Communicative Competence in Training Future Language and Literature Teachers
The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence.
The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56 (1), 57-64.
Bagarić, V., & Mihaljević Djigunović, J. (2007). Defining communicative competence. Metodika, 8 (1), 94-103.
Baker, W. (2011). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66 (1), 62-70. DOI: 10.1093/elt/ccr017
Bakic-Tomic, L., Dvorski, J., & Kirinic, A. (2015). Elements of teacher communication competence: an examination of skills and knowledge to communicate. International Journal of Research in Education and Science (IJRES), 1 (2), 157-166.
Bespamjatnova, G. (1994). Language personality of an anchorperson. Voronezh: VSU.
Bodujen de Kurtenje, I. (1963). Selected works on general language studies. Moscow: The Publishing House of the AS of USSR.
Bogin, G. (1986). The model of language personality in terms of diversity of texts. Kalinin: KSU.
Boyko, V. V. (1998). Communicative tolerance. Saint-Petersburg, Russian Federation: MAPE.
Bradford, L., Allen, M., & Beisser, K. R. (2000). Meta-analysis of intercultural communication competence research. World Communication, 29 (1), 28-51.
Dumitriu, C., Timofti, I. C. & Dumitriu, G. (2014). Communicative skill and / or communication competence? Procedia – Social and Behavioral Sciences, 141, 489-493. DOI: 10.1016/j.sbspro.2014.05.085
Fedorenko, Ju. (2002). Communicative competence as the most important element successful communication. Native school, 1, 63-65.
Gumbol’dt V. fon. (1985). Language and philosophy of culture. Moscow: Progress.
Halian, I. (2018). Motivational and value determinants of future physical culture teachers’ professional becoming. Science and education, 3, 36-42. DOI:10.24195/2414-4665-2018-3-5
Halian, І. (2019a). Personal determinants of responsibility of future educators. Insight: the psychological dimensions of society, 1, 15-21. DOI: 10.32999/2663-970X/2019-1-2
Halian, I. (2019b) Values and meanings as systemic formations of the psyche. In: Modern research of the representatives of psychological sciences (pp.38–59). Lviv-Toruń: Liha-Pres. DOI: 10.36059/978-966-397-118-6/38-59
Halian, O. (2019c). Responsibility and emotional burnout of teachers. Insight: the psychological dimensions of society, 2, 16-23. DOI: 10.32999/2663-970X/2019-2-2
Halian, І. (2016). Value-semantic self-regulation of personality: Genesis and mechanisms of functioning. Drogobych: DSPU.
Hymes, D. H. (1991). Models of the interaction of language and social life. In: Gumperz, J. J. & Hymes, D.H. (Eds.). Directions in Sociolinguistics: The Ethnography of Communication (pp. 35-71). New-York: Wiley-Blackwell.
Karaulov, Ju. (2010). The Russian language and language personality. Moscow: LKI.
Kazibekova, V. F. (2019). Psychological features of communicative competence of future professionals. Insight: the psychological dimensions of society, 2, 64-71. DOI: 10.32999/2663-970X/2019-2-9
Khmil, V. V. & Popovych, I. S. (2019). Philosophical and Psychological Dimensions of Social Expectations of Personality. Anthropological Measurements of Philosophical Research, 16, 55-65. DOI: 10.org/10.15802/ampr.v0i16.187540
Korniiaka, O. (2012). Psychology of developing communicative copmetence at different stages of professional development of personality. Scientific notes of the Institute of Psychology named after H. S. Kostiuk of the APS of Ukraine, 39, 211-223.
Klinkov, G., Rodionov, M., Kozlova, O., Vezetiu, E. & Vovk, E. (2020). Implementation of discussion technologies in a personality-centered professional education, 9 (26), 82-87.
Leontev, A. (1999). Foundations of psycholinguistics. Moscow: Sense.
Mehrabian, A. (1994). Evidence bearing on the Affiliative Tendency (MAFF) and Sensitivity to Rejection (MSR) scales. Current Psychology, 13, 97-116.
Nefedova, E. (2001). Expressive dictionary of dialect personality. Moscow: MSU.
Orlov, Ju. M. (1998). Methods for identifying the need for communication. St. Petersburg: Peter.
Poperechna, L. (2012). Teachers’ communicative skills as one of the important components of their professiogram. The Bulletin of the National Academy of the State Border Guard Service of Ukraine, 1.
Popovych, I.; Blynova, O., Aleksieieva, M., Nosov, P., Zavatska, N., y Smyrnova, O. (2019a). Research of Relationship between the Social Expectations and Professional Training of Lyceum Students studying in the Field of Shipbuilding. Revista ESPACIOS, 40 (33), 21.
Popovych, I. S. & Blynova, O. Ye. (2019). Research on the Correlation between Psychological Content Parameters of Social Expectations and the Indexes of Study Progress of Future Physical Education Teachers, Journal of Physical Education and Sport, 19(3), 847-853. DOI: 10.7752/jpes.2019.s312
Popovych, I.; Blynova, O. Zhuravlova, A., Toba, M., Tkach, T., y Zavatska, N. (2020a). Optimization of development and psycho-correction of social expectations of students of foreign philology”. Revista Inclusiones. Vol: 7 num Especial, 82-94.
Popovych, I., Borysiuk, A., Zahrai, L., Fedoruk, O., Nosov, P., Zinchenko, S. & Mateichuk, V. (2020b). Constructing a Structural-Functional Model of Social Expectations of the Personality. Revista Inclusiones, Vol: 7 num Especial, 154-167.
Popovych, I.; Halian, I., Halian, O., Burlakova, I., Serbin, Iy., Toba, M., Buhaiova, N., y Bokhonkova, Yu. (2020c). Sensory Regulation of Future Teachers in a Situation of Uncertainty. Revista ESPACIOS, 41(2), 28.
Popovych, I., Kononenko, O., Kononenko, A., Stynska, V., Kravets, N., Piletska, L. & Blynova, O. (2020d). Research of the Relationship between Existential Anxiety and the Sense of Personality’s Existence. Revista Inclusiones, Vol: 7 num Especial, 41-59.
Popovych, I., Lymarenko, L., Tereshenko, N., Kornisheva, T., Yevdokimova, O., Koverznieva, A. & Aleksieieva, M. (2020e). Research on the Effectiveness of Training Technologies’ Implementation in Student Theater. Revista Inclusiones. Vol: 7 num 2. 104-121.
Popovych, I.; Zavatskyi, V., Geyko, Ie., Halian, O., Zavatskyi, Yu. y Radul, I. (2019b). Research on the Structure, Variables and Interdependence of the Factors of Tourists’ Mental States of Expectation for Leisure in Ukraine. Revista ESPACIOS, 40 (37), 22.
Primov, S. (2019). Pedagogical bases of developing communicative competence of future teachers. European Journal of Research and Reflection in Educational Sciences, 7 (12), 129-131.
Prohorov, Ju. (2016). Reality. Text. Discourse. Moscow: Flinta; Science.
Ramirez Berdut, I., & Laurencio, O. (2015). English oral communicative competence of future teachers: a second work integrated experience at Bindura university of science education. Journal of Teaching and Education, 4, 77-90.
Shahovskij, V. (2018). Cognitive matrix of emotional-communicative personality. The bulletin of the PFUR. Series: Linguistics, 22 (1), 54-79. DOI: 10.22363/2312-9182-2018-22-1-54-79
Tytarenko, T. (Ed), Zlobina, O., Liepikhova, L., Lazorenko, B., Kochubainik, O., Cheremnyh, K., Klypeets, O., Larina, T., Kraichinska, V., & Gundertaylo, Yu. (2012). How to build your own future: the life tasks of personality. Kirovohrad: Imex-LTD.
Shherba, L. (1974). Language system and speech activity. Leningrad: Science.
Soldatova, G. U., Kravtsova, O. A., Khukhlaev, O. E. & Shaygerova, L. A. (2002). Psychodiagnostics of tolerance. Psychologists about migrants and migration in Russia, 4, 59-65.
Vaganova, O., Gilyazova, O., Gileva, A., Yarygina, N. & Bekirova, E. (2020). Quality management of educational activities in higher education. Amazonia Investiga, 9 (28), 74-82.
Vorkachev, S. (2001). Linguoculturology, language personality, concept: the development of anthropocentric paradigm in language studies. Philological sciences, 1, 64-73.