- Email: [email protected]
Communicative Competence Development Model
Available online at www.sciencedirect.com
Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
World Conference on Psychology and Sociology (PSYSOC-2012)
Communicative Competence Development Model Zhanat Bissenbayeva *, Shyryn Ubniyazova, Balabek Saktaganov, Zhibek Bimagambetova, Altynay Baytucaeva Zhanat Bissenbayeva, Chulanoba street h.129 ap.18, Almaty 020550, Kazakhstan Shyryn Ubniyazova, Aynabulak 2 h.46 ap.2, Almaty 020550, Kazakhstan Balabek Saktaganov,Makataeva street h.32 ap.4 Almaty 020550, Kazakhstan
Abstract In recent years, in line with the communicative and especially cognitive-communicative approaches in native and foreign language methodology, the problem of developing communicative competence "as the main component of the professional qualifications competency of the modern specialist" is being actively pursed. At the same time, monitoring the process of teaching foreign language (FL) in educational establishments sows that students do not possess the most important skills of communicative competence. Often students are not able to consistently and persuasively express their point of view, replacing the logic of the arguments with unsubstantiated statements and do not have the specific lexis and cannot participate in the professional communications. From this it follows that the development of communicative competence skills should be seen as a purposeful process that requires considerable pedagogical effort. © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Kobus Maree, University of Pretoria, South Africa.
Keywords: Methodology, Model, Communicative Competence, Communication.
1. Introduction The development of communicative competence "as the main component of the professional qualifications competency of the modern specialist" is being discussed in line with the communicative and especially cognitivecommunicative approaches in native and foreign language teaching methodology (Kunanbaeva). At the same time, the monitoring process of teaching FL in educational establishments finds that students do not possess the most important skills of communicative competence. The students are often not able to consistently and persuasively express their point of view, replacing the logic of the arguments by unsubstantiated statements; they do not have the specific lexis and cannot participate in the professional communications. From this it follows that the development of communicative competence skills should be seen as a purposeful process that requires considerable pedagogical effort.
* Corresponding Author: Zhanat Bissenbayeva. Tel: +21 3254235 E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Kobus Maree, University of Pretoria, South Africa. doi:10.1016/j.sbspro.2013.06.375
Zhanat Bissenbayeva et al. / Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
943
2. Heading styles Based on theoretical and methodological provisions of the new philosophy of education, we have developed a method of developing communicative competence using the video clips with communicative situations. This conceptual approach is one of the varieties of student-centered approaches in teaching a foreign language to communicate. In accordance with the laws of the theory of developmental education, the organization of the third stage is modeled on the development of creativity and cognitive activity in the students. The development of communicative competence on the basis of video clips with the non-deployed situation is a form of communication, which is, on the one hand, based on the features of communication as a social phenomenon in all its diversity, and on the other hand, represents the integrative activities related to the transformation of information. It is logical to ask, "What should be the organization of educational activities based on texts and video clips where a dialogue can occur? ». In last few years, the works relating to ridze, Galskova and Gez give a very clear answer: Organization of training for communication on the basis of the text should be adequate to the basic laws of the communication process, which should include: 2.1. The character of the activity of verbal behavior of participants of communication, the motivation of which must be executed: - in the communicative behavior of the teacher as a participant in the process of communication and - in the communicative (motivated, active) behavior of students as subjects of communication and learning; 2.2. Situational attribution, which implies the most common options for student interaction as a part of the teaching model; 2.3. The objectivity of the communication process that should be expressed in a limited variety, but the exact set of discussion (issues, events) topics 2.4. Using emotions as an expression of personal relationship to the subject of speech; 2.5. The content of the communication process, which implies the presence of speech as a means providing learning interaction. 2. The contents and results of a training (forming) stage On the basis of designed pedagogical technology including four aspects of training, the training stage including introduction of pedagogical practice for student teaching, of developed pedagogical technology, of students’ communicative competence development and the organization of training experiment which was led at the stage. Control and experimental groups were allocated English practical classes . In the experimental group the professor carried out practical training of English 6 hours per week during 6 semesters. The classes in control group were carried out with traditional technology by another senior teacher. Both groups belong to one academic stream. At the initial training stage both groups under the general communicative competence formed level testing. The analysis of testing results has shown that the experimental and control groups have no essential distinctions in their respective character of knowledge and abilities in English language. (See the Diagram 3) On the basis of the allocated criteria to evaluate the developed level of students communicative competence at for results registration of experiment training stage from October 2011 till February 2012 , the statistical account of every trainee of control and experimental groups were created, and also for each group trained in average where 10 points scale were used to estimate following : 1. Motivation 2. Systematization of knowledge Serious lacks in the field of foreign language skills by high school graduates lead to the state material losses whereas graduates practically should possess necessary extra linguistic knowledge of modern foreign experience and information sources. Diagnoses were carried out by following methods:
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Zhanat Bissenbayeva et al. / Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
• questioning; • observation; • conversations with teachers and students; • progress analysis; • testing; • interviewing; The ascertaining stage showed quite a low level of communicative competence of interviewed students due to weak motivation. The data received as a result of skilled training in the experimental group showed the usage of the model developed by us allowed raising abilities of CC. There are: observation, the analysis, an anticipation, promotion of hypotheses, classification, vision and statement of problems, a choice of decision, ability to critically look at contents of received information, ability to formulate and give reason for own point of view, to summarize information, to put forward counterarguments. Having considered existing approaches in a technique of formation of CC, we came to the conclusions that: - Formations of CC is considered as one of the main subjects for training - CC promotes motivation increase in the studying of foreign languages, - As a result of the research the model of CC formation was developed - Experimental-skilled work is carried out The training experiment confirmed theoretical validity of the methodical model offered by us which can be accepted and made effective in higher educational institutions. 3. Tables Thus, the researcher must analyze the data of the taken questionnaire among students (20 people) studying English language during 4 term. Firstly, 61 % of respondents had never read books of English-speaking writers in the original, and then this rate decreased. Secondly, in case of necessity, professionally related translating graduate students note the need of translations from English to native language, instead of vice versa (about 80-85 % against 15-20 %). Thirdly, respondents quite seldom (only 12-14 % from total number of respondents) faced the necessity of reading magazines or newspaper articles that had a political nature. And lastly, practically all respondents note need of free orientation at household level and abilities to make official papers in English correctly which is 69% (the statement, the missive, the official report). Table 1. Questionnaire Groups
1 term
2 term
3 term
4 term
English-speaking writers Need of translations from English to native language Necessity of reading magazines Abilities to make official papers in English correctly
61% 80-85%
49% 65-70%
33.5% 40-45%
18% 15-20%
32-34%
26-28%
20-22%
12-14%
26%
38%
55%
69%
4. Figures Based on theoretical and methodological provisions of the new philosophy of education, we have developed a method of developing communicative competence using video clips with non-deployed situation. This conceptual approach is one of the varieties of student-centered approaches in teaching foreign language to communicate. In accordance with the laws of the theory of developmental education is modeled the organization of
Zhanat Bissenbayeva et al. / Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
the third stage, which is a creative stage of students’ cognitive activity development. At this stage the following cognitive skills are formed and receive further development: observation, analysis, anticipation, advancing hypotheses, classification, staging and vision of problems, the ability to refer critically to the content of the received information, the ability to formulate and argue students’ own point of view, summarize information, and to present counterarguments. Using video clips with non-deployed situation allows putting the problem before a group from the beginning: a) Educational task, which is to achieve the cognitive, creative activity b) socio-psychological activity offering implementation of pragmatic-professional tasks of a certain culture of communication and the definition of professional-relevant skills during the performance. The model which has been developed by us simulates the process of communicative competence development and can be formalized in the following way: -methodical training model of communicative competence formation on the basis of video clips will simulate speech-thinking activity as a process, and thus we can bring them to a product of his own text, that is, a discursive activity. 1. Pre-demonstrative (on the basis of text of small forms) T.A. D.D. 2. Receptive-reproductive (demonstrative) 3. Productive-activity related «counter text» 4. Reflexive-estimative 5. Conclusion In constructing the methodological model of the communicative competence development, it is necessary to specify the full range of tasks in the development of communicative competence, on the one hand, in the aspect of the creation of the students’ knowledge of linguistic aspects (language material) on the other hand, in terms of mastery of their specific professional activity (which includes competency in communicative skills). This model is based on the textual theory developed by Dridze and the theory of context-centered learning, the main advantage of which, according to researchers, is to enhance the professional motivation and creative attitude to communicative competence. Acknowledgements Kunanbaeva S.S. Theory and practice of modern foreign language education. Almyty 2010 References Dridze, T.M. The theory of the texts. Karasik, I.E. (2003). Military discourse. Moscow. Khaleeva, I.I. (1989). Fundamentals of the theory of learning a foreign language speech understanding. Moskow. Tarasov, E.T. Activities. (1984). Communication. It (the formation of the active concept of speech). Abstracts of the All-Union Conference "Communicative language units." Moskow. Tynyshtykbaeva. Methodology of forming professional communication skills. Winter, I.A. Psychology of teaching foreign languages in school. Moskow: Education.
945
Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
World Conference on Psychology and Sociology (PSYSOC-2012)
Communicative Competence Development Model Zhanat Bissenbayeva *, Shyryn Ubniyazova, Balabek Saktaganov, Zhibek Bimagambetova, Altynay Baytucaeva Zhanat Bissenbayeva, Chulanoba street h.129 ap.18, Almaty 020550, Kazakhstan Shyryn Ubniyazova, Aynabulak 2 h.46 ap.2, Almaty 020550, Kazakhstan Balabek Saktaganov,Makataeva street h.32 ap.4 Almaty 020550, Kazakhstan
Abstract In recent years, in line with the communicative and especially cognitive-communicative approaches in native and foreign language methodology, the problem of developing communicative competence "as the main component of the professional qualifications competency of the modern specialist" is being actively pursed. At the same time, monitoring the process of teaching foreign language (FL) in educational establishments sows that students do not possess the most important skills of communicative competence. Often students are not able to consistently and persuasively express their point of view, replacing the logic of the arguments with unsubstantiated statements and do not have the specific lexis and cannot participate in the professional communications. From this it follows that the development of communicative competence skills should be seen as a purposeful process that requires considerable pedagogical effort. © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Kobus Maree, University of Pretoria, South Africa.
Keywords: Methodology, Model, Communicative Competence, Communication.
1. Introduction The development of communicative competence "as the main component of the professional qualifications competency of the modern specialist" is being discussed in line with the communicative and especially cognitivecommunicative approaches in native and foreign language teaching methodology (Kunanbaeva). At the same time, the monitoring process of teaching FL in educational establishments finds that students do not possess the most important skills of communicative competence. The students are often not able to consistently and persuasively express their point of view, replacing the logic of the arguments by unsubstantiated statements; they do not have the specific lexis and cannot participate in the professional communications. From this it follows that the development of communicative competence skills should be seen as a purposeful process that requires considerable pedagogical effort.
* Corresponding Author: Zhanat Bissenbayeva. Tel: +21 3254235 E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Kobus Maree, University of Pretoria, South Africa. doi:10.1016/j.sbspro.2013.06.375
Zhanat Bissenbayeva et al. / Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
943
2. Heading styles Based on theoretical and methodological provisions of the new philosophy of education, we have developed a method of developing communicative competence using the video clips with communicative situations. This conceptual approach is one of the varieties of student-centered approaches in teaching a foreign language to communicate. In accordance with the laws of the theory of developmental education, the organization of the third stage is modeled on the development of creativity and cognitive activity in the students. The development of communicative competence on the basis of video clips with the non-deployed situation is a form of communication, which is, on the one hand, based on the features of communication as a social phenomenon in all its diversity, and on the other hand, represents the integrative activities related to the transformation of information. It is logical to ask, "What should be the organization of educational activities based on texts and video clips where a dialogue can occur? ». In last few years, the works relating to ridze, Galskova and Gez give a very clear answer: Organization of training for communication on the basis of the text should be adequate to the basic laws of the communication process, which should include: 2.1. The character of the activity of verbal behavior of participants of communication, the motivation of which must be executed: - in the communicative behavior of the teacher as a participant in the process of communication and - in the communicative (motivated, active) behavior of students as subjects of communication and learning; 2.2. Situational attribution, which implies the most common options for student interaction as a part of the teaching model; 2.3. The objectivity of the communication process that should be expressed in a limited variety, but the exact set of discussion (issues, events) topics 2.4. Using emotions as an expression of personal relationship to the subject of speech; 2.5. The content of the communication process, which implies the presence of speech as a means providing learning interaction. 2. The contents and results of a training (forming) stage On the basis of designed pedagogical technology including four aspects of training, the training stage including introduction of pedagogical practice for student teaching, of developed pedagogical technology, of students’ communicative competence development and the organization of training experiment which was led at the stage. Control and experimental groups were allocated English practical classes . In the experimental group the professor carried out practical training of English 6 hours per week during 6 semesters. The classes in control group were carried out with traditional technology by another senior teacher. Both groups belong to one academic stream. At the initial training stage both groups under the general communicative competence formed level testing. The analysis of testing results has shown that the experimental and control groups have no essential distinctions in their respective character of knowledge and abilities in English language. (See the Diagram 3) On the basis of the allocated criteria to evaluate the developed level of students communicative competence at for results registration of experiment training stage from October 2011 till February 2012 , the statistical account of every trainee of control and experimental groups were created, and also for each group trained in average where 10 points scale were used to estimate following : 1. Motivation 2. Systematization of knowledge Serious lacks in the field of foreign language skills by high school graduates lead to the state material losses whereas graduates practically should possess necessary extra linguistic knowledge of modern foreign experience and information sources. Diagnoses were carried out by following methods:
944
Zhanat Bissenbayeva et al. / Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
• questioning; • observation; • conversations with teachers and students; • progress analysis; • testing; • interviewing; The ascertaining stage showed quite a low level of communicative competence of interviewed students due to weak motivation. The data received as a result of skilled training in the experimental group showed the usage of the model developed by us allowed raising abilities of CC. There are: observation, the analysis, an anticipation, promotion of hypotheses, classification, vision and statement of problems, a choice of decision, ability to critically look at contents of received information, ability to formulate and give reason for own point of view, to summarize information, to put forward counterarguments. Having considered existing approaches in a technique of formation of CC, we came to the conclusions that: - Formations of CC is considered as one of the main subjects for training - CC promotes motivation increase in the studying of foreign languages, - As a result of the research the model of CC formation was developed - Experimental-skilled work is carried out The training experiment confirmed theoretical validity of the methodical model offered by us which can be accepted and made effective in higher educational institutions. 3. Tables Thus, the researcher must analyze the data of the taken questionnaire among students (20 people) studying English language during 4 term. Firstly, 61 % of respondents had never read books of English-speaking writers in the original, and then this rate decreased. Secondly, in case of necessity, professionally related translating graduate students note the need of translations from English to native language, instead of vice versa (about 80-85 % against 15-20 %). Thirdly, respondents quite seldom (only 12-14 % from total number of respondents) faced the necessity of reading magazines or newspaper articles that had a political nature. And lastly, practically all respondents note need of free orientation at household level and abilities to make official papers in English correctly which is 69% (the statement, the missive, the official report). Table 1. Questionnaire Groups
1 term
2 term
3 term
4 term
English-speaking writers Need of translations from English to native language Necessity of reading magazines Abilities to make official papers in English correctly
61% 80-85%
49% 65-70%
33.5% 40-45%
18% 15-20%
32-34%
26-28%
20-22%
12-14%
26%
38%
55%
69%
4. Figures Based on theoretical and methodological provisions of the new philosophy of education, we have developed a method of developing communicative competence using video clips with non-deployed situation. This conceptual approach is one of the varieties of student-centered approaches in teaching foreign language to communicate. In accordance with the laws of the theory of developmental education is modeled the organization of
Zhanat Bissenbayeva et al. / Procedia - Social and Behavioral Sciences 82 (2013) 942 – 945
the third stage, which is a creative stage of students’ cognitive activity development. At this stage the following cognitive skills are formed and receive further development: observation, analysis, anticipation, advancing hypotheses, classification, staging and vision of problems, the ability to refer critically to the content of the received information, the ability to formulate and argue students’ own point of view, summarize information, and to present counterarguments. Using video clips with non-deployed situation allows putting the problem before a group from the beginning: a) Educational task, which is to achieve the cognitive, creative activity b) socio-psychological activity offering implementation of pragmatic-professional tasks of a certain culture of communication and the definition of professional-relevant skills during the performance. The model which has been developed by us simulates the process of communicative competence development and can be formalized in the following way: -methodical training model of communicative competence formation on the basis of video clips will simulate speech-thinking activity as a process, and thus we can bring them to a product of his own text, that is, a discursive activity. 1. Pre-demonstrative (on the basis of text of small forms) T.A. D.D. 2. Receptive-reproductive (demonstrative) 3. Productive-activity related «counter text» 4. Reflexive-estimative 5. Conclusion In constructing the methodological model of the communicative competence development, it is necessary to specify the full range of tasks in the development of communicative competence, on the one hand, in the aspect of the creation of the students’ knowledge of linguistic aspects (language material) on the other hand, in terms of mastery of their specific professional activity (which includes competency in communicative skills). This model is based on the textual theory developed by Dridze and the theory of context-centered learning, the main advantage of which, according to researchers, is to enhance the professional motivation and creative attitude to communicative competence. Acknowledgements Kunanbaeva S.S. Theory and practice of modern foreign language education. Almyty 2010 References Dridze, T.M. The theory of the texts. Karasik, I.E. (2003). Military discourse. Moscow. Khaleeva, I.I. (1989). Fundamentals of the theory of learning a foreign language speech understanding. Moskow. Tarasov, E.T. Activities. (1984). Communication. It (the formation of the active concept of speech). Abstracts of the All-Union Conference "Communicative language units." Moskow. Tynyshtykbaeva. Methodology of forming professional communication skills. Winter, I.A. Psychology of teaching foreign languages in school. Moskow: Education.
945