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4modern reader — the story is read as an independent work, in which, as in a prism, the biblical legend is refracted.
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FOREIGN LINGUISTIC COMPETENCE STRUCTURE TRANSFORMATION AS A NEW REALITY DURING HYPERMEDIA SPACE DEVELOPMENT
The paper focuses on the issues relating to information-induced foreign linguistic competence structure transformation. The fast growing social and economic system is established to fundamentally change the employment structure and labour market. The set of professional competences in education is noted to be proportional to the request for competence in the society. The limited number of professional competences is meant to be used in response to the development of such innovative areas, as digital economy, artificial intelligence, biotechnological social reality. The paper highlights the distinct advantage of social competence- generating reality over the field of educational life support. The "knowledge - competence" opposition, which is made by the scientific community discretely, is supposed to be erroneous. It is established that the KSC (knowledge, skills, competencies) foreign-language learning tradition naturally compliments a competency-
based approach within the global competence paradigm concept sphere. There are presented historic examples, which are illustrative of the Ukraine's language education efficiency. Measures, aimed at rearranging the system of students' linguistic training / retraining, are expected to be taken in order to enhance social and personal potential. Implementing a poly-competency-based educational model is substantiated to be of great importance. The further effective language education is stated to depend on the teaching staff and students' adaptation and effective interactions against the backdrop of hypermedia space.
Keywords
foreign linguistic competence, knowledge - competence opposition, competency-based approach, hypermedia space, language education, information and technological transformations, global language
AUTHORS
Lada Yu. Lichman
PhD in Education, Associate Professor, Head of the Department of Foreign Languages, Shupyk National Medical Academy of Postgraduate Education, Kyiv, Ukraine 9, Dorogozhytskaya street, Kyiv, 04112 Ukraine E-mail: [email protected]
Oksana M. Kononets
PhD in Medicine, Associate Professor of the Department of Neurology No. 2, Shupyk National Medical Academy of Postgraduate Education, Kyiv, Ukraine 9, Dorogozhytskaya street, Kyiv, 04112 Ukraine E-mail: [email protected]
1. Introduction
The dynamics of a new post-industrial technological order development testifies to the changed range of professional linguistic competences. In the social reality, having restricted formerly high-demand linguistic competencies and competences, such as spoken word, there have been updated such speech realization types and subtypes, which organically correspond to the peculiarities of the multicultural, constantly mobile, semantically hybrid information field and the nature of the global economic space. A number of worldwide contradictory phenomena, offering insights into building linguistic / foreign linguistic competence, is stated to be identified. In particular, according to the expert calculations and analytical forecasts, a kind of knowledge paradigm shift - digital reality, artificial intelligence, etc. - will occur someday in the leading countries' economy structure. This will lead up the constriction or disappearance of some professional sectors, and the advent of entirely new specialties, for example, a drone operator. Accordingly, the structure of linguistic competences, the approaches, style and methodology of foreign language education are expected to be substantially transformed and modernized.
The purpose of this study is to identify some ways to improve students' foreign language training under linguistic competence structure deformation during a hyper-communicative social technological order development.
2. Materials and methods
The originality of the issues under investigation identifies the paper's methodological repertoire. To achieve this goal and solve some urgent problems we judge it expedient to
use such theoretically effective and proper scientific methods as documents analysis and interpretation, the topic expert evaluation, highlights contradistinction and referencing, intertextual communication with a number of authors and concepts, a comparative historical approach and a terminology method.
3. Results and discussion
Reviewing educational trends shows that, on the one hand, while determining conceptually important lines for developing teaching technologies, various countries pay special attention to the competence-centred strategy of training specialists: a competency-based approach is taken as a central educational paradigm. For example, the new Law of Ukraine "On Education" states that prospects for developing and improving pedagogical resources directly square with the ideology and practice of competency-based education. Moreover, this law definitely articulates competence to be a dynamic repertoire of knowledge, skills, thinking paradigm, values, and other qualities, which determine personal aptitudes to realize the social function as well as carry out further professional and training activities (The Law of Ukraine "On Education", 2017). At the same time, on the other hand, it stands to reason that the cultivated competency-based ideologeme in the educational system has not been adapted to the realities of the created new scientific and technological order, fundamentally deforming the structure and set of socially significant competences. In a similar vein, the "liquid" and "fluid" sphere of economic, technological and social transformations consequently changes the complex of competences, required for social life support. Meanwhile, the scientifically well-grounded, evidence-based mechanisms of mobile response to reconstructive phenomena in the civil society and existential anthropological space have not been embodied in the competency-based education development strategy.
It appears from this that while planning a pedagogical competence-centred education ahead, one should proceed from the self-evident formula: the set of built professional, personal and civil competences is consistently congruent and equivalent in content to the one of competences requested by the social anthropological environment. This formula implies a substantial reorganization in a competency-based approach, including in higher education.
From this perspective, introducing a competency-based approach into various specialized and socially universal spheres requires modernization, having got the impulse of modern age. In particular, in our opinion, Ukrainian language education should focus on several important aspects and directions. First, it is necessary to form a clear picture of linguistic competences structure, given that its impermanence is always determined by the "spirit of the age". This structure is hierarchic, flexible and open. Here: compartmentalizing language competences is determined by the coefficient accumulative value of any competence social demand and productivity / effectiveness in a specific life sphere; the competency-based education structure flexibility arises from its mobility, caused by changes in the ratio of various total productivity and relevance values; its openness characterizes the designated structure as a constantly added competence-forming entire. Second, proceeding from the fact that the competency-based social system is not a constant, there should be masterminded an appropriate system for permanent retraining / self-learning / continuing education. In the language education of Ukraine, for example, to introduce the expanded multidisciplinary methods of teaching foreign languages is advisable. What is meant here is an adequate response to the fast-moving social transformations in Ukraine, first of all, working population migration to the developed countries and operating enterprises incorporation into the global economy. It is therefore necessary to build a system of cross-sectional specialists total and constant
foreign-language training and retraining. Therefore, in the secondary and higher school of Ukraine, one should thoroughly analyze the realities, and develop an appropriate large-scale and continuous linguistic training. Third, there is a long overdue necessity for creating linguistic schools within structural economic sectors, e. g. at large industrial facilities, agricultural and scientific centres. This should introduce the manpower to foreign language education process and create the most comfortable conditions for a dialogue with the business world. As A. Feschuk rightfully mentioned, professionally-oriented language training should be considered as an integral component of a highly skilled professional (Feschuk, 2016, p. 47).
The emerging scientific and technological conditions should be considered through a social matrix which predetermines the formal, content and proper methodological developmental pattern of language education in higher school. The moment to create a major linguistic / linguistic didactic project as the global communicative world order element seems to be coming. This project can be a social comprehensive foreign-language training program, built into the system of international public communications, primarily within the state educational system, that involves taking series of steps. In particular, language education, as a scientific and educational branch, should be given a special -state-forming - status; the project of foreign language teaching / learning should be incorporated into the public administration system, the improvement of national cognitive resources, the modelling of the population mental and behavioural stereotypes. Thus, building the linguistic centres chain under the state administration structures - legislative, statistical and other government entities - should be initially required. In this context, each public employee's adequacy for the job can be measured by the quality and level of his / her foreign linguistic competence. In addition, we believe that in Ukraine, the global language requires providing a legislative framework for its exclusive status, for example, as the language of integrated or intercultural communications. Within this framework, the public administration system can be linguistically reorganized and, therefore, it will operate in a bilingual- the Ukrainian and English language - format. Within the designated linguistic didactic project, to intensify the practice of non-academic foreign language training, in a similar way to the International Association of non-governmental educational organizations "Znanie" activities or the language learning best practices of the national cultural societies, would be expedient. Thus, for example, in the mid-1990s, at the initiative of the Bulgarian culture regional society and with the active support of Zaporizhzhia National University there were instituted and efficiently worked the Bulgarian language courses. The similar work was carried out by the Polish Cultural Society. Such a practice of total public inclusion in the values of foreign culture is obviously to be effective.
It stands to reason that the anticipated project should be given innovative methodical resources and it should constantly correspond to the social technological structure of competences. Otherwise, there is a gap between didactic opportunities and economic / anthropological needs. For example, in Ukraine, at the end of the last century, under the influence of negative social and economic reality, primarily due to the limited resources, the foreign-language training fell short of fully conforming to the dynamic economic advancement and social progress. In particular, this discrepancy, according to the archival documentation and materials in the history of pedagogy, is caused by the following factors: 1) there were no foreign language teaching eligible technical means in sufficient quantity - voice recorders, film projectors, tape recorders, computers, etc. - in the higher educational institutions; 2) the library funds were not equipped enough with modern study materials and methodical literature, including manuals, edited in Western Europe or the USA; 3) the teaching staff had no material and teaching motivation, which would have been an impetus for the proficiency enhancement; 4) the university teachers
used eclectic forms and methods while teaching language classes, as they had to apply the obsolete study materials, available at their disposal, not meeting the students' needs; 5) the cooperation with foreign universities was fine to nonexistent, that slowed down advanced learning technologies implementation; 6) the curricula and syllabi were imbalanced with regard to their compliance with social realities.
At the same time, against the background of the factors mentioned above, there developed rapidly a tendency towards quick changes in the existing situation and the search for optimal pedagogical resources in the Ukrainian higher school language education. The intensive and creative efforts, undertaken in the foreign language education, resulted in the formation of a predominant methodical pool, consisting primarily of similar content approaches and methods, wherein a communicative learning strategy became central. In this theoretical context - since the second half of the 1990s -there has been taken a scientific and pedagogical interest in competence educational ideology as an innovative didactic project, which, however, requires its improvement. Studying the genesis of a competency-centred approach to students' foreign-language training in Ukraine indicates a need to upgrade a competence concept sphere with the aim of bringing it in line with structural transformations in the global technological space.
In particular, at the moment, in our opinion, special attention should be paid to the issue of artificial and half-backed polarization of concepts "knowledge" and "competence". To build competences, rather than knowledge, is established by the Ukrainian scientific and pedagogical expert community to be important. This statement is widely proliferated through methodical associations in the higher school teaching practice. As a result, the dilemma concerning developing knowledge or building competences is growing more urgent. In addition to the above, building competences in students is emphasized by the experts to be prior at school and university during cardinal reorganization of human resources management, first of all, towards the specialized, professional competences structure development.
We consider the designed dilemma to be internally illogical and somewhat contradictory. The semantic controversy is that the polarisable key concepts are typified as definitions rather than operation. Meanwhile, competences are sure to be mainly built through student's increased knowledge potential: knowledge development and extension are instruments for developing and extending competences. Within this framework, knowledge and competence are interdependent, twin educational centrepiece, which should not be cleaved. It's worth noting that the Report to UNESCO of the International Commission on Education for the Twenty-first Century "Learning: the Treasure Within"(1996) points out that developing competency-based work traditions is directly associated with a knowledge-based paradigm: "learning to know, learning to do, learning to live together and learning to be" (Delors, 1996, p. 37). Thus, the attitude to building competences, but not knowledge - according to the KSC (knowledge, skills, competencies) practice - is theoretically groundless and, therefore, in our opinion, didactically deadend. In addition, there has not been conducted any fundamental research concerned with linguistic didactic differences between the KSC and competency-based approaches. The experts have reinforced in the view that the difference between the KSC and competency-based educational ideologies and teaching methods is that a pragmatic component (a competency-based approach) prevails over the knowledge one (KSC). According to their opinion, while using competency-oriented training, a teacher develops the stable balance of motivational, adaptive and activity-related, properly productive, reflexes and skills, whereas while applying the KSC practice, he / she builds a body of knowledge, required for personal fulfilment. Such views, in our opinion, are somewhat trivial, conceptually inconclusive, they have met no test of didactic experiment, as well as they are not in line with scientific and pedagogical advances. Most likely, the mentioned didactic traditions
opposition is caused by the key pedagogical categories conceptual and terminological fluctuation, as well as poor awareness of many innovative contexts, embedded in the KSC tradition, which are relayed in other definitions. Therefore, the arguments in support of a competency-based approach priority while training students is groundless, as the issue of knowledge acquirement for further effective activities was also relevant in the pre-competency-based pedagogy. This is proved by many pedagogy practitioners and theorists. For example, as far back as 1950s - 1970s, E. Milerjan in his book "Labour and vocational education psychology: selected writings" anticipated the ideas of a competency-based paradigm. In particular, the scientist required to develop a general labour and vocationally-based didactic methodology and such methods for developing special skills, which structure would have been diversified, flexible, precise, intensive and efficient. E. Milerjan's writings include such the important notional frameworks as follows: skills are "knowledge in action" plus the "ensemble" of personal qualities, or: "the transfer of learning" (Milerjan, 2013, p.62) is the variability of skills under changing working conditions. This example indicates a more thoughtful analysis of various didactic paradigms, among other things, as regards two learning strategies comparison: to develop knowledge or to build competences.
While promoting and popularizing a competency-based approach in language education, just as in other pedagogical disciplines, one should differentiate between developing knowledge and building competences; the hidden or obvious opposition of knowledge and competence pedagogical resources assumes that a competence concept includes comprehensiveness, its social immensity, whilst the concept of knowledge is local, it has the applied significance. Meanwhile, as noted by I. Zimnjaja, this opposition is completely unreasonable, as a competency-based approach should be typified as a practice-oriented component, incorporated into the knowledge-based learning strategy structure (Zimnjaja, 2004, p. 36).
On the one hand, to choose a competency-based paradigm as the main educational ideology was somewhat risky, given this preference adequacy and organic nature for social, economic, national and cultural / religious life in Ukraine and the post-Soviet states. It is obvious that the choice of any educational paradigm should be primarily based on the national cultural and religious traditions and mental features of the society. If there is a discrepancy between the people's pedagogical and economic experience and the educational doctrine, then the breakdowns in the education system, including secondary and higher school, is inevitable. In addition, according to D. Fedjaev, the subject of competence is directly correlated with the pragmatic notions, rooted in Protestantism with its orientation to tireless, vigorous activity of sacral significance. Creating a competency-based approach in a non-protestant religious and cultural environment has resulted in unalloyed technicism (Fedjaev, 2015, pp. 361-362). Due to this, the question that has to be answered is about implementing a competency-based training in the Eastern Orthodox cultural environment, rather than the opposition of the KSC and a competency-based educational approach.
On the other hand, using the concept of competency / competence in language education and linguistics, may be considered reasonable, as this notion is synonymous with the notion of knowledge. For example, according to N. Chomsky, competence is determined to be man's intrinsic ability to know / learn a language; linguistic competence, in N. Chomsky's words is "the speaker-hearer's knowledge of his language", which is realized or performed in "concrete situations" (Chomsky, 1965, p. 4]. Due to this precise reason the notions "language knowledge and "competence" / "linguistic competence" are identical and, therefore, their opposition is logically inexplicable, it fails to meet the requirements of scientific soundness. Considering the premise of the notions "knowledge" - "competency / competence" identity raises the question of the feasibility
for a competency-based approach to be universally implemented. After all, as noted by A. Andreev, "competence discourse and knowledge language are equivalent in the content" (Andreev, 2005, p. 6], for which read, to replace one concept with another one makes no sense at all.
With reference to the points mentioned above, the often articulated dilemma seems to be artificially put into scientific and pedagogical practice, therefore, the matter requires its interpretation and solution. In the light of the foregoing, we consider that nowadays to transform the structure of building competences, corresponding to a labile information, economic and technological space, is the next ones. First, we should come up with opinion that foreign linguistic competence is "a dynamic combination of knowledge and practical skills", and "the ability of individuals to use a foreign language in professional, scientific activities and in social communication successfully" (Stavytska, 2017, p. 123]. Second, a system monitoring changes in employment is to be developed with the aim of identifying the emergence of new specialties or specifying the trends towards their emergence. Third, methodological guidelines and manuals, aimed at developing the abilities of self-study, self-training and retraining are reasonable to be drawn up. For example, in foreign language education, to compile specialized, vocationally-oriented active grammars and dictionaries, containing the required basic grammar and vocabulary for performing production functions successfully, would be promising. In addition, as new labour competences arise, the relevant grammar and vocabulary should be produced. Furthermore, to develop a number of vital professional competences, for example, physician competence, one should compile performative dictionaries and phrase books, containing professional speech patterns, necessary for patients life support. Fourth, the teaching corps should be re-qualified, as it is critical to master and manage the media sphere tools, since against the background of information and technological change, training and retraining will be out of classrooms and merge into Internet audience. Fifth, the educators ability to perform new, early alien to them, functions emerges full blown, inasmuch as a teacher's functional duties will gradually shift from the learning experience to a mediator's practice (in this sense the word "teacher" modifies its proper meaning). For adequate reflection to changes in competence-oriented work, the education system will have all the makings of competence-centricity, it will be able to provide a full-fledged training support, being equivalent to the information and technological transformations.
Within this framework, there arises a new educational reality which is congruent with the "liquid" and "fluid" social and economic reality". In this sense, the very concept of structure is, as it were, reconstructed or reformed. It means that the notion of structure as such is reconstructed or changed. In the new social reality, the notions strength, steadiness, stability do not correlate with labour and educational competences structuring. Indeed, according to the traditional beliefs, a structure is a fairly strong, rather stable relationship, interaction of elements, sides, parts of an object, phenomenon, process as a whole. On the contrary, the set of classifications and competences constant variability, new specialties emergence and previously popular professions disappearance indicate that in the present and, probably, in the future, the structure nature will change in the quality. In the new reality, the structure should be viewed and read as the constantly variable order of connections - the order, generated by the chaos.
The coming social changes generate a need to fundamentally modernize the approaches, on the one hand, to building competences and, on the other one, to arranging employment and social services. The required modernization involves implementing a number of measures aimed at optimizing the system "man - social medium", it calls for experts' great administerial, scientific and engineering efforts. In particular, one should
focus on university teaching quality matters; as noted by B. Amante Garcia & R. M. Martinez Martinez, "there is not enough recognition within the university sector for those academics researching in the area of teaching in science and technology"; as a result, a current university environment values only "discipline based research, and as a consequence, the career development of those involved in researching learning and teaching science and technology in the university sector are disadvantaged" (Amante Garcia & Martinez Martnez, 2013, p. 57). Such an academic practice, according to them, is not conducive to introducing innovative didactic projects, among other things, the poly-disciplinary ones.
Meanwhile, analysing all that's happening is indicative of the human's standing on the cusp of a new poly-competency-based education era. Along the specialists' training and retraining nearest future we recommend that the experts, first, change mono-competency-based education for the poly-competency-based one and, second, they introduce the principle of modularity into the employment life support sphere. It means that by the time students graduate from university they will have mastered more than one speciality, including multidisciplinary trades. For example, a medical student can - for choice and by avocation, as well as upon social workers' recommendations - practice for both the possible activities in information services and high-tech software products creation; possessing several competences means, first of all, having freedom of career and leisure choice, wherein there are not any boundaries in the designated framework. In such futuristic prospects, the risks of the disproportion between personal traits and social (as well as labour market) demands are substantially cancelled out. As a matter of fact, in this reality one should radically reorganize scores of educational mechanisms, reprogramming them into a poly-competence operating mode. At the same time, that is obvious, a modular principle will be adopted in employment; according to the principle, the holder of a number of competences will be able to change the scope of activity, integrating in a new labour module, as the global information and technological transformations change.
The project implementation is particularly topical as part of a forthcoming intelligent digital revolution, which will reshape a social and labour structure, specifically, there will be no call for a number of socially important professions. According to Ya. Bondaruk, the revolution "can change people's life fundamentally and substantially - their style of living, working, resting, as well as their philosophy of living in general" (Bondaruk, 2017, p. 45) as well as it will convert a labour market, which has to solve a complex of issues surrounding education even now. In this situation, the project of a poly-competency-based modular educational strategy will prove to be relevant, effective and well-timed. Training a poly-competent personality will probably reduce chiefly to three types of competences: computer intelligence control, smart public digital safety and anthropological self-preservation, that is the survival of the human species. In all the cases, developing a special universal language, wherein a programming / computer language will be incorporated into global languages, seems to be much-in-demand. Therefore, even now language education should be given the task of training students through foreign-language software and computing: a programming language should be regarded as a necessary and organic component of English or, for instance, Chinese. Indeed, in a short while, interpersonal communications will be carried out through a software intellectual product, and the personality will be presented as an integral, perhaps, the main, part of this product. The prospect requires due consideration and compulsory specific linguistic training. Therefore, building foreign linguistic competence is advisable to be deeply coordinated with students and teachers' information training, and, as noted by some authors, through "the Institutes of Continuing Education, which should become the centres of practical implementation of competence approach by providing online resources" (Grinyova & Rezvan, 2016, p. 114). At
the same time, according to F. Helm, S. Guth & M. Farrah, who explored "the impact of potential linguistic, technical and educational hegemonies on the learning outcomes for English language students" (Helm, Guth & Farrah, 2012, p. 103) from the U.S., Europe, and the Middle East and North Africa, while training students using the Internet, careful attention should be paid to tolerance, as both the English language and the Internet are symbolical of the "West" social model hegemony. This is often perceived as western countries' social and cultural, political and technological expansion. However, we consider expanding the Internet technological advantages usage to be inevitable and, in certain situations, highly desirable. For example, against the background of inclusive education, applying Internet technologies would be efficient in order to establish a constant, comfortable and complimentary contact between the teacher and students with disabilities (Fernandez-Batanero & Colmenero-Ruiz, 2016, p. 20). The same view was entertained by L. Castañeda, M. Román & R. Barlam: "The opportunity that ICT offers in providing contexts of cooperative learning, the execution of shared projects that encourage motivation, and the opportunity to learn how to learn, with attention that is much more personalized and adapted to the real needs and interests of each student, should lead investigators to an analysis of all innovative educational practices that favor the development of coherent educational responses" (Castañeda, Román & Barlam, 2015, p. 97).
4. Conclusions
Summarizing, we consider rapid changes in the science and technology to reveal a lot of accumulated social, economic and, in particular, education challenges. One of them lies in the fact that students' qualification / competence training / retraining structure is out of keeping with a hypermedia reality, wherein employment patterns are constantly being reshaped. This discrepancy requires to transform learning space in order to reform competency-based education. At the same time, some questionable views, generating a negative impact on the education system, should be critically rethought.
The concepts "knowledge" and "competence" unreasonable polarization is obvious to be one of the erroneous, scientifically unpromising beliefs, common in Ukrainian education experts. As a matter of fact, the experience soundly based on theory and practice leads us to conclude that the KSC education tradition, which has proved its value, fits the competence-centered educational ideology; developing knowledge resources is an essential prerequisite for building professional, personal and civil competences. Alongside this, as innovative opportunities for social construction, such as digital economy, artificial intelligence, the biological programming of man, start up, there emerges a spectre of upheavals in the employment segment: demands for many specialties reduce in the foreseeable future, and most trades (translator, turner, milling machine operator, bus / trolleybus driver, etc.) appear to be passed as superfluous. The education system is meant to be brought in a poly-competence operating mode, which suggests that simultaneously several promising professional competences are built in higher school. In particular, in language education, the issues of a students' parallel, complementary language and information training, foreign language / digital language development will emerge full blown.
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