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28Формирование и развитие коммуникативной компетенции у студентов неязыкового вуза
Мусаелян Инесса Феликсовна,
кандидат педагогических наук, старший преподаватель Департамента английского языка и профессиональной коммуникации Финансового университета при Правительстве Российской Федерации E-mail: [email protected]
В настоящей статье рассматривается вопрос о структурном представлении коммуникативной компетенции, условиях ее формирования и развития у студентов неязыкового вуза. В работе отмечается, что коммуникативная компетенция является сложным и многокомпонентным явлением, в структуру которой входят следующие ключевые субкомпетенци - языковая, речевая и социокультурная. С целью успешного формирования коммуникативной компетенции автор предлагает комплекс разнообразных языковых, условно-речевых и речевых упражнений. Трехчастная типология упражнений наиболее полно отражает три этапа формирования коммуникативной компетенции, а именно: ознакомление/первичное закрепление, тренировка и применение языкового материала в речи. Использование данного комплекса упражнений позволяет сформировать у студентов неязыкового вуза достаточный уровень коммуникативной компетенции в устной и письменной речи, в продуктивных и рецептивных видах речевой деятельности.
Ключевые слова: неязыковой вуз, коммуникативная компетенция, ключевые компоненты коммуникативной компетенции, комплекс упражнений, продуктивные и рецептивные виды речевой деятельности, условно-коммуникативные и коммуникативные упражнения, языковая, речевая и социокультурная субкомпетенции.
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Основной задачей вуза в области дисциплины «Иностранный язык» является достижение обучающимися определенного уровня коммуникативной компетенции в сфере устного и письменного общения. Коммуникативная компетенция является сложным и многокомпонентным явлением и представляет собой способность и готовность неносителя языка организовать свою речевую деятельность в ее продуктивных и рецептивных видах, используя определенный комплекс компетенций, составляющих структуру коммуникативной компетенции. Изучение исследований (J.A. Van Ek; L.F. Bachman; S.J. Savignon; M. Canale, M. Swain; В.В. Сафонова; И.Л. Бим;
H.И. Гез и др.), посвященных понятию «коммуникативная компетенция», показывает, что ее компонентный состав получил неоднозначное толкование в современной науке в плане как выделения количества компонентов, так и определения содержания каждого из них. В рамках вузовского курса иностранного языка важным является выделить следующие ключевые компоненты коммуникативной компетенции, владение которыми позволит обучаемым осуществлять эффективную коммуникацию на иностранном языке в устной и письменной речи. Первым компонентом коммуникативной компетенции является языковая субкомпетенция - совокупность языковых знаний, навыков и умений, овладение которыми позволяет осуществлять коммуникацию на иностранном языке в различных видах речевой деятельности в соответствии с языковыми нормами изучаемого языка в пределах определенных сфер и ситуаций общения. Вторым компонентом коммуникативной компетенции является речевая субкомпетенция - способность связно и последовательно производить речевые высказывания в соответствии с целями и ситуацией общения в рамках той или иной сферы деятельности. Третьим компонентом коммуникативной компетенции является социокультурная субкомпетенция -владение определенным набором социокультурных знаний о стране изучаемого языка и умений использовать их в процессе коммуникации на иностранном языке.
Формирование коммуникативной компетенции у студентов неязыкового вуза должно осуществляться поэтапно, а именно:
I. ознакомление и первичное закрепление языкового материала;
2. тренировка языкового материала;
3. применение языкового материала в речи.
Рассмотрим содержание каждого этапа.
I. Этап ознакомления и первичного закрепления языкового материала
На данном этапе необходимо раскрыть значение, формообразование и употребление изучаемого явления, обеспечить контроль его понимания учащимися и первичное закрепление. С этой целью представляется целесообразным использовать языковые упражнения. Приведем примеры языковых упражнений:
Упражнение 1. Соедините предложения, приведенные в левой и правой частях колонок, для получения связанных утверждений (тема "Worlds to explore").
1. Nearly every successful civilization has explored, a) additional resources are always beneficial when used wisely, and can increase our chances of survival.
2. While space may hold many wonders and explanations of how the universe was formed or how it works, b) but it could happen in time.
3. While Earth is the only planet known to sustain life, c) for the sake of everyone on the Earth, now and in the future, space exploration is essential.
4. In certain circumstances, life on Earth may become impossible: d) because by doing so, any dangers in surrounding areas can be identified and prepared.
5. The chances of a large comet or asteroid hitting the Earth are small, e) the chances to save ourselves might not exist.
6. Space allows us to expand and succeed: f) over-population or epidemics, for instance, might eventually force us to find other places to live.
7. Without the ability to reach out across space, g) surely the adaptive ability of humans would allow us to inhabit other planets and moons.
8. Exploration allows minerals and other potential resources to be located, h) it also holds a lot of dangers.
Упражнение 2. Заполните пропуски подходящими по смыслу словами из рамки (тема "Environment and Ecology").
a) hazardous f) amount k) harm
b) soil g) damage l) pollutant
c) pollution h) environment m) surface
d) waste i) destroy n) shell
e) maintain j) population o) smoke
1. The automobile engine is an example of very useful technological development that ... the environment.
2. The US government passed its first important ... control law in 1899.
3. The air over such industrial cities as London became filled with huge ... of smoke and soot.
4. Plastics are troublesome solid ... because they will not break down and cannot be absorbed by the soil.
5. Radiation is an invisible ... that can be highly dangerous.
6. The extreme cases of loud noise can also ... hearing or even cause deafness
7. The study of man in relation to his ... including the relationship among men or groups of people is called human ecology.
8. In the Arctic and Antarctic total snowfall is law but the ... is snow-covered most of the winter.
9. Acid rain can damage crops and forests and cause harmful changes in .
10. The gas ... all the vegetation of the Lake leaving basin naked.
11. Man must learn to ... a reasonable balance of nature with nonnature based on the facts of ecology.
12. The biosphere is the thin outer ... of the earth that contains life.
13. It is the biggest and perhaps most efficient dump on earth, but is also one of the most .
14. The number of plants or animals in a ... change with time.
15. Most of the sulfur in industrial ... could be captured and reused by the sulfuric acid producers.
Упражнение 3. Найдите ошибки в приведенном тексте и исправьте их. В некоторых предложениях допущены несколько ошибок (тема "What is beauty?").
1) Those who want proving that the notion of beauty remains unchanged throughout century point to Nefertiti. 2) Her beauty was caught the eyes of people for thousands of years. 3) Looking at the statue you see a face of rare harmony among the inner and outer world. 4) Her long neck, delicate features, beautifully set eyes beneath long pencil eyebrows and well-shaped full mouth delight the eye.
5) The man in the middle ages were warrior and knight. 6) Between the wars, when they were free, they sang serenades to the queens of their hearts which were mild and graceful. 7) The Renaissance gave Great Madonnas of Raphael and Leonardo da Vinci, they are womanly, delicate and devoid of sensuality. 8) One of famous portraits of that time is the portrait of Mona Lisa. 9) When you look at the portrait, you see a young woman with the gently oval face, a high forehead and straight hair parted in the middle, her slopping shoulders, chiselled hands, the expression of her face are full of quiet. 10) Thousands of works have written to explain her enigmatic smile, which has attracted people for so many centuries. 11) The Renaissance gave other type of beauty: a full-bodied, common woman whose beauty lies in her openness, wisdom and great love for life. 12) She will stand the hardships of life and will never give away.
Упражнение 4. Дополните текст подходящими по смыслу предложениями (тема "Health and Cure").
... (1) .... It is an important protective instinct. ... (2) .... This prepares the body for action:
• the skin goes pale as blood is diverted to the
muscles;
• sweating increases to cool the muscles;
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• faster breathing provides more blood to the muscles;
• the gut and bladder relax as blood is diverted from them to the muscles.
As a result, you can feel quite sick and breathless. ... (3) ....
It is very common to experience fears in childhood. ... (4) .... Many childhood fears, such as fear of animals, darkness, storms, doctors and strangers, disappear as the child gets older. ... (5) .... However, as people get older, a few may suffer badly from phobias. These are unreasonable fears which send your body and mind into panic. ... (6) .... There are endless uncommon phobias including a fear of running water, swallowing solid food, and even going to the hairdresser's. ... (7) . and the wool that tennis balls are covered with is fuzzy. ... (8) ....
A) In many creatures, including man, fear can also cause paralysis, or freezing with terror.
B) Fear is a painful emotion aroused by danger.
C) The more common phobias are a fear of heights, spiders, closed places, driving a car, flying in planes, speaking on public, injections and blood.
D) At any hint of danger, a substance called adrenaline is released into the blood.
E) The important thing is to talk about them and get adults to take them seriously.
F) Everyone is mildly phobic about something, but when your phobia spoils your life, it is time to do something about it.
G) There is even the case of the tennis player who wore gloves because he had a phobia about fuzz.
H) Sometimes, though, the reasons are not always clear.
Упражнение 5. Трансформируйте диалог, внося дополнительную информацию, детализируя его содержание (тема "Politics. Elections").
- Good morning, Daddy.
_ .................................................................?
- Don't you know? Today is the Election Day. I'm going to the pools. But I am afraid I may make some mistake. Will you help me?
- Well, I have been carefully watching the election campaign and studying the candidates' speeches, and one of them quite appeals to me.
- Let's go together to the polling station and you can prompt me where to mark, whom to hand the ballot paper and things like that.
- Suppose I'll mix something?
- And who observes all that?
- After all, it's not so difficult.
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II. Этап тренировки языкового материала
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еЗ Формирование речевого навыка предполагает развитие навыка относительно точного воспроиз-
ведения изучаемого явления в типичных для его функционирования речевых ситуациях и развитие его гибкости за счет варьирования условий общения, требующих адекватного языкового оформления высказывания. На данном этапе используются условно-речевые упражнения. Примеры таких упражнений:
Упражнение 1. Расскажите о своей семье, используя образец и приведенный ниже план (тема "Family relationship").
I can't say who's the head in our family. I think that my Mom and Dad love each other very much. When they teamed up, everybody was surprised because they are totally different in character and that's their greatest problem. She is keen on antique, he prefers modern furniture. He adores steaks and fish and she would rather have plain food, vegetables and fruit. Even their personalities are different. He enjoys staying at home, while she likes going out. She enjoys attention and he can't stand when somebody encroaches on his privacy. He is dependent on her and often worries that Mom is too independent. They're both under forty, but Mom looks much younger. She is stylish. I'm sorry that she is very busy, and even when she is at home, she likes to speak on the phone.
We are great friends with Dad. He never dominates and always cheers me up. My younger brother is a little walking disaster. He worries my parents all the time. He is bright in mathematics, but he is unable to sit still. He can't be kept inside in any weather. He is too active and restless, a real Red Chief. We are always worried that something will happen to him. As soon as he is out, he climbs a lamp post, teases a dog, breaks somebody's windows and as a result he is bitten by the dog, falls down from the lamp post, is told off by a neighbour or is drowning in somebody's swimming-pool. His knees have never been in normal state ever since his early childhood. Everybody knows him in the children's hospital nearby. His best loved game is to jump inside the piano and to start shooting the "Indians". Imagine my mother's reaction: she is a musician. When Father is at his wit's end, my Grandpa says that the child is a real image of his father. He often says: "Wait until he grows up. He will be a real macho."
Of all my relatives I like my Uncle David best. He is my mother's youngest brother. He is not married and lives alone in a small town. He is about fifty, but he is quite young in spirit. He is tall and slim. He has thick chestnut hair and dark-brown eyes. He has a kind face and the first thing you notice is his smile. His face is a little wrinkled, but I think he is still attractive. He is the sort of person you can always go to if you have a problem. He is a sculptor. He likes reading and gardening and he goes for long walks in the woods. He is a very active person.
Plan:
• physical facts and description;
• character, likes and dislikes, habits;
• your opinion about them.
Упражнение 2. Прочитайте диалог, воспроизведите его в парах и составьте аналогичный диалог (тема "Health and Cure").
A: - What's the matter, dear?
B: - I've got a headache.
A: - Then why are you rubbing your ankle?
B: - I think I've sprained it.
A: - But why are you wearing that bandage on your hand?
B: - I scalded myself with the hot water from the kettle.
A: - Is that why you are sneezing?
B: - Don't be silly. I've got a cold.
A: - Is that why your face is swollen?
B: - No, I've got a toothache.
A: - But what are those spots on your neck?
B: - Can't you see I've got a rash?
A: - And what's that swelling on your arm?
B: - I've been stung by a bee.
A: - Well, why don't you go to the doctor?
B: - How can I? My feet are numb. Besides I feel dizzy.
Упражнение 3. Передайте содержание диалога в форме монолога (тема "Law and Crime").
Inspector Colombo: Now Mr. Flegart, I'd like you to tell me in your own words exactly how you came to discover the body.
Mr. Flegart: It was terrible, Inspector. I came home a bit late because I'd been to the garage to have my car headlines tested. I put the car in the garage and then I went round to the back of the house to see if the groceries had been delivered. They're always left in a box at the back door if we're not in, and I thought they might have got wet as it'd been raining most of the afternoon. It was then I noticed that a ladder had been propped up against my aunt's bedroom window. That's funny", I thought, so I climbed up it and then I saw at once that the window had been broken and the two flower pots on the window sill had disappeared. When I looked inside the room, I saw bits of flower pot and earth and grass lying about on the floor inside, and I guessed that the pots had been used to break the window.
Inspector Colombo: You say bits of glass and broken flower pot were found inside the room?
Mr. Flegart: Yes, that's right, Inspector. I saw at once that the room had been disturbed. Papers had been pulled out of the desk, my aunt's handbag had been torn open and the little box in which my aunt kept her jeweller had been ripped apart. It was awful! I simply couldn't believe it at first.
Inspector Colombo: You saw all these while you were still on the ladder looking through the window? Wasn't it getting dark? Was the light on?
Mr. Flegart: Well, that was the odd thing. My aunt was very economical about light, she would never have any of the lights turned on until it was absolutely necessary, but when I looked in the light had already been switched on. Of course, it had been raining pretty heavily till about six o'clock and she may have switched it on so that she could see to read, and then fallen asleep.
Inspector Colombo: You may be right. Please go on, sir.
Mr. Flegart: I managed to get in through the window and then of course I saw her! She was lying
on the bed with her mouth open and her eyes sort of staring. I knew at once she'd been murdered. There was a great ugly gash on her forehead where she'd been hit and blood - you've never seen anything like it! The pillow was soaked with it. I tell you, Inspector, it was ghastly! I didn't know what to do at first. Dear kind odd Aunt Edith - it was incredible. Then I sort of came to and realized that of course the police would have to be informed immediately, so I ran down to the hall and phoned the police station.
Inspector Colombo: Did you touch anything in the room, sir?
Mr. Flegart: Of course not. There was a hammer lying on the floor near the bed, but I knew enough to know that absolutely nothing must be touched or moved or till the police arrived. Well, I'm in, everyone knows that much. In detective stories, films and that, it's the first question that's asked when the crime squad arrives.
Inspector Colombo: Do you read a lot of detective stories, sir?
Mr. Flegart: Read? Not many. I watch them more on TV. But they are always the same, aren't they? The criminal always gets caught in the end, doesn't he? There's always some little thing he's forgotten that's discovered right at the end. I often think they're very stupid these criminals, letting themselves be caught through their own
inefficiency.
Inspector Colombo: Quite so, sir. Just one more question-motive. Can you think of any reason why your aunt should've been murdered? Anyone you know might have had reason for wishing her out of the way?
Mr. Flegart: Aunt Edith? Good heavens, no, it's quite extraordinary! She was loved and respected by everyone who knew her, Inspector. I've never heard any unkind word spoken about her. That's why I say it's incredible! It's worse than that it's appalling!
Inspector Colombo: Murder usually is, sir.
III. Этап применения языкового материала в речи
Переход от навыков к умениям обеспечивается речевыми упражнениями, в которых активизируемое языковое явление надо употребить без всякой подсказки в соответствии с конкретной речевой ситуацией. Задачей данного этапа является целенаправленная речевая тренировка языкового материала в процессе реальной коммуникации для решения определенных коммуникативных задач. Примеры таких упражнений:
Упражнение 1. Прочитайте текст и озаглавьте его, дайте развернутые ответы на поставленные вопросы (тема "Law and Crime").
The prisoners were exhausted by the heat. The ground in the prison yard was baked to a hard, flat yellow by the sun. At exercise times the men moved heavily, like cattle, shouldering each other aside for a place in the shade under the plane tree at the far end of the yard. Every morning they drew lots to decide who would be the lucky ones to sit in its shade, every
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morning all but the five were disappointed. It was a small tree, its leaves already shrivelled, and there was no room for more than five under its branches. Darkness brought little relief. Night fell like a heavy blanket, suffocatingly hot. Water was rationed, washing allowed only once a day and then the water had to be shared. No one noticed any more the smell of unwashed bodies or the insect bites. Even the guards were despaired, lacking the energy to bully the men more half-heartedly, weighed down by their rifles and boots, prisoners themselves of the heat, the stench and the boredom.
In these circumstances it is not surprising that the plane tree assumed an importance out of all proportion to its size. To be one of the fortunate who lay under its feeble shade in the exercise hour was coveted more than cigarettes, meat, or the prisoner governor's young wife. It was because of the plane tree that ten men were killed and one escaped. Among the prisoners was a small, mean man called Flack who, for the price of a few cigarettes and some tale-bearing, had made friends with the guard who was in charge of drawing lots for the plane tree. Flack had a cellmate, a big, silent Australian, generally considered to be rather slow-witted. He was known as Twang, for he had fashioned a kind of guitar out of some wood pieces and bits of wire, and he would sit strumming and humming to him- self all day until the monotonous sound became part of the heat and the misery and ceased to have any significance.
The killings happened as simply as this: One morning when the temperature was in the hundreds, Flack, who had his private arrangement with the guard, drew a ticket to sit under the plane tree for the tenth day running. Twang, who was crouched nearby with his guitar, stood up, broke one of the strings and garroted him. a fight broke out. The guards, frightened and disorganized, began to shoot wildly. Twang was one of the first to die. The bodies of nine others fell in a disorderly heap under the plane tree. In the confusion a man called Billy, a convicted cat burglar, scaled the wall at the back of the cook-house and escaped. It was he who told me this story. Perhaps you know him? He's the barman at the Cafe Ritz
Ответьте на вопросы.
1. Why do you think the writer uses the word "baked" to describe the condition of the ground in the prison yard?
2. What words does the writer use to give us the impression that the nights were almost as hot as the days?
3. What kind of man was Flack?
4. Why was the Australian called Twang?
5. Why was the plane tree so important?
6. How was it that Flack was able to sit under the plane tree for several days in succession?
7. "Twang was one of the first to die". In what way 5 does this fact strengthen the story?
о 8. How did Billy take advantage of the situation? S Упражнение 2. На основе предложенной си° туации и списка обязательных для употребления Ц слов подготовьте диалог (тема "Health and Cure").
Doctor
ask: what the trouble is
when it happened where it hurts
what kind of pain it is - sharp, continuous ...? how Jack has been treating it to let him examine Jack: X-ray say: painful ankle
fell over playing tennis two days ago explain where it hurts explain kind of pain treatment - cold water bandages, rest agree to examination ask: where to go to have X-ray
say: thanks to the doctor
Упражнение 3. Просмотрите текст и составьте детальный его пересказ (тема "Law and Crime").
Judges have a crucial role in cases in which domestic violence issues arise. Court decisions that emphasize victim safety and hold offenders are effective options available to help victims of domestic violence. The American Bar Association's Commissions on Domestic Violence, has developed a judicial bench card to assist courts in fulfilling their unique role in helping to end domestic violence. This resource is designed to help judges who handle cases involving civil protection order, custody, child support, divorce, and child abuse and neglect matters - all areas of law in which domestic violence issues can have a profound impact.
Judicial intervention is critical to protect victim safety. Without appropriate intervention domestic violence usually increases in severity and frequency. An abuser's use of violence tends to escalate dramatically when a victim attempts to leave, thereby increasing the likelihood that victim will be assaulted or killed. Since these separations tend to occur immediately prior to (or at the same time as) legal proceedings, judicial decisions to issue protective court orders - or failures to do so - substantially affect victim's safety.
The material included in the bench card encourages judges to consider not only physical abuse, but also the broader psychological, emotional, and financial issues that constitute abuse of an intimate partner. For example, the bench card alerts judges to the batterer's use of intimidation, stalking, financial abuse, and manipulation of children as means of asserting control over the victim. Judges who are aware that these issues complicate resolution of violence can assist victims by ensuring that their basic needs for food, shelter, clothing, and medical care and met. Additional steps to ensure victim safety, such as assessing a perpetrator's lethality and referring victims to advocates who help them develop safety plans, give judges the opportunity to help prevent further violence or death.
One of the most important issues addressed in the bench card is the need for judges to hold offenders accountable for perpetrating domestic violence. Strict enforcement of court orders and strong sanctions
demonstrate that the judicial system will not tolerate any form of domestic abuse, a message that must be sent to the community. This commitment is essential to protect victims from future danger and to ensure abusers' future compliance.
Judges must be leaders in ending the myth that domestic violence is "a private family matter". They can educate the community that domestic violence is a crime.
а) Ответьте на вопросы.
1. Are there effective options available to help victims of domestic violence?
2. What are the recent results of Commission on Domestic Violence?
3. Does judicial intervention play big role to ensure victim safety?
4. What are the steps of the judges to prevent further development of violence?
5. What is your opinion on the myth that domestic violence is "a private family matter"?
б) Выразите согласие/несогласие со следующими утверждениями.
1. The decisions which find the offenders responsible help victims of domestic violence.
2. The Commission on Domestic Violence decides how to help the courts in fulfilling their unique role to end domestic violence.
3. Judicial interference with cases involving domestic violence deteriorates the situation if victims.
4. According to the material included in bench card judges should take into account not only physical abuse but also psychological emotional issues.
5. Domestic violence is fictitious domain of judicial system, private family matters shouldn't be discussed in public.
Упражнение 4. Расскажите о стране/городе в котором Вы живете, используя следующую таблицу (тема "The place I live in").
Окончание
Geography
Economy
Political life
to lie on/in, to be washed by, to occupy, to cover, to stretch over, a total area of, square kilometres, to be separated from, to border on, to be densely populated/inhabited
highly developed/developing/backward/agricultural/ industrial country, agriculture, light/heavy/the chief industry, to produce, producer, main products, to export, to import, export, import, to cultivate, to specialize in, electronics, textile; inflation, economic crisis, prices go up/down, to reduce expenses (on), to pay taxes, to be rich in natural resources (oil, coal, copper, zinc, iron, ore); well-developed culture/science, to restore, to rebuild.
politics, policy, to exercise the policy (of), politician, political set up/system, independent/sovereign state, the head of state, at the head of, to lead, leader, democracy, republic, power, to rule, to govern, government, Prime Minister, minister, parliament, parliamentary, member of parliament, speaker, to appoint, to accept/turn down a bill, turn into law, to proclaim independence, to be recognized by many countries; general/multi-candidate elections, to elect, to be elected, president, elector, to vote, vote, nation, national, to oppose, opposition, left-wing/right-wing perty, political struggle, to struggle for independence.
Geography to lie on/in, to be washed by, to occupy, to cover, to stretch over, a total area of, square kilometres, to be separated from, to border on, to be densely populated/inhabited
Types of places a mountainous/fishing village, a provincial /seaside/ coastal town, a (native) city, a supercity, a capital city, a seaport, a health resort; industrial/modern/ historic/ancient/cathedral/University/educational centre.
Location and geographical position in the north/south/east/west/of ..., situated on the coast of the sea/ocean, on the bank of the river, on the hills, by the sea, on the river -, at the mouth of, on/near the lake, in a valley, on a plain, in the mountains, near a forest/desert, in the rural/industrial area/district, in the suburbs.
Describing places economic/political/cultural/scientific centre of, to have a population of, dynamic, overcrowded, busy, noisy, lively, overpopulated, growing, run-down, well-planned, well-cared-for, quiet, beautiful, picturesque, famous for; dirty, dusty, boring, impressive, shabby, polluted, dangerous, expensive/cheap, original/ faceless; the largest, the second largest; to be founded in, to be full of; heart of the city, fub of the city.
Urban problems heavy/light traffic, slums, to pollute, air pollution, overcrowding, vandalism, crime, to reconstruct, knock down.
Transport underground, at the bus stop/next stop, to park a car, car park, railway/bus station, airport, traffic lights.
Упражнение 5. Прокомментируйте следующие а) пословицы и б) цитаты и дайте их эквиваленты на русском языке. Составьте ситуацию, используя одну из пословиц (цитат) (тема "Works and Job").
а) 1. A bad workman quarrels with his tools.
2. A Jack of all trades is master of none.
б) 1."The difference between a job and a career is the difference between forty and sixty hours a week" (Robert Frost)
2. "Choose a job you love, and you will never have to work a day in your life" (Confucius)
Упражнение 6. Подготовьте презентацию на тему «Глобальные проблемы современного мира».
Таким образом, комплекс упражнений, примеры которых были представлены в рамках данной статьи, направлен на формирование и развитие коммуникативной компетенции у студентов неязыкового вуза. Естественно, что количество разных типов упражнений зависит от степени сложности изучаемого материала и от языковой и общеобразовательной подготовки контингента обучаемых. Использование данного комплекса упражнений позволяет сформировать у студентов неязыкового вуза достаточный уровень коммуникативной компетенции в устной и письменной речи, в продуктивных и рецептивных видах речевой деятельности.
Литература
1. Канале М., Свeйн М. Теоретические основы
коммуникативных подходов к обучению второ-
сз о со "О
1=1 А
—I
о
сз т; о m О от
З
ы о со
му языку и тестированию // Прикладная лингвистика. - 1980. - Том 1/1. - С. 1-47.
2. Бахман Л.Ф. Фундаментальные подходы в языковом тестировании. - Оксфорд: Издательство Оксфордского университета, 1990. - 385 с.
3. Ван Эк Дж.А. Цели обучения иностранному языку (Том II: Уровни). - Страсбург, 1992. -263 с.
4. Савиньон С.Ж. Коммуникативная компетентность. Теория и практика. - Макгроу-Хилл, 1997. - 288 с.
5. Гез Н.И. Формирование коммуникативной компетенции как объект зарубежных методических исследований. // ИЯШ. - 1985. - № 2. -С.17-23.
6. Бим И.Л. Цели обучения иностранному языку в рамках базового курса // ИЯШ. - 1996. -№ 1. - С. 4-8.
7. Сафонова В.В. Социокультурный подход к обучению иностранным языкам. - М.: Высш. шк., Амскорт интернэшнл, 1991. - 305 с.
FORMING AND DEVELOPING COMMUNICATIVE
COMPETENCE IN NON-LINGUISTIC DEPARTMENTS
Musaelyan I.F.
Finance University under the Government of the Russian Federation
The author of the article touches upon the issue of structural approach to communicative competence and its effective forming and
developing in non-linguistic departments. The paper stresses communicative competence is a complex and multicomponent phenomenon that consists of the following key subcompetences - linguistic, pragmatic and sociocultural. To develop communicative competence in the most effective way, the author considers various activities, namely, pre-communicative and communicative ones that fully reflect the stages of forming communicative competence. The set of tasks is aimed at achieving efficient level of students" foreign-language communicative competence in oral and written speech and, correspondingly, developing productive and receptive skills.
Keywords: non-linguistic departments, communicative competence, key components of communicative competence, set of tasks, productive and receptive skills, pre-communicative and communicative activities, linguistic, pragmatic and sociocultural subcompe-tences.
References
1. Canale M., Swain M. Theoretical bases of communicative approaches to second language teaching and testing // Applied Linguistics. - 1980. - Vol.1/1. - P. 1-47.
2. Bachman L.F. Fundamental Considerations in Language Testing. - Oxford: Oxford University Press, 1990. - 385 p.
3. Van Ek J.A. Objectives for Foreign Language Learning (Vol. II: Levels). - Strasbourg: CCC/CE, 1992. - 263 p.
4. Savignon S.J. Communicative competence. Theory and Classroom Practice. - McGraw-Hill, 1997. - 288 p.
5. Gez N.I. Development of communicative competence as a subject of foreign methodological investigations. // FLS. - 1985. -No. 2. - P. 17-23.
6. Bim I.L. The purpose of teaching a foreign language in the context of the basic course // FLS. - 1996. - No. 1. - P. 4-8.
7. Safonova V.V. Sociocultural approach to teaching foreign languages. - M.: High school, Amskort international, 1991. - 305 p.
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