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Developing professional communicative competence in
teaching foreign language
Dilnoza USMANOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received November 2023
Received in revised form
15 December 2023
Accepted 25 December 2023
Available online
15 February 2024
The article considers general tendencies in world and
national education, and both principles and methods of forming
professional, communicative, and intercultural competencies
and in the process of teaching foreign language for professional
purposes in the conditions of engineering, economic, and other
non-linguistic specialties at technical university. The article
views some essential issues of this competence including
awareness of pedagogical values, the construction of the
pedagogical process, pedagogical communication and behavior;
pedagogical technology, its essence, structural components,
understanding of innovative components of professional
activity, and requirements for the design and engineering of
pedagogical technologies.
2181-
1415/©
2023 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol4-iss11/S-pp234-241
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
teaching foreign language,
upbringing,
education,
pedagogical process,
language teaching,
communicative competence,
foreign language for
professional purposes.
Chet
tilini
oʻqitishda
kasbiy
kommunikativ
kompetensiyani rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
chet tilini oʻqitish,
ta’lim
,
tarbiya,
pedagogik jarayon,
til oʻrgatish,
kommunikativ
kompetensiya,
kasbiy maqsadlarda chet tili.
Maqolada jahon va milliy ta’limning umumiy tendensiyalari,
shuningdek, texnika universitetida muhandislik, iqtisodiy
va boshqa nolingvistik mutaxassisliklarga chet tili oʻqitish
jarayonida
kasbiy,
kommunikativ,
madaniyatlararo
kompetensiyalarni shakllantirish tamoyillari va usullari tahlil
qilinadi. Maqolada ushbu kompetensiyaning ba’zi muhim
masalalari, jumladan, pedagogik qadriyatlarni anglash,
pedagogik jarayon tashkil etish, pedagogik muloqot, pedagogik
texnologiya, uning mohiyati, strukturaviy komponentlari,
1
Lecturer, Second Foreign Language Department, Faculty of Media and Communication, Uzbekistan State World
Languages University. E-mail: usmanovadilnoza989@gmail.com
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kasbiy faoliyatning innovatsion tarkibiy qismlarini tushunish,
pedagogik texnologiyalarni loyihalash va loyihalashtirishga
qoʻyiladigan talablar koʻrib chiqiladi.
Развитие
профессиональной
коммуникативной
компетентности при обучении иностранному языку
АННОТАЦИЯ
Ключевые слова:
обучение иностранному
языку,
образование,
воспитание,
педагогический процесс,
обучение языку,
коммуникативная
компетентность,
иностранный язык в
профессиональных целях.
В статье рассматриваются общие тенденции в мировом
и отечественном образовании, а также принципы и методы
формирования профессиональных, коммуникативных и
межкультурных компетенций в процессе обучения
иностранному языку для профессиональных целей на
инженерных, экономических и других неязыковых
специальностях технического университета. В статье
рассматриваются
существенные
вопросы
данной
компетентности, включая осознание педагогических
ценностей,
построение
педагогического
процесса,
педагогическое
общение
и
поведение,
а
также
педагогическая технология, ее сущность, структурные
компоненты, понимание инновационной составляющей
профессиональной
деятельности
и
требования
к
проектированию и разработке педагогических технологий.
INTRODUCTION
Radical transformations of the socio-political structure of society and the
formation of a market-type economy have necessitated the modernization of the
education system, the main task of it is to train high-class professionals
–
specialists of a
new formation, capable of independent highly qualified activities and focused on further
increasing professional competence. The particular importance in this regard is the
problem of effective business communication, which began to be considered in society
not only at the end of the twentieth century in connection with changes in the internal
and external political but also economic, social, and legal situation [8].
The study of foreign languages in modern society is becoming an integral part of
the professional training of specialists in various fields, and their further career growth
may largely depend on the degree of their language training. Consequently, the university
must provide a certain level of foreign language proficiency [5], however, one should not
forget that the success of training largely depends on the methodology of the foreign
language teacher in the context of solving specific educational problems. Learning a
foreign language contributes to the development of communicative competence, forms
the student's ability to use it as a communication tool, which is especially appreciated
today among graduates of universities [2].
At the center of the educational process should be activities aimed at developing
the skills and abilities to communicate in a foreign language in a professional context [1].
Its goal is to form and improve the communication skills and abilities of students
studying business English, that is, the ability to communicate through a foreign language
in various situations in the process of professional interaction with other participants in
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communication, for example, on topics such as Job Interview, Presentations, Business
Meetings, Negotiations [3]. This will allow, due to a plausible context and strengthening
the problem element, which contributes to the development of the mechanisms of
thinking and reasoned discursive skills of the student, to enable students to put into
practice the formed communication skills to solve specific problems in real business
communication [7].
For high school students, a foreign language should become a reliable means of
introducing them to scientific and technological progress, a means of satisfying cognitive
interests. Therefore, in the upper grades, naturally, there is an expansion and deepening
of topics due to regional studies, general humanitarian or technical material, focused on
the future specialty of students. Knowledge of foreign languages, in particular at least one
of them, is an indispensable condition for a person's success in modern society.
Proficiency in foreign languages contributes to the understanding of culture, tours,
customs, mentality of other people. It is easier for a person who speaks at least one
foreign language to adapt to another society, which is important with the ever-expanding
cultural and business ties in the modern world [5]. Today, it is much easier to realize
oneself professionally by speaking a foreign language, as employers prefer workers who
already have the necessary knowledge, rather than those who need to be trained. The
opportunity to know another world while traveling and relaxing also increases when a
person speaks a foreign language [2].
In the sphere of interpersonal relations in the dialogue of cultures, English, in
particular, being the language of international communication today, plays an important
role, which is due to the needs of social and working life and the informatization of
society as a whole. Learning a foreign language, students overcome the cultural, linguistic
distance, reach a new level of intercultural development [4]. The language
–
English,
being one of the most popular in the world, is the international language of scientific and
technological progress, knowing which you can feel extremely comfortable in any
country in the world. Knowing English, a person can safely travel around different
countries without fear of being without an interpreter, communicate with their foreign
business partners without any problems, make new acquaintances, work and study in
educational institutions of absolutely any country in the world
In the learning process, it is possible to single out some tasks that ensure the
formation and improvement of professional communication in a foreign language:
–
updating the knowledge of units and grammatical rules;
–
formation of the ability to choose and use adequate language norms depending
on the purpose and situation of communication;
–
improving the ability to understand various types of communicative statements,
as well as to build coherent, coherent and logical statements;
–
development of abilities to choose verbal and non-verbal means in case of
communicative failure;
–
expanding knowledge about the sociocultural characteristics of the
representatives of the countries of the studied language, their traditions and norms of
speech behavior, as well as the formation of the ability to understand and adequately use
them in the process of communication, while remaining the bearer of their culture [6].
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LITERATURE REVIEW
It should be noted that according to the idea of Zamyatina N.A., Zbarskaya A.V.,
Tsunaeva Yu.O.
–
“The development of students' communicative competence in the
process of teaching business communication while studying a foreign language in a non-
linguistic university”.
One of the main requirements of a modern program in foreign languages for non-
linguistic universities is the implementation of communicative competence in the
learning process. The goal of teaching a foreign language is not only business
communication in four interrelated types of speech activity (listening, speaking, reading
and writing), but also mastering the language as a means of expressing one's thoughts.
At the same time, the modern concept of teaching foreign languages at a university is to
comply with the requirements of the basic standard and is communicative in purpose
and technology.
The scientific and theoretical foundations for the communicative-activity approach
were laid in the works of domestic and foreign scientists (I.L. Bim, I.A. Zimnyaya,
G.A. Kitaygorodskaya,
A.N. Leontiev,
Yu.I. Passov,
V.L. Skalkina,
H. Douglas,
Jack C. Richards and others). The communicative technique provides for the maximum
immersion of the student in the language process, the main goal of this technique is to
teach the student to speak English fluently first, and then to think in it. The possibilities of
implementing a communicative approach in a specialized university are significantly
higher than in a non-linguistic educational institution.
Each language is so rich that in different situations, a person uses only a certain
part of its capabilities, and their choice that limited by the form of speech, the conditions
of speech, the purpose and objectives of communication. The successful solution of these
problems largely depends on the ability to use language, i.e. master the language and its
rich possibilities. In progress speech communication, people use the means of language
(its vocabulary and grammar) to build statements that would be understandable
addressee. However, knowledge of vocabulary and grammar alone is not enough to
successful communication in this language. It is necessary that knowing more terms for
using of certain language units and their combinations [7]. Otherwise speaking, in
addition to proper grammar, it is necessary to learn "situational grammar", which
prescribes the use of language not only in accordance with the meaning of lexical units
and the rules of their combinations in a sentence but also depending on the nature of the
relationship between the speaker and the addressee, on the purpose of communication
and on other factors knowledge of which, together with proper linguistic knowledge and
constitutes the communicative competence of a person. With considering situations of
communication, social, psychological, and information circumstances, the choice of
communication means, and communication activity are made. Naturally, communication
assumes that the partners have a certain stock of common prior knowledge of the world
and communication skills [8].
MATERIALS AND METHODS
When teaching a foreign language to students of a non-linguistic university should
be guided by the technologies of a professionally oriented and student-centered
education. At the core of the cognitive orientation of the personality is a system of
motives, which is generated by cognitive needs. One of the incentives for acquiring
knowledge, expanding horizons, and increasing cognitive activity is interest.
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Professionally oriented in teaching a foreign language is designed to maintain students'
interest in subject, opening up opportunities for further professional growth. Student-
centered teaching of a foreign language should meet a number of requirements: to be
dialogic, to be of an activity-creative nature, to be aimed at supporting the individual
development of the learner, to provide learning with the necessary freedom for making
independent decisions, freedom of creativity, choice content and methods of teaching and
behavior [9, 10].
Individual research work of students can be conditionally divided into two groups:
1.
work of the abstract plan;
2.
independent scientific projects involving surveys, questioning; conducting
experiments; instrument design, etc.
Works of the first category, as a rule, are presented by first-year students who do
not yet know specialized subjects. Abstract work is an important stage in the formation
of communicative competence, as it includes reading, translation, analysis, and
preparation of a summary (summary, generalization) of authentic texts, which
contributes to immersion in the language environment, forming various elements of the
ICT [8]. To achieve this goal at present, work with text should be carried out in the
classroom, since with the development of technology, translation becomes a matter of
several “clicks”. The actual research activity includes a comparison of different points of
view on the problem, and the development and formulation of one's own position. The
topics of such essays are diverse: the culture of countries or the language being studied,
environmental problems, prospects for the development of new energy sources, etc.
Special attention is paid to the competencies associated with the preparation and
conduct of presentations in a foreign language, including the competence of self-
presentation, understood as “the ability to choose and implement the necessary
technique for forming and broadcasting one’s own positive image in a specific
communicative situation” [6].
Independent projects necessarily including in abstract part, however, the core of
the work is the result of scientific research, most often associated with the direction and
profile of student learning. The curator of such activities is a teacher in the leading
discipline. As a rule, the role of classes in a foreign language is to form communicative
competence based on experience with authentic texts, preparation for a presentation in a
foreign language, and design of scientific articles [11]. In our opinion, students of
technical universities should be given the opportunity to develop communicative
competence at a new level and offer linguacultural problems related to business and
personal intercultural communication as a subject of study. Such an experience is
especially interesting in a university where students from different countries of the
world study.
It is no secret that in a non-linguistic university, when studying a foreign language,
a number of difficulties arise due to the following factors [3,6,9]:
1.
the emphasis of teaching is on professional disciplines to which a foreign
language does not belong. When studying a foreign language, as well as other non-core
disciplines, most students have only external motivation;
2.
the students with different levels of foreign language proficiency often study in
the same group, as a result of which the motivation of strong students decreases, and
there is a lack of interests of the weak ones;
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3.
the limited number of hours allocated for the study of a foreign language in a
non-linguistic university does not allow mastering it at the proper level [9].
The scientific novelty of the research is that:
–
such concepts as "communicative competence", "communicative skills",
"components of communicative competence" are concretized;
–
the formative and developing potential of communicatively-oriented teaching of
foreign languages, interactive forms of education that increase the level of motivation in
learning a foreign language and activate the process of forming the communicative
competence of high school students have been proven;
–
the didactic principles aimed at the formation of communicative competence in
the conditions of communicatively oriented teaching of a foreign language are defined;
–
a methodology for the formation of communicative competence of students in
the conditions of communicative-oriented learning is presented, practical
recommendations for teachers on the formation of communicative competence (on the
material of the English language) are presented;
–
the pedagogical conditions are presented that contribute to the formation of the
communicative competence of high school students in the process of teaching a foreign
language [12].
The theoretical significance of the study is as follows:
–
the structure of communicative competence (components of communicative
competence) is determined;
–
the levels of development of communicative competence are determined;
–
the features of the development of communicative competence are revealed;
–
high school students in the process of communication-oriented teaching of a
foreign language;
–
the pedagogical conditions for the formation of the communicative competence
of high school students are determined and disclosed [14].
The practical significance of the study lies in the fact that the results obtained can
serve as the basis for the creation of textbooks, teaching aids, built on the basis of
communication-oriented teaching of foreign languages [15], for the creation of
fundamentally new models of teaching high school students; in diagnosing the
communicative competence of students; in the preparation of scientific and
methodological literature containing recommendations for the formation of students'
communicative competence; the set of pedagogical conditions developed by us for the
formation of communicative competence can be successfully introduced into the practice
of teaching foreign languages.
RESEARCH RESULTS
The teacher of a university should determine ways to solve the above difficulties.
To stimulate students' intrinsic motivation, the teacher can:
–
influence direct behavior to specific goals (career prospects);
–
stimulate perseverance in learning activities (additional bonuses);
–
increase cognitive activity (students interested in professional activities use
information from foreign sources, and professional websites), which in turn will lead to
the development of communicative competence.
The solution to the problem associated with the difference in students' knowledge
can be carried out through a tiered approach to the formation of groups, which involves:
–
formation of student groups according to the level of knowledge (group A, B, C);
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–
planning the educational process through the degree of activation of the
student's speech activity;
–
the possibility of subsequent transfer of the student to a group with a higher level
of knowledge.
The solution to the third problem can be proposed directly using the elements of
the communicative technique. The communicative approach to language has various
characteristics that distinguish it from previous methods:
–
understanding occurs through the active interaction of students in a foreign
language, with the involvement of such methods of activating communication skills as
video, interactive whiteboard, game simulations;
–
learning takes place with the help of authentic English texts;
–
students not only learn the language; they also receive additional linguistic and
cultural knowledge in the process of mastering the language (the information they are
interested in should be contained in the material they study);
–
the organization of group work in foreign language lessons is a very important
stage in the development of students' communicative skills (discussion).
DISCUSSION AND CONCLUSION
The communicative development of learner by means of languages of international
communication is aimed at:
–
the formation and development of bilingual communicative competence (speech,
sociocultural and linguistic) necessary for communicatively acceptable communication in
a foreign language with foreign guests, providing communicative assistance to
compatriots when communicating with foreigners in educational, everyday
–
household,
administrative spheres, employment and business organization, leisure activities;
–
cultural enrichment of learners on the principle of an expanding range of cultures
(from ethnic and super-ethnic cultures, social subcultures of the countries of the
language being studied to the cultural layers of geopolitical regions and world culture);
–
the development of the language culture in students of describing the realities of
life in a foreign language; the formation of students' ideas about the dialogue of cultures
as a non-alternative philosophy of life in the modern world, which should be
characterized by a readiness to comprehend the sociocultural portrait of the countries of
the language being studied as part of civilization, cultural self-development, ethnic, racial
and social tolerance, speech tact and sociocultural politeness, a tendency to the search for
non-violent ways of resolving conflicts; preparing schoolchildren to perform
international tests to determine the level of foreign language proficiency.
In conclusion, we want to note that attracting students to the art of business
communication aims not only to form their verbal culture, but also contributes to the
development of activity, initiative, and the ability to effectively defend personal interests
using speech. To solve this problem, it is expedient, in our opinion, to use a foreign
language as an academic discipline as a means of developing business communication
skills. The personality and professional competence of a specialist is the "cumulative
product" of all pedagogical systems that operate and interact in higher education. Each of
them, fulfilling its special purpose, is a component of an integral system for the formation
of a student's personality as a future professional.
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