The Competency-Based Approach to Passing First Certificate in English

Ilona Ivanivna Kostikova (), Tetiana Viediernikova (), Liudmyla Holubnycha () and Svitlana Miasoiedova ()
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Ilona Ivanivna Kostikova: H. S. Skovoroda Kharkiv National Pedagogical University
Tetiana Viediernikova: Assistant Professor, Department of Theory and Practice of the English Language, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Liudmyla Holubnycha: Professor, Department of Foreign Languages # 3, Yaroslav Mudryi National Law University, Kharkiv, Ukraine
Svitlana Miasoiedova: Assistant Professor, Department of Foreign Languages # 3, Yaroslav Mudryi National Law University, Kharkiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2019, vol. 11, issue 1, 117-130

Abstract: In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of nonlinguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.

Keywords: Competence; FCE exam; teaching; student; experiment (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (5)

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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:11:y:2019:i:1:p:117-130

DOI: 10.18662/rrem/100

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