ARPHA Proceedings 3: 839-850, doi: 10.3897/ap.2.e0839
Communicative Skills Modeling in Contextual Foreign Language Training of Industrial University Students
expand article infoAlla A. Isakova
Open Access
The purpose of the study is to create a relative model of the communicative skills formation in contextual training of an industrial university students. We have identified one of the most important conditions in the communicative model constructing. It is a modeling system organization which construct the necessary subsystems in the general practical and research logic ensuring the efficiency of the created model. We consider the issue of practical model construction having identified the main stages of communicative competence formation in context training, on the example of the discipline "Foreign language." The main means of implementing context training is a method of modeling different types of situations. The creation of a certain type model of situation is associated with the preliminary idea construction of the student behavior in one or another possible situation and the forecasting of the professional future. The method of analysis, synthesis, pedagogical forecasting, and pedagogical design are also used according to the professionally-personality-oriented approach in the education system during our research. Communication competence is one of the main characteristics of professional competence and professional training of future engineers because the main tasks of the university are: to realize the needs of the individual in intellectual, cultural and moral development, to create conditions for professional development and improvement, to train specialists combining high culture, communication and professional skills. The high level of communication skill development allows effectively to communicate in the team of professionals to achieve the goals. Communicative competence is developed through the modeling of communicative situations and training which help to develop self-confidence, self-esteem, self-affirmation, personal and social activity. The initial stage of communication should be the entry into the modeling process which begins with the identification of a specific problem, the justification of the communication needs. The communication need is an effective way to solve the identified problem and a choice of methodological communication grounds. Modeling is one of the actions in the process of the learner’s awareness of the cognitive object as a means and element of intellectual reflection. As a sign-symbolic activity, modeling encourages a student to build generalized ways to perceive objects and phenomena of surrounding reality. The level of reflection, analysis and internal action plan is increasing. A model of professional activity, systematic and interdisciplinary knowledge is built in accordance with the production technology in contextual education. The model includes indicators such as indicator of tolerance, indicator of intercultural awareness, indicator of focus on self-education and self-improvement, indicator of interest in a future profession. The main type of the student speech activity is reading and working with information from the original special literature in foreign language, search, reflection and processing for further use in communication. We have analyzed and performed a meaningful interpretation of the simulation results, determined the possibilities of stability of the obtained results and a general procedure of a communicative model constructing. It responds on the process of modeling complex phenomena, such as the process of learning and communication. Modern requirements of a communication knowledge model are mainly based on context and personal-oriented approaches and provide a description of the main professional activities, knowledge, skills of future engineers of various branches of science and industry. The model of building communication skills in context learning provides prerequisites for overcoming traditional didactic approaches to knowledge acquisition, involving students in various situations that stimulate their emotional and cognitive experience. A student creates a sustained cognitive motivation to solve certain problems related to his knowledge of the surrounding reality. The contextual training model of the communicative skill formation provides prerequisites to overcome traditional didactic approaches in the knowledge mastering and student involving. This model stimulates the student emotional and cognitive experience. The student creates sustained cognitive motivation to solve certain problems associated with knowledge of the surrounding reality.
modeling, communication, reflection, foreign language, contextual education, communicative model