THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE
Keywords:
FL communicative competence, future professionals, educational institutions, pedagogic model, second language acquisition, teaching communicative competenceAbstract
Professional language training evolves to meet contemporary demands, striving to cultivate competitive individuals equipped to thrive in a globalized landscape. Higher education institutions are increasingly adopting internationally recognized standards, prioritizing the development of English language proficiency and professional capabilities. However, there's a notable gap in understanding the formation of Foreign Language Communicative Competence (FLCC) among aspiring professionals in non-native English-speaking nations. Drawing from our teaching experience in foreign language universities, it's evident that many students lack the requisite English proficiency for effective professional communication. In response, we have formulated a theoretical and methodological framework for analyzing FLCC. Our objective was to devise a pedagogical model incorporating sequential stages and technology to foster students’ motivation, readiness in FLCC, communicative skills, and self-directed learning abilities. This approach entails a systematic progression in competency development, incorporating activities designed to refine perception and provide constructive feedback. The efficacy of our model was confirmed through experimental validation.
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