Telegina Anna Timofeevna, Associate professor, sub-department of foreign languages,Penza State University
(40 Krasnaya street, Penza, Russia), firstname.lastname@example.org
Background. Expansion and qualitative changes in international cooperation, the inclusion of Russia into the international economic education community, its joining the global market dictate the necessity of learning a foreign language, which is not only a means of communication in foreign language professional sphere, but really popular means of improving the intellectual and practical activity of a specialist. This allows to comprehend the importance of foreign language communicative activities, as a means of mutual understanding and active cooperation between people, as a way of inclusion in the processes of exchange of information and globalization of achievements in culture, science, economy, technology and access to foreign culture, which has a substantial effect on the value orientation and selfdevelopment. The goal of the study is to analyze the most efficient scientifictheoretical model of foreign communicative activities connected with the organization of foreign language teaching in higher school.
Materials and methods. Implementation of the research objectives was achieved on the basis of the analysis of the process and the implementation of educational technology, communicative methods of teaching in higher education system I. L. Bim, V. V. Passov, G. A. Kitaygorodskaya. A special place belongs to scientific works by A. A. Verbitsky, A. I. Markova, E. F. Zeer, N. F. Talizina and researches by L. I. Bogovitch, E. A. Klimov, S. N. Chistyakova. Methodological potential includes the method of pedagogical supervision, allowing to estimate the intermediate results, motivation, interest of students, the level of activity in the process of active interaction; the method of expert evaluation used in the framework of the project activities.
Results. The author described the requirements to specialists in modern society, resulting in the new social and cultural conditions. The author analyzed foreign language communication (FLC) according to define rules and norms, to the level of social development of the participants and their aims in professional self-development. The author defined the structural elements of communication, such as motives, tasks, aims, communicative activities, result, communicative necessity, communicative culture. The competence approach was used for the determination of the totality of the generalized knowledge in the cognitive sphere of activity, employment and the social and cultural and leisure forms of activity. The level of formation of professional communication and foreign language communicative activities was characterized in the course of introduction of active teaching methods.
Conclusions. Study and analysis of the scientific- theoretical model of foreign communicative activities complement the scientific views on ways to improve the professional and personal development of future specialists in non-linguistic universities, allow them to pose and solve in the process of active dialogical interaction personally and professionally significant communication problems, broaden their professional experience and acquire experience of foreign communicative activities and identify further prospects of further selfdevelopment in this direction.
personal self-developing, active interaction, intercultural competence, structural elements, communication culture, competence, foreign language communication (FLC).
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