Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students

Keywords: foreign languages teaching organization, model, communicative-pragmatic competence, discourse, socio-cultural and intentional markers.

Abstract

The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.

Downloads

Download data is not yet available.

Author Biographies

A.V. Lebedev, N. P. Ogarev Mordovia State University, Saransk, Russia.

Foreign Languages Department, Chair of English for Professional Communication N. P. Ogarev Mordovia State University, Saransk, Russia.

S.V. Bespalova, N. P. Ogarev Mordovia State University, Saransk, Russia.

Foreign Languages Department, Chair of German Philology N. P. Ogarev Mordovia State University, Saransk, Russia.

I.S. Pinkovetskaia, Ulyanovsk State University, Ulyanovsk, Russia.

Economic analysis and state management Department, Ulyanovsk State University, Ulyanovsk, Russia.

References

Andrushko, S. Ya., (1990). Methods of teaching oral and speech communicative activity on a situational basis in groups of in-depth study of the English language (dissertation of the candidate of pedagogical sciences). Odessa State University, Odessa, Ukraine, 217 p.

Anisimova, E.E., (1988). Communicative-pragmatic norms. Philological sciences, 6. 64-69. Recovered from: https://clck.ru/TWk36

Argustanyants, E.S., (1982). Teaching dialogic speech in situations of role behavior, (dissertation of the candidate of pedagogical sciences), Moscow State University, Moscow. 212 p.

Astafurova, T.N., (1997). Strategies of communicative behavior in professionally significant situations of intercultural communication: (dissertation of the candidate of pedagogical sciences), Volgograd State University, Moscow. 324 p. Recovered from: https://www.dissercat.com/content/strategii-kommunikativnogo-povedeniya-v-professionalno-znachimykh-situatsiyakh-mezhkulturnog

Baldegger, M., Müller, M. & Schneider, G. (1989). Kontaktschwelle Deutsch als Fremdsprache (Contact threshold for German as a foreign language). Berlin, München: Langenscheidt. 152 p.

Baskova, M.E., (1992). Pragma-linguistic and the interactive expressions of disagreement (based on the material of modern English dialogue): (dissertation of the candidate of pedagogical sciences), Saint-Petersburg State University, Saint-Petersburg. 179 p.

Belyaeva, E.I., (1988). Modality and pragmatic aspects of directives in modern English, (dissertation of the Doctor of Philology), Moscow State University, Moscow. 423 p.

Bespalova, S.V. (2003). Communicative-pragmatic strategies in teaching foreign language communication at language university. Materials of the VIII scientific conference of young scientists of the Ogarev Mordovia State University. In 3 parts. 135-136. Recovered from: https://elibrary.ru/item.asp?id=23311162&pff=1

Bespalova, S.V. & Kuznetsova, L.N. (2009). Video im Deutschunterricht: study guide. Manual. Saransk: Publishing house of Mordovia State University. 48 p. Recovered from: https://elibrary.ru/item.asp?id=25074647

Bezukladova, I.Yu. (1999). Communicative and pragmatic features of the functioning of some forms of personalization in the German language, (dissertation of the candidate of philological sciences). Tambov State University, Tambov. 165 p. Recovered from: https://www.dissercat.com/content/kommunikativno-pragmaticheskie-osobennosti-funktsionirovaniya-nekotorykh-form-personalizatsi

Bim, I.L. (2001). Some relevant problems of modern teaching foreign languages. Foreign languages at school. 4. 5-7.

Bykova, I.A. (1997). Communicative-pragmatic analysis of non-equivalent and background vocabulary of the Spanish language, (dissertation of the candidate of philological sciences), Moscow State Pedagogical University, Moscow. 175 p.

Council of Europe (1996). Common European framework of reference for languages: learning, teaching, assessment. Language Policy Unit, Strasbourg. 167 p. Recovered from: https://rm.coe.int/16802fc1bf

Drokina, S.V. (1996). Development of interpersonal communication skills in the process of professional training of students of technical universities, (dissertation of the candidate of pedagogical sciences), Togliatti State University, Togliatti. 194 p. Recovered from: https://www.dissercat.com/content/razvitie-navykov-mezhlichnostnogo-obshcheniya-v-protsesse-professionalnoi-podgotovki-student

Ek van, J.A., Trim, J.L.M. (2012). Waystage. Council of Europe Conseil de l'Europe. Cambridge University Press. 156 p.

Gez, N.I. (1985). Formation of the communicative competence as an object of foreign methodological research. Foreign languages at school. 2. 19-23.

Gorlyakov, P.Yu. (2001). Pragmatically oriented teaching of communication in English in educational institutions, (dissertation of the candidate of pedagogical sciences), Saint-Petersburg State University, Saint-Petersburg. 266 p. Recovered from: https://www.dissercat.com/content/pragmaticheski-napravlennoe-obuchenie-bshcheniyu-na-angliiskom-yazyke-v-pervom-klasse-obshc

Gorodnikova, G.D. & Dobrovolskiy, D.O. (2001). German-Russian dictionary of speech communication. 4th ed., Stereotype. Moscow: Russian language. 332 p.

Issers, O.S. (1999). Communicative strategies and tactics of Russian speech (dissertation of the candidate of pedagogical sciences), Omsk State University, Omsk. 560 p. Recovered from: https://www.dissercat.com/content/kommunikativnye-strategii-i-taktiki-russkoi-rechi

Komina, N.A. (1984). The communicative-pragmatic aspect of English dialogical speech, (dissertation of the candidate of philological sciences). Taras Shevchenko National University of Kyiv, Kyiv. 243 p. Recovered from: https://www.dissercat.com/content/kommunikativno-pragmaticheskii-aspekt-angliiskoi-dialogicheskoi-rechi

Lebedev, A., Pinkovetskaia, I., Rozhkov, M. & Tsybina, L. (2020). Teaching English in the higher education institution: teachers and students perspective. Amazonia Investiga, 9(25). 190-199. Recovered from: https://amazoniainvestiga.info/index.php/amazonia/article/view/1050

McCroskey, J.C. (1985). Communication: Apprehension, Avoidance and Effectiveness. Scottdale, Ariz: Corsuch Scorisbrick. 121 p.

Milrud, R.P. & Maksimova, I.R. (2000). Modern conceptual principles of communicative learning in foreign languages. Foreign languages at school. 4. 9-16.

Nabieva, V.M. (1996). The pragmatic aspect of the discourse of modern liturgical sermon (author's abstract of thesis for the candidate of philological sciences), Moscow State University, Moscow. 17 p.

Neuner, G. & Hunfeld, H. (1993). Methoden des Fremdsprachlichen Deutschunterrichts. Fernstudieneinheit 4. Langenscheidt: Universität Gesamthochschule Kassel. 184 p.

Onalan, O. & Çakır, A.A. (2018). Comparative Study on Speech Acts: Formal Complaints by Native Speakers and Turkish Learners of English. Eurasian Journal of Applied Linguistics. 4 (2). 239-259.

Order Nº 940. On the approval of the state federal standard of higher education in the direction of linguistic training 45.03.02 (high school level), Ministry of Education and Science of the Russian Federation, of August 7, 2014. Recovered from: http://fgosvo.ru/uploadfiles/fgosvob/450302_Lingvistika.pdf

Piepho, H.-E. (1979). Kommunikative Kompetenz durch Englischunterricht. Der Fremdsprachenunterricht. (Communicative competence through English lessons. Foreign language teaching) 4. 22-25.

Ponutrieva, V.P. (1997). Communicative skills of the teacher as a condition for enhancing the cognitive activity of the teacher (dissertation of the candidate of pedagogical sciences). Bryansk Pedagogic State University, Bryansk. 142 p. Recovered from: http://childpsy.ru/dissertations/id/19457.php

Rumyantseva, T.A. (1999). Teaching argumentation communication among students of the 3rd year of a language university, (abstract of thesis for the candidate of pedagogical sciences), Ural Federal University, Ekaterinburg. 24 p. Recovered from: http://www.dslib.net/teoria-vospitania/obuchenie-argumentativnomu-obweniju-studentov-3-kursa-jazykovogo-pedagogicheskogo.html

Safonova, V.V. (1992). Socio-cultural approach to teaching foreign languages as a specialty, (dissertation of the doctor of pedagogical sciences), Moscow State University, Moscow. 672 p. Recovered from: https://www.dissercat.com/content/sotsiokulturnyi-podkhod-k-obucheniyu-inostrannomu-yazyku-kak-spetsialnosti

Smirnova, E.V. (1999). Development of the culture of foreign language communication (polylogue) in postgraduate education of teachers of foreign languages, (dissertation of the candidate of pedagogical sciences), Moscow State University, Moscow. 205 p. Recovered from: https://www.dissercat.com/content/razvitie-kultury-inoyazychnogo-polilogicheskogo-obshcheniya-v-poslevuzovskom-obrazovanii-pre

Solovova, E.N. (2002). Methods of teaching foreign languages. Basic course of lectures. A handbook for pedagogical students. universities and teachers. Moscow: Education. 239 p. Recovered from: http://learnteachweb.ru/articles/solovova1.pdf

Sousa, A.A. (2017). Discourse-Based View in Interdisciplinary Approaches to Fictional Text Analysis. Russian Journal of Linguistics. 21(2). 390-404.

Stepanov, Yu.S. (1981). Seeking the pragmatics. Bulletin of the Academy of Sciences of the USSR. Series: literature. 40(4). 330-336.

Torricelli, P. (2018). Understanding pragmatics in second-language learning. A few linguistic preliminaries. in “Reti, saperi, linguaggi, Italian Journal of Cognitive Sciences”. 1. 203-208.

Ulrich, W. (1979). Grundbegriffe des Deutschunterrichts. Verlag Ferdinand Hirt. 75 p. (aleman)

Volovik, A.V. (1988). Communicative approach to teaching foreign languages, (abstract of the dissertation for the candidate of pedagogical sciences), Moscow State university, Moscow. 23 p.

Zhoglina, G.G. (1998). Development of communicative competence skills based on the use of video films, (dissertation of the candidate of pedagogical sciences), Pyatigorsk State University, Pyatigorsk. 309 p. Recovered from: https://www.dissercat.com/content/razvitie-umenii-kommunikativnoi-kompetentsii-na-osnove-ispolzovaniya-autentichnykh-videodoku
Published
2021-03-05
How to Cite
Lebedev, A., Bespalova, S., & Pinkovetskaia, I. (2021). Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students. Amazonia Investiga, 10(37), 135-145. https://doi.org/10.34069/AI/2021.37.01.14
Section
Articles