Communicative Competence in Training Future Language and Literature Teachers

Keywords: intolerance, affiliation, motivation, communication, anxiety.

Abstract

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.

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Author Biographies

Ihor Halian, Drogobych Ivan Franko State Pedagogical University, Drogobych, Ukraine.

Doctor of Psychological Sciences, Full Professor of Department Practical Psychology, Drogobych Ivan Franko State Pedagogical University, Drogobych, Ukraine.

Olena Halian, Drogobych Ivan Franko State Pedagogical University, Drogobych, Ukraine.

Doctor of Pedagogical Sciences, Associate Professor Department of Practical Psychology Drogobych Ivan Franko State Pedagogical University, Drogobych, Ukraine.

Liudmyla Gusak, Eastern European National University named after Lesia Ukrainka, Lutsk, Ukraine.

Doctor of Pedagogical Sciences, Associate Professor of Department of Foreign Languages for Humanities, Eastern European National University named after Lesia Ukrainka, Lutsk, Ukraine.

Halyna Bokshan, Kherson State Agricultural University, Kherson, Ukraine.

Ph. D, Associate Professor, Department of Foreign Languages, Kherson State Agricultural University, Kherson, Ukraine.

Ihor Popovych, Kherson State University, Kherson, Ukraine.

Doctor of Psychological Sciences, Full Professor of Department of General and Social Psychology, Kherson State University, Kherson, Ukraine.

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Published
2020-05-18
How to Cite
Halian, I., Halian, O., Gusak, L., Bokshan, H., & Popovych, I. (2020). Communicative Competence in Training Future Language and Literature Teachers. Amazonia Investiga, 9(29), 530-541. https://doi.org/10.34069/AI/2020.29.05.58
Section
Articles