Forming Speech and Communicative Competency of Future Philologists

Anna Chala (), Natalia Demchenko (), Violetta Panchenko (), Liudmyla Bakhmat () and Tetiana Krekhno ()
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Anna Chala: Candidate of Pedagogical Sciences, Associate Professor at the Department of Ukrainian Linguistics, Literature and Teaching Methods, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine
Natalia Demchenko: Candidate of Philological Sciences, Associate Professor, Head of Department of Ukrainian Linguistics, Literature and Teaching Methods, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine
Violetta Panchenko: Candidate of Pedagogical Sciences, Senior Lecturer at the Foreign Philology Department, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine
Liudmyla Bakhmat: Candidate of Pedagogical Sciences, Associate Professor at the Foreign Philology Department, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine
Tetiana Krekhno: Candidate of Philological Sciences, Associate Professor, Professor at the Department of Ukrainian Linguistics, Literature and Teaching Methods, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 3, 225-245

Abstract: The article deals with theoretical grounding and experimental verification of the formation of future philologists’ speech and communicative competency, which is considered an integral part of future professionals’ vocational training. The basic requirements to effective formation of future philologists’ speech and communicative competency have been identified. In the course of the research the structure of the system for the effective formation of future philologists’ speech and communicative competency has been determined. It is represented as the combination of the methodological, content, technological and diagnostic components. Each of them has its definite aim and content. The study was conducted from 2017 to 2020 and included four successive stages: exploratory and analytical, theoretical and experimental, formative, analytical. The experiment was conducted in the Municipal Establishment “Kharkiv Humanitarian Pedagogical Academy†of Kharkiv Regional Council and involved 16 teachers and 83 students divided into experimental and control groups. took part in the experimental work. Out of 83 students, 43 were in an experimental group, and 40 in a control one. In total, 59 people participated in the experiment. All the participants gave their written content on taking part in the experiment.

Keywords: philologist; speech; communication; competency; formation; higher education (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:3:p:225-245

DOI: 10.18662/rrem/13.3/449

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