Педагогические науки 5. Современные преподавания
Zhanazarova.Z.K.
PhD student of Kazakh
Ablaikhan University of International Relations and World Languages, Kazakhstan
MODELING OF THE FORMATION OF
PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF
PEDAGOGICAL FACULTY STUDENTS
Competence approach in the system of training
of foreign language teachers is the base for the formation of professional
competence of the subject of intercultural communication, because it is focused
on a particular goal-setting in training - the result, namely the formation of
competencies and competences. The main strategic goal of professional training,
determined by the President in his epistle "Kazakhstan on the way of
accelerated economic, social and political modernization" and other
strategically important speeches and documents, is the new formation managers,
capable of accelerating the task of modernization of the country, having a
highly developed creative potentials and innovational- analytical type of
thinking, the ability to respond to rapidly changing working conditions and
requirements for the professional level of specialists, with the quality of
their training, the relevant qualification global standards, the formation of
the next generation of the republic with a developed culture and worldview
developed system of human values. In the context of the competence-based
approach, it is necessary to clarify the definition of the term
"foreign-language education." According to Professor Kunanbayeva S.S.
"Foreign language education" justified "as an independent branch
area having its own, different from the" language education
"theoretical and methodological framework, which is the basis of
intercultural communicative theory of teaching foreign languages" [1, 40].
The method of modeling involves the
use of simulation models to explore and study the phenomena and processes. As
an integrative, it allows combining the construction of logical structures and
scientific abstractions with the experiment, it makes possible to synthesize
empirical and theoretical research results.
Based on this teaching by modeling we understand the reflection of the
essential characteristics of the educational system is specially created, which
is called the pedagogical model.
At the same time that the object has become a model of another object, it must
answer the following conditions:
1) Be a system;
2) Be in some respects the
similarities or differences from the original;
3) To replace the original in a
certain respect;
4) To provide the ability to obtain
new knowledge about the original result of the investigation;
5) To carry out the transfer of
knowledge from the model on the object under study [4].
Thus, the modeling is one of the most important methods of theoretical
research, which allows:
1. To provide an understanding of
relationships between elements and subsystems of the system under
investigation;
2.
To synthesize existing ideas about the object and give a possibility to
penetrate the essence;
3. To carry out the transfer the resulting of research
knowledge about the properties and behavior of the model to the real object by
means of an analogy. Pedagogical modeling has its certain
specifics:
It is an educational activity undertaken in the conditions of pedagogical
process;
The structure of the educational
system of the formation and development of professionally oriented foreign
language communicative competence, so that is specifically organized set of
components and connections between them, which ensure the implementation of the
general objectives of the system -
the achievement of future professionals of a certain level of ability and
willingness to carry out professionally-oriented foreign-language communication
through the use of different types of discourse in a multicultural
professionally focused environment.
The specific nature of our model is developed that:
the content and the interaction of each component is determined by the
requirements of the content of higher education, the necessity of the
determination of the content of foreign language education as a set of
competencies that allow for effective foreign language professionally oriented
activity in a multicultural environment, including the work on self-education;
changes in one of the components causes a change and other components and the
overall system;
implementation of this model provides a transition of the student to a higher
level to achieve the objective that ensures the continuity of foreign language
training.
The content
of the main unit’s model:
·
Objective
·
Educational
· Analytical and productive.
It is known that the most important
factor, the initial start of operation of the educational system serves the goal. As we have developed a model of
formation and development of professionally oriented foreign language
communicative competence of the target block of continuous
professional-oriented foreign language education system is represented by a set
of objectives: strategic,
tactical and specific.
Under the strategic
goal we understand the achievement level of professionally oriented foreign
language competence of future professionals for the implementation of
professionally oriented foreign language activities.
The tactical goal is to improve the
quality of training of students for the purpose of self-mastery of technology,
which will ensure the continuity of foreign language training with a view to
the future development of professional adaptability to different conditions of
work and, as a consequence, his professional competitiveness.
The specific goals reflect the ways of solving the problems associated
with the feature of continuous foreign language training.
The educational block. The backbone concepts of the process of
formation and development of professionally oriented foreign language
communicative competence as a system which serve the purpose of continuing
professional education, its content, represents the joint activities of the
training (teaching) and learning (teaching) and the result - a
professionally-oriented multicultural person who obtains the level of
development of professionally oriented foreign language communicative
competence, sufficiently carrying out the activities in multicultural
professional environment, self-education and self-realization. Educational
block of the model represented by the following components: structural-functional,
procedural, technological and informative.
Structural-functional
component of the model reveals the connection between the structures of the
object, in this case, professionally oriented foreign language communicative
competence, and its functions. Based on the model of the communicative act by
R.O. Jacobson [4], we identify four functions of professionally oriented
foreign language competence: cognitive,
emotive- evaluative, metalinguistic and phatic.
Cognitive function is an important means of expression form and forming in
the process of mastering a foreign language of new ideas (language and
professional picture of the world), concepts, judgments, conclusions.
Emotive-evaluative function is performed in the possession of the future
professional paradigms of emotional communication that helps to implement
speech influence in accordance with the speech business ethics, properly
respond to the information received from the communication partner information
and correctly select the appropriate situation and the status of the emotional
register of communication.
Meta linguistic function of professionally oriented foreign language competence
of the future professional is manifested in the ability of using a foreign
language for describing the language itself, which are an essential component
of the terms; ensuring the development of verbal interaction in order to
achieve an acceptable result to communicate; using meta linguistic strategies
to transfer the meaning of statements, depending on the features of the
communicative situation.
Phatic function professionally oriented foreign language competence is carried
out through the use of establishing and maintaining contact. Based on the above
functions professionally oriented foreign language competence, in its
composition, we have identified the subject-language, object-speech,
socio-cultural and educational competence.
When
designing a model of the formation and development of professionally oriented
foreign language communicative competence, we relied on the provisions of the
theory of stage formation of mental actions developed by P.Y. Galperin [2].
Based on the fact that the internal psychological processes are common mental
actions, which are formed as a reflection of external material action and get
the final shape as a result of successive changes and cuts, we consider the
process of mastering professionally oriented foreign language communicative
competence as a certain organization of subject activity of students. Thus, it
is the basis of activation of the autonomous teaching, which is accompanied by
an increase of efficiency.
On the one hand,
the procedural component of the model is represented by the activity of the
teacher on the organization of the process of formation and development of professionally
oriented foreign language communicative competence of students, on the other
hand the activities of the students. The activity of the teacher in this case
acts as a means of motivation following the steps in the learning activities of
students; it contributes to their particular target attitudes towards the
activities. The implementation of actions aimed at the mastery of
professionally oriented foreign language communicative competence; provide
assistance to developing and bringing up influence on the students.
The process of formation of professionally oriented foreign language
communicative competence has the stage character.
At first, analytical-prognostic stage, to solve the problems related to the
development of motivation and awareness of students on the cognitive aspects of
development and linguacultural professionally oriented foreign language
communicative competence; educational and cognitive activity is imitative-
substitution-character; it lays down algorithm activity for student mastery of
professionally oriented foreign language communicative competence.
On the organizational- performing stage lasts solution of educational problems;
a transition to the transformational-reproductive activities on mastering
educational material; there is a gradual evolution of educational-cognitive
activity in informative-professional. The predominant vector of this stage is
the formation of the subject of speech competence.
In the third, cumulatively, the regulatory stage, the main focus of activity is
aimed at studying the formation of educational and professional competence. At
this stage, dominated by the creative task and combined nature, which provide
training professionally-oriented communication and autonomous work of students
on self-development and self-education.
This means that the future professional should possess this level of
professional-oriented competence to be able to participate in a real
intercultural dialogue, to perform the role of the communicator in a specific
act of professional communication, to predict his verbal behavior, choose the
appropriate level of the interlocutor and the situation means of speech
influence communication. [5]
The process of
foreign language education, in fact, is a certain kind of independent creative
learning and cognitive activity student, which gives him the realization of his
personal cognitive and creative potential makes it possible to master the
strategies of educational activities, to acquire an effective self-learning
experience and use a foreign language in various situations and conditions
self-realization and self-development. Analytical and effective block model.
It includes monitoring and self-monitoring of the formation of professionally
oriented foreign language communicative competence, as well as the criteria and
levels of formation of it.
Based on the structure professionally oriented foreign language communicative
competence monitoring objects is:
a) Knowledge and
formed on the basis of their language skills (object-language competence);
b) The ability to use the acquired knowledge
and skills in various communication situations (subject-speech competence);
c) Knowledge of the rules and features
intercultural communication and behavior (social and cultural competence);
d) Possession of general
learning strategies (educational competence). Based on these indicators, we can
judge the achieved level of formation of professionally oriented foreign
language communicative competence.
Thus, the above-described model
is a science-based character has certain integrity,
structural and hierarchical;
helping the formation of professionally
oriented foreign language competence
of the graduate in the system
view.
Reference:
1. Kunanbayev S.S. Modern foreign language education:
methodology and theory. – Almaty, 2005.-264p.
2. Galperin, P.Y. Psychology of thinking and
teaching about the gradual formation of mental actions /. -M .: Nauka, 1966. –
pp 236-277.
3. Galskova, N.D New technologies in the context of
the modern concept of education in foreign languages. Foreign languages at
school. - 2009. №16-20.
4. Jacobson, R. A. Linguistics and Poetics
structuralism: "pros" and "cons": -M.: Progress, 1975. -
468 p.
5. Kopylova, N.V. Psycho-Akmeological patterns and
mechanisms of formation of foreign language communicative competence of the
future experts in high schools: 2005.-634pp.
6.
Koryakovtseva, N.F. Modern methods
of organization of independent work of foreign language learners: A Handbook
for Teachers. - M.: 2002.-176pp.