorical,
communicative,
professional, etc. [11]. The author believes that the
generic concept defining the unique ability of a person
to communicate is communicative competence. From
the
researcher’s
perspective,
communicative
competence is connected with the scientific field of
communication, is multi-component, and integrates the
following competencies: linguistic, stylistic, subject-
specific, textual, and genre-related. The author rightly
emphasizes
the
importance
of
developing
communicative
competence
in
non-philological
students and believes that mastery of scientific genres
is fundamental for solving communicative tasks in any
professional field. "This is a point of support, a personal
resource that allows a person to feel confident in the
process of communication, successfully engage in self-
education, and develop operational and creative
abilities" [11].
In work [6], researchers consider the formation of the
following types of competencies: linguistic, linguistic-
professional, communicative, and cultural studies
competencies. Let’s briefly look at their content.
Linguistic competence is understood as the mastery of
the language system, the development of attention to
the word and its lexical meaning. The formation of
linguistic competence involves enriching the vocabulary
and phraseological stock; mastering phonetic, word-
formation, morphological, and syntactic literary norms;
enriching the grammatical structure of speech with new
syntactic constructions. This includes knowledge of
orthographic and punctuation concepts, as well as
mastering the system of spelling skills that ensure a level
of relative orthographic and punctuation literacy.
Linguistic Competence
includes knowledge of the
fundamentals of the science of the Russian language; a
specific set of concepts related to the units and
categories of different levels of the language system;
elementary ideas about the role of the Russian language
in the life of society and individuals, its place in the
global system of languages; historical changes in the
language system, outstanding linguists, and the
formation of a scientific-linguistic worldview on this
basis.
Communicative Competence
implies proficiency in all
types of speech activities and speech behavior culture.
It includes knowledge of the main speech-related
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European International Journal of Pedagogics
concepts (concepts of speech linguistics), a system of
communicative skills, with the most important being
the ability and skills for speech communication applied
to various spheres, communication situations, and
taking into account the audience and style.
The formation of Cultural Studies Competence involves
the recognition of language as a form of expression of
national culture, the national-cultural specificity of the
Russian language. The development of cultural studies
competence ensures a set of knowledge about the
material and spiritual culture of the Russian people,
their
socio-cultural
stereotypes
of
speech
communication, and units with a national-cultural
component of meaning.
Along with general language competencies developed
during Russian language instruction, specialists must
also possess linguistic-professional competence. We
define this as the ability to use methods and tools for
the correct use of the professional language, which
serves as the tool for interaction among specialists in
collaborative activities, allowing them to navigate the
professional field and, based on this, solve various
practical (production) tasks.
Therefore, the development of linguistic-professional
competence in students of non-linguistic universities is
not a formal addition to their training but an essential
element of professional education.
In the dynamics of modern higher professional
education, the fundamental importance of both
professional and linguistic competence is increasingly
recognized, which serves as a measure and means of
creative self-realization of the personality of the future
specialist in various types of professional activity and
communication.
Thus, to solve the problem of developing linguistic-
professional competence, it is necessary to develop a
scientific approach to designing and constructing a tool
that will ensure the formation of professionally
important and personally-business qualities of
professionalism, allowing the individual to feel
confident in the process of communication,
demonstrating a high level of creativity, and value
orientations aimed at developing the specialist in any
field of activity.
Based on the study of literature sources, we have
determined that the tool for developing linguistic-
professional competence in students of non-linguistic
universities includes a pedagogical toolkit consisting of
integrated courses "Russian Language for the
Simultaneous Study of Russian and Financial-Economic
Terminology" and "Russian Language and Speech
Culture for Students of Non-Linguistic Universities,"
the technology for developing linguistic-professional
competence, and scientific-methodological support.
Pedagogical Toolkit for Developing Linguistic-
Professional Competence of Students in Non-Linguistic
Universities
The pedagogical toolkit refers to the set of tools (means)
that the teacher possesses when forming students'
professionalism. It is created taking into account
modern achievements in pedagogy, psychology,
ergonomics, economics, linguistics, informatics, and
other fields of knowledge to solve specific pedagogical
tasks. In our case, this pertains to the development of
linguistic-professional competence in students of non-
linguistic universities.
To ensure the effective functioning of higher
professional education, a specific set of conditions must
be met: subjective (learnability, health status, etc.) and
objective (availability of learning tools, methods, forms,
etc.).
For comprehensive understanding of educational
information across various fields of knowledge,
interdisciplinary connections are used. These reflect a
holistic approach to student education and training,
allowing the identification of interrelations between
different knowledge areas. In the learning process, one
discipline is enriched with elements of another. It is
known that knowledge and ideas transferred by various
sciences should organically build into a broad and, if
possible, extensive view of the world and life. The
implementation of interdisciplinary connections at the
level of knowledge integration is reflected in the
pedagogical toolkit. Based on the common didactic
goals of various academic disciplines, interdisciplinary
connections of different levels are highlighted:
intradisciplinary and interdisciplinary. For example, the
integration of economic, technical, linguistic, historical,
and other concepts in the development of linguistic-
professional competence of students in non-linguistic
universities was identified during the study. Educational
tasks in the learning process are successfully addressed
under the integration of humanities and natural
sciences disciplines. This is clearly illustrated by the
interdisciplinary nature of the content in the
pedagogical toolkit. Additionally, interdisciplinary
connections at the initial stages of their integration into
the educational process serve as an inspiring stimulus.
They perform various functions. Such functions include:
a) A developing function, contributing to the application
of knowledge in new contexts.
b) A determining function due to knowledge integration,
enhancing the productivity of ongoing mental
processes, serving as a result of generalizing actions,
and forming a new way of action.
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European International Journal of Pedagogics
Scientific and Methodological Support of Pedagogical
Tools
is a specially organized and controlled process of
implementing these tools into pedagogical practice for
the
development
of
linguistic-professional
competence and providing methodological assistance
to participants during the learning process. It aims to
resolve problem situations that arise when applying
pedagogical tools for developing linguistic-professional
competence. Scientific and methodological support
includes
informational,
organizational,
methodological, educational, and corrective support.
The technology of scientific and methodological
support is a complex, joint activity of the "Developer"
team and the participants in the educational process,
involved in implementing pedagogical tools.
The technology embedded in the structure of the
pedagogical toolkit is designed for implementing the
integrated course during the learning process. In its
development, we used a system of principles: integrity,
goal-orientation, adaptability, active emotional-
intellectual collaboration between the teacher and
students, reproducibility of the learning cycle,
technological efficiency, self-control, self-correction,
synchronicity, communicability, dynamism, and
guaranteed results of academic activity. The principle
of integrity is the system-forming principle. The
technology
includes:
motivational-goal-setting,
content-subject, cognitive-operational, evaluative-
corrective, and reflexive-predictive components.
Based on these components, an algorithm for
managing the learning process is developed. It
represents a sequence of management instructions for
the learning activity during classes and serves as a
technical task for the developers. The components of
pedagogical technology are interconnected and
interdependent because a change in one component
of the technology requires a change in another.
CONCLUSION
The research conducted shows that the pedagogical
tools, based on interdisciplinary connections, allow the
development of linguistic-professional competence in
students of non-linguistic universities.
Thus, the educational process, when using pedagogical
tools
for
developing
linguistic-professional
competence, is seen as a correlation of interconnected
didactic, psychological, and social phenomena that
foster the personality in line with professional and
social requirements, based on international standards
and global culture.
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